Subject: EDUC 400

Description: FIELD STUDY 1- OBSERVATION OF TEACHING-LEARNING ACTUAL SCHOOL ENVIRONMENT

Instructor: Prof. Maria Roze M. Salcedo

FIELD STUDY 1
OBSERVATION OF TEACHING – LEARNING
ACTUAL SCHOOL ENVIRONMENT
Course Description:
This is the first experiential course, which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching learning
episodes that focuses on the application of educational theories learned in content and
pedagogy courses will be made. Observation on learner’s behavior, motivation and teacher’s
strategies of teaching, classroom management and assessment in learning among others shall
be given emphasis. A portfolio shall be required in the course

This course is designed to help the field study students verify the behavior of the student
in the actual learning environment. It will require them to recognize feasible approaches to
facilitate learning considering the learner’s different phases of development and social
environment

Field Study 1 can be anchored on these Professional Education subjects:

 Child and Adolescent Development
 Facilitating Learning
 Social Dimension of Education
LEARNING OBJECTIVES
1. Identifying the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional
development of the children or adolescent as manifested in the actual classroom setting
2. Observing and reflecting on the different approaches employed by the teacher in dealing with
learners in the different stages of development

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3. Analyzing how the teaching and learning process should be conducted considering the
different phases of child development.

EPISODE 1
FS1- THE LEARNER’S DEVELOPMENT
AND ENVIRONMENT
Introduction
Observation is to provide opportunity for the student teachers to relate theory to actual
practice. To help them do this, remember to: know and understand guides, jot down details
carefully separate facts from interpretation and accomplish the checklist/ forms as:

Learning Outcome:
At the end of this activity, student teacher should be able to:

1. Determine a school environment that provided social, physiological and physical environment of
learning.
2. Differentiate the characteristics and needs of learners from the different developmental levels

My Observation
An Observation Guide for the Classroom Visit
Be guided by this task as you do your observation. Then
accomplish the matrix data below.

1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious
figures, lessons, visual aids, and announcement you see posted?
2. Examine how the figure is arranged. Where is the teacher’s table located? How are the tables
chairs/desk arranged?
3. What are the learning materials / equipment are present?
4. Observe the students. How many students are occupying the room?
5. Is the room lighted and well ventilated?

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 My Tools
As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school
site. A good understanding of the activities and tasks to be accomplished in the activity sheets
will yield better learning results
Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data

My Map
A general observation of the campus and the classroom is an exciting way to start my
observation.

My mission is to do the following tasks:

1. Visit a school. Look into facilities and support learning areas in the campus, the in the
classroom
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes learning
5. Present your idea of a good school environment through any of these:
6. Descriptive Paragraph
7. Photo Essay
8. Sketch or Drawing
My Target/Learning Objectives
1. Look at the walls of the classroom. What are the posted on the walls? What heroes, religious
figures, lessons, visual aids, and announcement you see posted?
- When I entered the room during my visit, the first thing I noticed was the walls,
which were well painted and cemented. A poster with the letters of the alphabet
was placed on top of the blackboard in front of the class. The walls are painted
with religious figures and next to them are frozen prayers. There were bulletin
boards on the left and right sides of the wall. The content on the bulletin board on
the right is related to scientific information, while the bulletin board on the
opposite side displays students' grades and activities. Visual aids include the
school's mission and vision, and the walls are also filled with quotes to motivate
students. The background wall consists of a bulletin board with informative
pictures about English and mathematics.

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2. Examine how the figure is arranged. Where the teacher’s table is located? How are the
tables chairs/desk arranged?
-The teacher's desk is at the back of the class. There is a small container of rubbing
alcohol on the table. There is a small bookshelf behind the teacher's desk, where the
teacher's files and several books are neatly organized. Another table is in the left corner
of the room in front of the class. He has three rectangular tables for learners, arranged
vertically, with chairs for learners on either side. Modules for boys and girls in all
subjects were distributed and placed on learners' desks for teachers to review. Tables
and chairs are perfectly placed to save space and allow learners to move around
comfortably. The teacher’s desk is arranged so that she can monitor the entire class at
the same time.
3. What are the learning materials / equipment are present?
-I noticed that teaching materials were scattered on the students' desks. Teachers
temporarily prepared modules for distribution and placed them under the table.
Televisions are also used during face-to-face classes as part of discussions and are
used to play informative videos incorporated into lessons. Visual aids and index cards
were placed at the front of the classroom and hung on wooden stands.
4. Observe the students. How many students are occupying the room?
-Several students are looking out of the window rather than listening, and some
students making questions about their lesson. There are 42 students occupying
the classroom.
5. Is the room lighted and well ventilated?
-The room is bright and well ventilated. There are three fluorescent lights and one round
fluorescent light. There are also three ceiling fans to ventilate the room. A bright and well-
ventilated classroom can improve both learning and teaching processes.

