Field Study 1

OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and

Use of Strategies

Resource Teacher: Lorie B. Benosa Teacher’s Signature: _______

School: Proper Ned National High School Grade/Year Level: 9 -10
Subject Area: T.L.E COOKERY Date: _____________

OBSERVE

Observe one class with the use of the observation sheet for greater
focus then analyze my observations with the help of the guide questions.

1. The more senses that are E.g., Teacher used video on how
involved, the more and the better digestion takes place and a model
the learning of the human digestive system.

2. Learning is an active process. The teacher ensures active student

participation in class discussions to
enhance performance in
subsequent tasks.
3. A non-threatening atmosphere All student ideas are valued and
enhances learning. respected.

4. Emotion has the power to The students I observed appeared

increase retention and learning
to enjoy learning, feeling
comfortable and engaged with the
teacher's sense of humor rather
than perceiving authority.
5. Good teaching goes beyond Before beginning class, teachers
recall of information inquire about students' prior
knowledge and understanding of
past lessons.
6. Learning is meaningful when it is Teachers relate their lessons to
connected to students’ everyday life. real-life situations relevant to
students' everyday experiences.

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7. An integrated teaching approach Instead of solely lecturing on a

is far more effective than teaching single topic, the teacher creates
isolated bits of information. activities that enable students to
learn across multiple subjects while
honing various academic skills.

ANALYZE

What is the best method of teaching? Is there such a thing?

I think the effectiveness of teaching methods depends on how they

prioritize the learner, particularly by connecting new concepts to their
existing knowledge and experiences. Personally, I believe teaching should
promote active engagement through activities and inquiry-based
approaches, fostering both understanding and crucial skills like problem-
solving. Additionally, incorporating diverse learning styles is key to
ensuring that all students feel valued and included.

REFLECT

Reflect on this question.

How do we select the appropriate strategy for our lessons?

It's important to choose the right strategy based on our experience and
understanding of our students' needs. As teachers, we shouldn't rely solely
on one approach. Instead, we should be well-versed in various teaching
strategies to effectively impart knowledge to our students.

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Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: Lorie B. Benosa Teacher’s Signature: _______

School: Proper Ned National High School Grade/Year Level: 9 -10
Subject Area: T.L.E COOKERY Date: _____________

OBSERVE

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning

outcomes (ILOs) at the beginning of the class? Did he/she share them
with the class? How?

At the beginning of class, the teacher introduced the lesson's

objectives, either by reading them aloud or asking a student to do so. This
provided a clear direction for the students, serving as a roadmap for the
lesson.

2. What teaching-learning activities (TLAs) did he/she use? Did these

TLAs help him/her attain his/her lesson objectives/ILOs? Explain your
answer.

Throughout the lesson, my resource teacher utilized various

methods such as discussion and collaborative work to help students
achieve the learning objectives. These activities were tailored to the
specific goals, such as understanding the basics of cooking.

3. What assessment task/s did teacher employ? Is/Are these aligned to

the lesson objectives/ILOs?

To assess understanding, the teacher employed different methods,

such as performance tasks or application exercises. These assessments
aligned with the intended learning outcomes, ensuring that students were
able to grasp the lesson content effectively.

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ANALYZE

1. What are your thoughts about Outcome-Based Teaching and Learning

(OBTL)?

Outcome-Based Teaching and Learning (OBTL) emphasizes

establishing precise objectives for what students should achieve in a
course or program. It prioritizes students' needs, ensuring that teaching
approaches and assessments are aligned with these objectives to facilitate
their attainment. OBTL ensures that assessments measure what students
are expected to learn, promoting congruence between learning outcomes
and evaluation criteria. It involves continuous improvement through
monitoring student progress and adapting teaching methods accordingly to
enhance learning outcomes.

REFLECT

Reflect on the use of OBTL.

