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Name of FS Student Formalejo, Ana Marielle L.
Course, Year & Section BSED-Eng III-1
Resource Teacher Mrs. Sherla Pereña Signature Date
Cooperating School Taguig National High School
My Target
In this Episode, I expect myself to be able to determine my
Resource Teacher’s questioning and reacting techniques and identify those
that promote interaction.
Episode 7
Effective questioning and reacting techniques
My Performance (How I Will Be Rated)
Field Study 2 Episode 7– Effective Questioning and Reacting Techniques
Focused on: Questioning and reacting techniques
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All tasks were done
with outstanding
quality; work
exceeds
expectations.
4
All or nearly all
tasks were done
with high quality
3
Nearly all tasks
were done with
acceptable quality
2
Fewer than
half of tasks
were done; or
most
objectives met
but with poor
quality
1
My Analysis
Analysis question
were answered
completely; in depth
answers; thoroughly
grounded on
theories
Exemplary grammar
and spelling
4
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spelling are
superior.
3
Analysis questions
were not answered
completely.
Vaguely related to
the theories
Grammar and
spelling
acceptable.
2
Analysis
questions were
not answered.
Grammar and
spelling
Unsatisfactory
1
My Reflection
Reflection
statements are
profound and clear,
supported by
experiences from the
episode.
4
Reflection
statements are
clear, but not
clearly supported
by experiences
from the episode.
3
Reflection
statements are
Shallow; supported
by experiences
from the episode.
2
Reflection
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
My Portfolio
Portfolio is complete,
clear well-organized
and all supporting
documentation are
located in sections
clearly designated
4
Portfolio is
complete, clear
well - organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked locations.
3
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.
2
Portfolio has
many lacking
components; is
unorganized
and unclear.
1
Submission
Before deadline
4
On the deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating :
(Based on Transmutation)
Dr. Kent Gamboa
Signature of the FS Teacher
Above Printed Name
Date
Transmutation of Score to Grade or Rating
Score Grade Score Grade
20 1.00 (99) 12 – 13 2.50 (81)
18 – 19 1.25 (96) 11 2.75 (78)
17 1.50 (93) 10 3.00 (75)
16 1.75 (90) 8 – 9 4.00 (72)
15 2.00 (87) 7 5.00 (71 and below)
14 2.25 (84)
My Tools
Score the Resource Teacher every time she/ he demonstrates any of the
following questioning behaviors.
Questioning Behavior Tally of Use Frequency
1. Varying types of questions
2. Asking non-directed questions
3. Calling on non-volunteers
4. Rephrasing
5. Sequencing logically
6. Requiring abstract thinking
7. Asking open-ended questions
8. Allowing sufficient wait time
9. Involving as many as possible
My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Sherla Pereña
Cooperating School: Taguig National High School Date:
Grade/ Year Level: Grade 7 Subject Area: English
Reacting Techniques
Score the Resource Teacher every time she/ he makes use of any of the
techniques.
Reacting Behavior Tally of Use Frequency
1. Providing acceptance
feedback
2. Providing corrective
feedback
3. Giving appropriate praise
4. Repeating the answer
5. Explaining the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to
other pupils
9. Soliciting student questions
10.Encouraging through non-
verbal behaviour
11.Criticizing responding student
for his/ her answer
12.Scolding for misbehaviour or
not listening
13.Overusing expressions such as
“Okay”, “Right”, etc.?
My Analysis
1. Which questioning and reacting techniques encouraged teacher-student
interaction? Which ones did not?
2. What did Neil Postman mean when he said: “Children go to school as
question marks and leave school as periods”? Does this have something
to do with a teacher’s questioning and reacting techniques?
My Reflections
What do I resolve to do and NOT do in my questioning and reacting
techniques so as to encourage teacher-student interaction?
My Portfolio
I promote higher-order thinking skills (HOTS) and interaction for learning by the
kind of questions that I ask.
Here are learning objectives. Formulate at least two examples of questions that
promote divergent thinking and HOTS.
Elementary (For the BEEd Student)
At the end of the lesson, the pupil is able to identify the functions of the organs of
the digestivesystem.