Classroom Facilities Matrix

Facilities Description

The principal's office is small, but clean and well organized. There is a
small sofa, table, 3 chairs, computer, water server, and air conditioner.
Documented documents and books were well organized and kept in the
Principal Office correct location.

This learning center is fully equipped with LED televisions, computers,

DVD players, and other equipment designed to provide a better study
Learning Resources guide for students. However, the cables are scattered and overlap, making
Center it difficult to organize them well.

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Shop Room/ Industrial
Workshop Area

Canteens and cafeterias sold a variety of foods at affordable prices,

including nutritious food, Filipino delicacies, and junk food. We pay
attention to proper hygiene when feeding students and teachers. A table
and chairs are also provided, and a refrigerator and running water are also
Canteen/Cafeteria located in this common room.

The school clinic has indoor media and is very clean and well organized.
We have medical supplies needed in emergencies. There are many
medications available, provided, and essential for students. A school nurse
is always also on-site to monitor the health of students and manage the
Medical Clinic facilities.

Media Center

Reading Center

Computer Laboratory

Faculty Room The faculty is spacious and clean.

Research Room

The comfort room is neat and clean. There is trash bin where they can put
Comfort Room their trash and there is also enough water for them to use the comfort room.

The library is well ventilated, free of noise and distractions, centrally

located, and very accessible. The books are well placed and helpful for
learning. Also, seats and tables are properly arranged for the comfort of the
Library students.

HE Practical House

School Facilities Checklist

Familiarized yourself with the different areas and facilities of the
school. Check the column that indicates their availability. Give a brief
description on it

Not
Facilities Available Available Description

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 The principal's office is small, but clean and
well organized. There is a small sofa, table, 3
chairs, computer, water server, and air

Principal Office
/ conditioner. Documented documents and
books were well organized and kept in the
correct location.

This learning center is fully equipped with

LED televisions, computers, DVD players,
and other equipment designed to provide a

Learning Resources Center

/ better study guide for students. However, the
cables are scattered and overlap, making it
difficult to organize them well.

Shop Room/ Industrial

Workshop Area /
Canteens and cafeterias sold a variety of
foods at affordable prices, including
nutritious food, Filipino delicacies, and junk
food. We pay attention to proper hygiene
when feeding students and teachers. A table

Canteen/Cafeteria
/ and chairs are also provided, and a
refrigerator and running water are also
located in this common room.

The school clinic has indoor media and is

very clean and well organized. We have
medical supplies needed in emergencies.
There are many medications available,

Medical Clinic
/ provided, and essential for students. A school
nurse is always also on-site to monitor the
health of students and manage the facilities.

Media Center /
Reading Center /
Computer Laboratory /
Faculty Room / The faculty is spacious and clean.

Research Room /
Comfort Room The comfort room is neat and clean. There is
/ trash bin where they can put their trash and
there is also enough water for them to use the

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 comfort room.

The library is well ventilated, free of noise

and distractions, centrally located, and very
accessible. The books are well placed and
helpful for learning. Also, seats and tables are
properly arranged for the comfort of the
Library / students.

HE Practical House /

My Analysis:
1. How do the school and the laboratory rooms in particularly impact
on the learning of the students on going to school? What are your
conclusions?

-Schools, lab spaces, and other facilities can help learners learn,
if all these areas and facilities are good enough to create an
environment that reminds students that they can learn, move
around, and explore safely and will have a major impact on
development. Through the right environment, you can share and
learn things that you could not have discovered on your own. The
best environments reassure students that learning is fun and
easy, and allow them to adapt to changes over time.

2. Write a brief reflection of your feelings and insights from your

observation experiences.

-Based on my observational experience and thinking back to my

elementary school days, these simple cubicles encouraged
students like me to study every day while sitting on oval chairs
after class and playing tirelessly with friends. I am amazed when
I think back to what gave me the motivation to come to school. I
repeated this every day with my classmates. I felt that it was an
environment where I could feel the joy of learning and
discoveries at the same time since I was a child. I now
understand the importance of the posters and motivational

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 quotes that were posted on the walls of my classroom, that I
read and memorized every time I entered the classroom. In fact,
schools are not only classrooms and exams, but also learning
areas and facilities that provide learning and comfort in an
unfamiliar place rather than at home.