OBTL is widely embraced in education for its systematic approach to

ensuring students acquire essential knowledge and skills. By establishing
precise learning objectives, OBTL ensures coherence among curriculum,
teaching strategies, and assessments. It directs attention from mere
content delivery to tangible student learning outcomes. However,
successful implementation demands meticulous planning, continuous
assessment, and teacher support. Despite the hurdles, OBTL is esteemed
for its positive impact on student learning and preparedness for the future.

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Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Lorie B. Benosa Teacher’s Signature: _______

School: Proper Ned National High School Grade/Year Level: 9 – 10
Subject Area: T.L.E COOKERY Date: _____________

OBSERVE

Observe a class activity You shall focus on the questions that the
Resource Teacher asks during he classroom discussion. Write the
questions raised and identify the level of questioning.

Types of Question Examples of Questions that the Resource

Teacher Asked

1. Factual/Convergent
Closed Low level

2. Divergent/Higher-
order/Open-ended/
Conceptual

a) Evaluation Evaluate the nutritional value of a typical

home-cooked meal compared to a meal
from a fast-food restaurant. Provide
evidence to support your assessment.

b) Inference Based on the increasing popularity of

cooking shows and food blogs, what can
you infer about people's interests and
attitudes towards cooking?

c) Comparison Compare and contrast the culinary

traditions and flavors of different cultures
or regions, and discuss how they reflect
the local history and available ingredients.

d) Application How could you apply the principles of heat

transfer and food chemistry to improve
your baking techniques and achieve better
results?

e) problem-solving Propose a solution to address food waste

in households while also promoting the
importance of cooking at home and
consuming fresh, nutritious meals.

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3. Affective Reflect on your fondest memories or

experiences related to cooking or sharing
meals with others. What emotions or
feelings do these memories evoke, and
why are they significant to you?

ANALYZE

1. Neil Postman once said: “Children go to schools question marks and

leave school as periods!” Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques
that they employ?

Neil Postman's quote captures the transformation of students from

curious question marks to indifferent periods as they progress through
school. This shift is attributed in part to the prevalence of closed-ended
questions posed by teachers, which suppress students' innate curiosity. In
contrast, open-ended questions stimulate curiosity and foster critical
thinking. Additionally, teachers' responses to students' inquiries play a
significant role in shaping their level of curiosity. Cultivating an
environment that encourages open-ended questioning and providing
support can help sustain students' natural curiosity throughout their
educational journey.

REFLECT

Reflect on

The importance of using various reacting techniques

Utilizing a variety of reacting techniques strategically is essential for

cultivating a classroom atmosphere conducive to curiosity, critical thinking,
and a passion for learning. Through the implementation of diverse reacting
techniques, teachers can empower students to take an active role in their
learning, participate in meaningful dialogues, and hone vital skills
necessary for thriving in a dynamic environment.

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 1 - The School as a

Learning Environment
Learning Outcome: Determine the characteristics of a school environment
that provides social psychological, and physical
environment supportive of learning.

Resource Teacher: Lorie B. Benosa Teacher’s Signature: _______

School: Proper Ned National High School Grade/Year Level: 9 - 10
Subject Area: T.L.E COOKERY Date: _____________

Learning Episode Excellent Very Satisfactory Satisfactory Needs

4 3 2 Improvement
1
Accomplished
Observation
Sheet

Analysis

Reflection

Learning
Artifacts

Submission

COMMENT/S

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.50 5.00

99 96 93 90 87 84 81 78 75 72 71-below

____________________________________ ____________
Signature of FS Teacher above Printed Name Date

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LINK Theory to Practice

Direction: Encircle the letter of the correct answer. Episode

1. Learning is an active process. Which one is an application of this

principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project that way project becomes less
expensive.
D. Let students learn the steps in opening a computer by making
them follow the steps.

2. The more senses that are involved, the more and the better the learning
Which practice is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.

3. In OBTL, upon which should my assessment be based?

A. Content C. Scope of subject matter
B. Conceptual D. Teaching and learning activity

4. Which type of question will least promote interaction among students?

A. Divergent C. Convergent
B. Concept D. Inference

5. To obtain well-thought-out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed questions
D. Involving as many as possible

Learning Episode 10