My Reflection
1. Would you like to teach in the school environment you just observed? Why?
-Yes, because the school environment allows students to learn and grow. They have
excellent, well-designed facilities that ensure that the physical, moral, social, and
intellectual needs of learners are met. I would like to teach at this school even if the
school lacks facilities. Because it is my passion to help learners become innocent and
give them hope so that they can have their own future.
2. What kind of school is conducive to learning?
-A school campus that facilitates learning must ensure well-developed and complete
operational facilities that meet the needs of both learners and educators regarding the
teaching and learning process. An environment that maintains truth and protects learners
to the extent that no harm occurs that affects their development.
3. What kind of classroom is conducive to learning?4
-A good classroom for learning is clean, well-lit, well-ventilated, free of distractions,
organized, and comfortable so that learners can acquire knowledge, enjoy the learning
environment, and feel comfortable. Complete study materials and equipment are
provided, including comfortable chairs and desks. Decorative classrooms may encourage
students to perform well, like what is seen around them.
4. In the future, how you can accomplish your answer in number 3?
-As future teachers, acting responsibly and transparently, especially when it comes to
parent tuition funding, can ensure instruction that promotes learning. As long as I can
provide the necessary learning materials with my own resources/funds, I will do it. We
will work with students' parents to create a comfortable environment and respond to the
needs of our students.

5. Write your additional learning insights here.

-The environment provides insight. However, learning can be disrupted by the
environment. Therefore, try to surround your learners with an orderly and distraction-
free environment, especially during the learning process. The environment motivates
learning to be achieved by providing safe, informative, and motivating facilities

Episode 2:

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 PRINCIPLES OF LEARNING
My Learning Episode Overview
This Episode focus on principles of learning applied to effective
learning. Enable the student a teacher applies in the classroom.

My Learning Outcome
In this Episode, You must be able to identify a classroom
practice that applies the principle of learning.

My Performance Criteria
I will be rated the following criteria:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation-based reflections,
4. Completeness, organization, clarity of my portfolio and
5. Time of submission of my portfolio

My Performance (How I Will Be Rated)

Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

Fewer than half

All done of tasks done; Never of the
outstanding Nearly all tasks or most task done, no
Observation/
quality; work All or nearly all done with objectives meet objectives
exceeds task done with acceptable but with poor meet and very
Documentation expectation high quality quality quality poor quality

My Analysis Analysis of All or nearly all Analysis Analysis of Analysis of

questions are asks done with questions were questions are questions are
answered high quality. satisfactory by not all completely no
completely; in Analysis of answered answered. answer.
depth answers questions are completely. Grammar and Grammar and
thoroughly answered Vaguely related spelling spelling are
based on completely. to the theories unsatisfactory very poor
Clear in

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 theories/
connection with
exemplary theories

Reflection
statement are
not totally
cleared
Refection
Reflection statement are Reflection
statements are clear, but not statements are Reflection and shallows
profound and clearly shallows; statement are are not
clear, supported supported by supported by the unclear and supported by
by experiences experiences experiences shallows and experiences
from the from the from the are not from the
My Reflection episode episode. episode. supported episodes

Portfolio is
complete, clear
well- organized
Portfolio is and most
complete, clear; supporting
well-organized documentation Portfolio is Portfolio has
and all are available incomplete; Portfolio has completely
supporting and/or in logical supporting many lacking lacking
documentation and clearly documentation components; is component is
which located in marked on organized unorganized unorganized
My Portfolio sections clearly locations. but is lacking and unclear and very poor

Three days
Two days A day after the Two days after after the
Submission before deadline On the deadline deadline the deadline deadline

Total Score

My Map
 To realize my Learning Outcomes, I will work my way through these steps:
My Learning Activities/Tools
As I observe a class, I will use the Observation sheet as a
guide during the observation then analyze and reflect my observation
with the help of guide questions.

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What did the Resource Teacher do which applies/contradicts the learning principle?

Principles of Learning Application of the Non- application/ Contradiction of

principle the Principle
1. Effective learning The teacher starts with the
begins with the setting introduction of the topic
of clear and high and let the students read None
expectations and some reading materials
learning outcomes. related to the topic.
2. Learning is an active The teacher grouped the There were few of the students
process. students and give them who can’t follow and understand
instructions question from the given instructions.
the materials they read.
After that each group will
explain and illustrate their
answer.
3. Learning is the The students used members
discovery of personal personal opinions and Some students or group just follow
meaning and experiences which is their knowledge about the given
relevance of ideas. relevant to the given question.
question.

4. Learning is the Each of the students There are some students that does not
cooperative participate on group participate. They are just listening and
and collaborative activity. They collaborate not giving an idea, they are just letting
process. Learning is and share each personal their groupmates to answer the
enhanced in an idea on the given questions questions.
atmosphere of before presenting it to the
cooperation and class.
collaboration

My Analysis

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1. Describe what are the principle of teaching applies by the cooperating during the
discussion?
-For me, the groupings where they are all encourage to give an idea to their classmates
and teacher.
2. Which learning principles is applied most?
-I think the most applied learning principle is where the student given a chance to talk
and use their critical thinking through remembering or applying their prior knowledge.
3. Which learning principles applied least?
-For me, the least applied learning principle is where the students are groups and not
everyone can talk or answer so the other students are just depending on their classmate.
4. Do you agree with this principle of learning? Which principles of learning do you think needs
to go deeper?
-Yes, I agree. I observed that the use of these principles is in the classroom
promote teaching religiously. Through the use of the learning principles students
became more active and more cooperative in class.
My Reflections
1. My reflection based on the observation of Cooperating Teacher about most commonly use
teaching principles. Do my cooperating Teachers adhere to these principles?
-Based on what I had observed, the resource of the teacher really adheres to different
learning principles. Even though some principles are not clearly shown on the way she
teach, still I can see that her teaching is effective because of the principle of learnings
that she applied together with her strategies.
2. Lessons I have learned from my observations in the classroom align with the application of
the teaching-learning principles.
- I have learned that applying those principles of learning is important in making the
teaching learning process effective and productive. Students are really engaged while
learning.

EPISODE 3:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
My Learning Episode Overview
Benjamin Bloom cited three (3) domains of knowledge-
cognitive, psychomotor and affective. Kendall and Marzano also gave
three (3) groups of learning – information (declarative knowledge),

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metacognitive procedures (procedural knowledge) and psychomotor
procedures (motor or physical skills). This episode will focus on these
domains and learning.

My Learning Outcome
In this episode, I must able to:
1. Classify the lesson/s under Bloom’s Taxonomy of knowledge and Kendall’s and Marzano’s
domain of learning activities.
2. Reflect on what lesson is more meaningful and relevant based on the domains of knowledge
and learning activities.
My Performance Criteria
I will be rated along the following:
1. Quality of my observations and documentations
2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

My Performance (How I Will Be Rated)

Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

Fewer than half

All done of tasks done; Never of the
outstanding Nearly all tasks or most task done, no
Observation/
quality; work All or nearly all done with objectives meet objectives
exceeds task done with acceptable but with poor meet and very
Documentation expectation high quality quality quality poor quality

My Analysis Analysis of All or nearly all Analysis Analysis of Analysis of

questions are asks done with questions were questions are questions are
answered high quality. satisfactory by not all completely no
completely; in Analysis of answered answered. answer.
depth answers questions are completely. Grammar and Grammar and
thoroughly answered Vaguely related spelling spelling are
based on completely. to the theories unsatisfactory very poor
theories/ Clear in
connection with
theories

13
 Exemplary

Reflection
statement are
not totally
cleared
Refection
Reflection statement are Reflection
statements are clear, but not statements are Reflection and shallows
profound and clearly shallows; statement are are not
clear, supported supported by supported by the unclear and supported by
by experiences experiences experiences shallows and experiences
from the from the from the are not from the
My Reflection episode episode. episode. supported episodes

Portfolio is
complete, clear
well- organized
Portfolio is and most
complete, clear; supporting
well-organized documentation Portfolio is Portfolio has
and all are available incomplete; Portfolio has completely
supporting and/or in logical supporting many lacking lacking
documentation and clearly documentation components; is component is
which located in marked on organized unorganized unorganized
My Portfolio sections clearly locations. but is lacking and unclear and very poor

Three days
Two days A day after the Two days after after the
Submission before deadline On the deadline deadline the deadline deadline

Total Score

My Map
Observe at least 3 different classes. Focuses on the information of
what cooperating teacher teaches the lesson. Do the student learn
from the lesson. Cite any proof of evidence.

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 EPISODE 4:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
For the Cognitive Lesson
1. What is the lesson all about?
-The lesson is all about blending consonant it aimed for them to know the correct Poem
“When I was one and twenty”.
2. What are the facts/information mentions in the lesson?
- The facts mentioned in class are: In grade 9, the teacher helped children pronounce
words with the correct mixture of consonants. Then the students were able to say the
words. The English lessons we observed were all about the poem "When I was 1 and 20"
and the teacher asked the students to explain this poem because it is a song about love.
We all know that today's students are teenagers who understand the theme is "love". The
teacher asked the students to relate their own experiences to this poem. They build ideas
through experience.
3. Do the lessons end with learning? Or does it lead to understanding of concepts? Prove
your answer.
- First and foremost, students respond enthusiastically to ratings given by teachers
during class discussions. Most people got a perfect score, but some got two mistakes.
They highly valued the students' lessons. That's because it is a benchmark of how
students develop cognitively and emotionally, and students excelled in academic and self-
assessment areas.
4. Describe instances how the cooperating teacher discuss the lesson (giving examples,
examining cause-effect relationships, relating ideas or concept to one another)
- My resource teacher leveraged technology to capture students' attention and help them
understand the lesson better. Teacher related the topic to real life situation. In the scenes
where he speaks using consonants, he tells us about the good qualities of the person and
his true character through the story.
5. Cite what part of the lesson that students encourage to ask question, recite, and reflect on
what they have learn.
- Another English lesson we observed was promoting adjectives. The teacher's motive
was to present pictures of various tourist attractions and beautiful places in the
Philippines. The teacher asked the students to recognize these pictures. So, the students
immediately responded and answered.

For the motor Skill/Psychomotor Lesson

1. What is the lesson all about? Identify the skill that focuses target/learning?
-The skill lessons were about reading and pronunciation of words of poem. The section
that I have observed almost reached the manipulative skill and thinking skill after the
discussion in class the teacher had the chance to ask fallow up questions that made the
skills functioning, especially the thinking skills of the pupils, it almost reached the
comprehension level where they could easily understand the essence of the story and
how to related these on real life situations.
2. Write evidences of the teacher’s encouragement of divergent thinking of the learners?

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 -None of the teachers encouraged divergent thinking. Yes, there were questions for students to
answer after the discussion. It seemed as if we were still applying the traditional teaching that
learning is a process by which conditioned reflexes are built by replacing one stimulus with
another, but with the recitation of selected sentences and oral recitation. Please note students
who do not participate. Focus on students with low reading comprehension and whose needs
and interests need to be understood. It was really amazing to see and hear the students'
responses during the comprehension test in the form of a subjective scale that they recited to
know if they understood.
3. What are the proofs of evidences that the cooperating teacher promote?
-In this cause the pupils were happened to come up the lesson though their own abilities I
observe in class and identify the lesson objectives, learning activities, instructional materials
and assessment tools employed by the teacher. Subject Matter Lesson Objectives Learning
activities & instructional materials Assessment tools 1. Might - Define Might - Using Might in
the sentence - eliciting ideas or examples from the pupils of might to use in a sentence.
4. Describe how students learn about problem solving? What are the strategies apply by
cooperating during the discussion?
-I was never had a chance to observe any those sections a problem solving in the lesson. the
lesson almost covered comprehensive assessment, but a could say that through the efforts of
their teacher and how to facilitate them, things going some contributions especially in
departing the central message of the lesson and stories.
5. What are the proofs that the student encouraged to do critical thinking?
- The resource teachers I observe not only encourage students to ask questions, but also ask
questions that students are interested in asking. After the discussion, most people were
confused and wanted to know the answer. When students encountered an unfamiliar word,
they asked what it meant, and the teacher provided context clues. I know the answer. Best of
all, the talented students in my class asked questions back and elevated me to the highest level
of thinking. When I came to class, I was really surprised to see that their questioning skills
were comparable to middle school level. And I think the biggest motivation for students'
improvement in the class is the best learning results.
Values/Affective Lessons
1. What are the values of the lessons learn by students?
- When we talk about critical thinking, we are talking about evaluating information
and arguments in terms of their accuracy and value. Students utilize critical thinking
skills through collaborative classroom interactions as well as activities that analyze
observations. Was there no observation outside? Therefore, the discovery approach is
done by the teacher without guidance. The teacher had students find adjectives and
modifiers by observing and describing the environment. Their observations then lead
to a group competition in which the group that produces the most sentences win the
activity.
2. Is the value integrated in the lesson?
- Values were not taught in isolation; cognitive lessons were first discussed in class,
followed by a comprehensive examination integrated with emotional lessons. Almost
all the sections I observed were handled in a similar way, where the awareness lesson
was explained to the teacher first and the students had an idea that the lesson being
done was related to values and interrogation.
3. How is the values develop in the lesson?

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 - This value was developed by placing students in real-life situations. Specifically,
attend a school from a reputable educational institution. In this case, one of the main
topics they discussed was values education. "Wisdom is of no use when character
becomes a monster. In this profession, teachers must not think only of academic
progress."K-12 educational standards are important for all students and education
involved. He has made a significant contribution to the institution. In the teaching and
learning process. Teachers must first design appropriate and effective lesson content
that leads to the integration of values, based on observations that serve as the correct
criteria for treating lessons with values, as in the following quotation: My personality
doesn’t change, but my personality as a person doesn’t change.”

Kendall and Marzano’s Domain of Knowledge

Domain Knowledge
1. Cognitive Domain – information (declarative knowledge) – Vocabulary, terms facts,
concepts, principle, hypothesis, theory
2. Mental Procedures (Procedural Knowledge) e.g., mental skills such as writing a paragraph
Concrete Example/s for each Domain of Knowledge from my Observation (what did your
Cooperating Teacher teach? What is the focus of the lessons?)

Bloom’s Domain of Learning Activities

3. Psychomotor – Skills
 Creativity in doing a design
 The proper use of colours depending on the season.
 The proper instruction how to do on this lesson
4. Affective – values, attitudes
 Appreciation by giving simple gift.
 Being personalized through letters
 Reminding the receiver that someone remembering them.
 To feel someone that there are special.

EPISODE 4
GUIDING PRINCIPLES IN THE SELECTION
AND USE OF TEACHING METHODS
My Learning Episode Overview
This Learning Episode is about the guiding principles in the
selection and use of teaching method. It comes after the FS student
has been introduced to methods of teaching.

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My Learning Outcome
In this Episode, I must be able to identify the application of
some guiding principles the selection and use of teaching strategies

My Performance Criteria
I will be rated along the following:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

EPISODE 5:
TEACHING APPROACHES AND
THE K TO 12 CURRICULUM
My Learning Episode Overview
The K to 12 Law made explicit the pedagogical approach for the
K to 12 Curriculum. This episode revolves around this pedagogical
approach

My Learning Outcome
In this Episode, I must able:

1. Determine the teaching approach used by the Cooperating Teachers

2. Identify instances where the pedagogical approaches of the K to 12 Curriculum contained in
the law are observed.

My Performance Criteria
I will be rated along the following:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,

18
 4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

My Map
I will observe at least one cooperating teacher on his
actual teaching, analyze and reflect on my observation.

To realize my Target/Learning Outcomes, I will follow the

steps

My Learning Activities
I will observe my Cooperating Teacher with the use of an
Observation sheet for greater focus. I will analyze my observation with
the help of guide questions then reflect on my observation and
analysis.

My Learning Activities/Tools
Teacher – Centered
1. Does the teacher lecture all the time?
-No, the teacher doesn’t teach all the time. She always gives activity before and after the
discussion but still its related to the topic.
2. Is the class atmosphere competitive? Why?
-Yes, the class atmosphere is competitive because students want to attract the attention of
the teacher, they wanted to be recognized and praised.
3. Does the teacher focus only on one discipline/subject?
-There is a behavioral approach in which the teacher emphasizes discipline before,
during and after the lesson. The teacher uses different subjects to integrate this lesson
to allow students to cope up with the lesson easily.

Student– Centered
1. Are the students involved in the teaching – learning process? How will you describe? Are
they more passive recipient of instruction?
-Yes, they are always involved in the teaching learning process. Teacher always ask the
students about their idea before she explained the topic. They simply not only accepting
learnings but also teacher always want to hear their thoughts.
2. Is the emphasis the student’s application of the lesson in real life? Cite evidences.

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 -The lesson in this subject really applies the real world or real context of life, so that the
students learn and apply it to themselves.
3. Is the class atmosphere collaborative? Why?
-Yes, because the teacher made sure that most of the activity is collaborative and they
can share ideas to each and everyone.
4. Does the teacher connect lesson to other discipline/subjects?
-The teacher integrated himself with other lesson in the subject that allow students to
understand more the topic.
5. What teaching – learning practices show that teaching approach is:
a) Conravist: connected to the past experiences of the learners and learners
construct new meaning because of the lesson. The teacher gives an opportunity to
participate actively during the class discussion. During the class the teacher let
the students to relate their past learnings or experience to the topic and try to
connect in the current discussion.
b) Inquiry-based: teacher presented the new lesson with appropriate varied
examples.
c) Reflective: when the students absorb the topic or discussion the teacher will let
the leaners reflect on it and try to let them apply it in real life situation or
scenario.
d) Inclusive: this is where no students excluded. All the students are considered
based on what they need and capabilities. No, bias and all of the student’s
concerns are recognized and always find a solution in it.
e) Collaborative: all the learners are working together. Teacher provides a by group
activity or by pair.

My Learning Insight
As a future teacher we need to know the different
practices on how to approach our students.

1. Constructivist – connected to past experiences of learners; learners constructed new lesson

meanings.
2. Inquiry – Based – Developmentally Appropriate – learning activities for the developmental
stage of children
3. Reflective: this is where students can reflect on what they have learned.
4. Inclusive – no learner was excluded; teacher taught everybody. (no body left aside teacher
should have birds eye to see if everyone is participating.

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5. Collaborative – Student work together. Group work is example for create a good
participation to each students.
6. Integrative – Lesson was multidisciplinary. Lesson should be attractive to student so they
can rely on every topic.
My Reflection
Shifting from a teacher-centered to a student learning-centered approach
signifies a transformative evolution in education. In a teacher-centered model, the focus
primarily revolves around the instructor as the primary source of knowledge dissemination,
following structured lesson plans and standardized assessments. Conversely, a student learning-
centered approach places learners at the core, encouraging active engagement, critical thinking,
and self-directed exploration. Various methodologies, such as the flipped classroom, inquiry-
based learning, and project-based learning, embrace this shift by fostering collaborative
environments, personalized learning experiences, and hands-on applications. This transition
empowers students to take ownership of their education, nurturing curiosity, creativity, and a
deeper understanding of subject matter, ultimately preparing them for the complexities of the
modern world.
EPISODE 6:
TEACHING APPROACHES AND
METHODS OF TEACHING
(DEDUCTIVE AND INDUCTIVE METHODS)

My Learning Episode Overview

After a Learning Episode on Teaching – Learning Approach, the
student teacher gets acquainted with methods of teaching. A teaching
method is a practical realization or application of an approach.

My Intended Learning Outcome

1. In this Episode, I must able:
 Identify the teaching method used by my Resource Teacher
 Distinguish between deductive (direct) and inductive (indirect) method of teaching
My Performance Criteria
1. I will be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,
 Completeness, organization, clarity of mt portfolio and

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  Time of submission of my portfolio.

My Map
1. I will observe two (2) different classes.
2. I will reflect the guide questions given below
3. To hit my target, I will follow these steps:
STEP 1: Reflect the Learning Essentials given.
Step 2: Observe at least two (2) classes with a learning partner.
Choose major classes

My Learning Activities
I will observe 2 major classes by using Observation sheet for
greater focus then analyze my observation with the help of guide
questions. I will write down my reflection on my observation and
experiences.

Observation Sheet 1
A. Observe how the Cooperating Teacher begin, develop and end
his/her lesson
Start of the Lesson

B. Ending of his/her Lesson

Observation Sheet 2
A. Observe how the Cooperating Teacher begin, develop and end
his/her lesson
Start of the Lesson

B. Development of his/her Lesson

C. Ending of his/her Lesson

My Analysis / Insight
-In observing the Cooperating Teacher's lessons, I've noticed a pattern in their approach.
At the beginning of the lessons, the teacher consistently sets a clear agenda, introducing
the topic with enthusiasm, and often engaging students with thought-provoking questions

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 or real-life examples. This captivates the students' attention, establishing a strong
foundation for learning. Throughout the lesson's development, the teacher employs
various interactive methods, encouraging participation, and fostering a collaborative
learning environment. However, what stands out is the teacher's adeptness in
summarizing key points towards the lesson's conclusion, ensuring students grasp the
main concepts before concluding the session. This approach not only bookends the lesson
effectively but also reinforces the core takeaways. Overall, the teacher's skillful blend of
a captivating start, engaging development, and concise ending serves to optimize student
comprehension and retention of the subject matter.

My Reflection
-Reflecting on the observed teaching approach, it's evident that the Cooperating
Teacher's method is a testament to the art of effective lesson structuring. The deliberate
and engaging start of each lesson creates an immediate connection with students, setting
a tone of excitement and curiosity that carries through the entire session. The fluidity in
transitioning from introduction to development showcases a skillful balance of varied
teaching methodologies, ensuring active student involvement and a dynamic learning
atmosphere. Moreover, the teacher's adeptness in summarizing key concepts at the end
consolidates the learning, reinforcing the lesson's core objectives. This structured
approach not only maintains student interest but also maximizes their understanding and
retention of the material. The seamless integration of a captivating start, interactive
development, and concise conclusion underscores the importance of a well-crafted
teaching strategy in creating impactful learning experiences.

EPISODE 7:
EFFECTIVE QUESTIONING
AND REACTING TECHNIQUES
My Learning Episode Overview
This Episode dwells on types of questions; questioning and
reacting techniques that teacher make use of. The type of questions
that teacher asked and their manner of questioning and reacting to
student’s responses has a bearing on class interaction.

My Learning Outcome
 In this Episode, I must able:

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  Identify my cooperating Teacher’s questioning and reacting techniques
 Select type of questions, questioning and reacting techniques that promote/discourage
interaction
My Performance Criteria
 I will be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,
 Completeness, organization, clarity of mt portfolio and
 Time of submission of my portfolio.
My Map
 I will observe at least three (3) Resource Teachers, analyze and reflect on my observations.
To reach my Target, I will follow the following:
My Learning Activities
I observe 3 classes by using Observation Sheets for greater focus then
analyze my observations with the help of guiding questions. I will write
down my reflections on my observation and experiences.

Types of Questions
1. Factual/Convergent/Closed/Low Level
2. Divergent/Higher – Order/ Open – Ended /Conceptual
3. Evaluation
4. Comparison
5. Application
6. Problem – solving
7. Effective
Examples of Questions that the Resource Teacher Asked
1. What type of classroom management structure would you implement if you were hired?
2. How have you used, or how will you use, technology in the classroom?
3. What approach or strategy do you use to learn new information?
4. What continuing education classes, workshops, training, etc. have you attended?
5. Would you be interested in leading any after-school activities? How would you deal with a
student who is habitually late?
6. How would you engage a reluctant student?
7. What would you say to an angry parent about their child’s grade?
8. What would you do if you suspected neglect or abuse in the home of one of your students?

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9. If you noticed a child being bullied in your class, how would you deal with the situation?

Observation of the
Cooperating Teaching
Questioning Behavior (using Hots and art of questioning)

9
Varying types of questions

Asking non- directed questions (ask the

question first before calling a student to
answer) 9

Calling on non – volunteers 7

Prompting by rephrasing or by
providing partial answer 9

Probing (to seek more details for

clarification) 6

Requiring abstract thinking (not just

simple recall but require HOTS) 6

Asking open – ended questions

(divergent) 5

Allowing sufficient time 9

Involving as many as possible 9

Observation of the
Reacting Behavior/Reciting Cooperating Teaching

Provide acceptance feedback 9

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 Provide corrective feedback 9

Giving appropriate and sincere praise 8

Repeating the answer 5

Explaining the answer/ expounding

the answer 6

Rephrasing the question 7

Asking follow-up question 5

Redirecting the questions to other

students 9

Soliciting student questions 5

Encouraging through non – verbal

behavior 9

Criticizing respondent for his/her

answer 0

Scolding for misbehavior or for not

listening 0

Over using expressions such as

“okay” or ”right” and other
mannerisms 9

My Analysis

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 In this episode, the focus lies on the pivotal role of questioning techniques employed by
teachers and how these methods influence class interaction. The types of questions posed
by the teacher and their manner of questioning and reacting to student responses
significantly shape the classroom dynamic. The diversity of questions, ranging from
closed-ended to open-ended, reflective of varying cognitive levels, plays a crucial role in
engaging students. Open-ended questions, for instance, encourage critical thinking and
exploration, fostering deeper discussions and active participation. Moreover, the
teacher's manner of reacting to student responses, whether by affirming, probing further,
or redirecting, directly impacts the flow of discussion and the students' confidence in
contributing. This episode highlights the intricate interplay between the teacher's
questioning style and their responsive techniques, emphasizing how these elements
intricately mold the classroom atmosphere and ultimately influence the quality of
learning and interaction among students.
My Reflection
-Exploring the nuances of questioning and the teacher's responses in this episode sheds
light on the pivotal role they play in shaping classroom dynamics. The types of questions
posed and the way they're delivered are fundamental in steering class interactions. The
teacher's choice of questions, whether they lean towards closed-ended or open-ended,
significantly influences the depth of student engagement and the quality of responses.
Equally crucial is the teacher's reaction to these responses, which sets the tone for
further discussion and encourages a supportive learning environment. A teacher's
adeptness in questioning techniques not only stimulates critical thinking but also fosters a
sense of collaboration and active participation among students. This episode underscores
the powerful impact that intentional questioning and responsive interaction have on
shaping the overall classroom atmosphere and the depth of student learning.

Type of Question Write your Observation

1. Convergent Open for Questioning
2. Divergent To Develop
3. Evaluation Analyzing
4. Inference Conclusion with evidence
5. Affective To touch the feelings
6. Comparison To compare
7. Cite at least five (5) praises which you can use to motivate your students to be actively
participate the discussion

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1) Insightful Contributions: "Your contributions show real insight into the topic and bring
a fresh perspective to our discussions."

2) Critical Thinking: "I appreciate how thoughtfully you analyze the concepts, it
encourages everyone to delve deeper into the subject matter."

3) Engaged Participation: "Your active participation sets a great example for the class,
encouraging others to share their thoughts too."
4) Empathetic Understanding: "Your consideration of different viewpoints and the way
you respectfully listen to others really enhances our discussions."

5) Inspirational Contributions: "Your ideas inspire us to think beyond the surface,

sparking intriguing discussions that enrich our understanding."

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