Secondary (For the BSEd Student)
After having been presented the pros and cons of teaching reproductive health
in schools, the student must be able to take a stand on the controversial issue and give
reasons for such stand.
Write your two divergent questions here!
1. Elementary
2. Secondary
I promote class interaction by my favorable remarks. Here are 5 examples
of expressions I must use (products of my research) to inspire my students to be
involved in class interaction.
1.
2.
3.
4.
5.
My Tools
OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Sherla Pereña
Cooperating School: Taguig National High School Date:
Grade/ Year Level: Grade 7 Subject Area: English
Write samples of questions asked under each type.
Type of Questions Sample Questions Asked
1. Convergent Question
2. Divergent Question
3. Low-Level Question
4. High-Level Question

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Episode7

  • 1. Name of FS Student Formalejo, Ana Marielle L. Course, Year & Section BSED-Eng III-1 Resource Teacher Mrs. Sherla Pereña Signature Date Cooperating School Taguig National High School My Target In this Episode, I expect myself to be able to determine my Resource Teacher’s questioning and reacting techniques and identify those that promote interaction. Episode 7 Effective questioning and reacting techniques
  • 2. My Performance (How I Will Be Rated) Field Study 2 Episode 7– Effective Questioning and Reacting Techniques Focused on: Questioning and reacting techniques Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation All tasks were done with outstanding quality; work exceeds expectations. 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis question were answered completely; in depth answers; thoroughly grounded on theories Exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior. 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable. 2 Analysis questions were not answered. Grammar and spelling Unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 Reflection statements are Shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1
  • 3. My Portfolio Portfolio is complete, clear well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear well - organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over-all Score Rating : (Based on Transmutation) Dr. Kent Gamboa Signature of the FS Teacher Above Printed Name Date Transmutation of Score to Grade or Rating Score Grade Score Grade 20 1.00 (99) 12 – 13 2.50 (81) 18 – 19 1.25 (96) 11 2.75 (78) 17 1.50 (93) 10 3.00 (75) 16 1.75 (90) 8 – 9 4.00 (72) 15 2.00 (87) 7 5.00 (71 and below) 14 2.25 (84)
  • 4. My Tools Score the Resource Teacher every time she/ he demonstrates any of the following questioning behaviors. Questioning Behavior Tally of Use Frequency 1. Varying types of questions 2. Asking non-directed questions 3. Calling on non-volunteers 4. Rephrasing 5. Sequencing logically 6. Requiring abstract thinking 7. Asking open-ended questions 8. Allowing sufficient wait time 9. Involving as many as possible
  • 5. My Tools OBSERVATION SHEET Name of the Resource Teacher Observed: Mrs. Sherla Pereña Cooperating School: Taguig National High School Date: Grade/ Year Level: Grade 7 Subject Area: English Reacting Techniques Score the Resource Teacher every time she/ he makes use of any of the techniques. Reacting Behavior Tally of Use Frequency 1. Providing acceptance feedback 2. Providing corrective feedback 3. Giving appropriate praise 4. Repeating the answer 5. Explaining the answer 6. Rephrasing the question 7. Asking follow up questions 8. Redirecting questions to other pupils 9. Soliciting student questions 10.Encouraging through non- verbal behaviour 11.Criticizing responding student for his/ her answer 12.Scolding for misbehaviour or not listening 13.Overusing expressions such as “Okay”, “Right”, etc.?
  • 6. My Analysis 1. Which questioning and reacting techniques encouraged teacher-student interaction? Which ones did not? 2. What did Neil Postman mean when he said: “Children go to school as question marks and leave school as periods”? Does this have something to do with a teacher’s questioning and reacting techniques?
  • 7. My Reflections What do I resolve to do and NOT do in my questioning and reacting techniques so as to encourage teacher-student interaction?
  • 8. My Portfolio I promote higher-order thinking skills (HOTS) and interaction for learning by the kind of questions that I ask. Here are learning objectives. Formulate at least two examples of questions that promote divergent thinking and HOTS. Elementary (For the BEEd Student) At the end of the lesson, the pupil is able to identify the functions of the organs of the digestivesystem. Secondary (For the BSEd Student) After having been presented the pros and cons of teaching reproductive health in schools, the student must be able to take a stand on the controversial issue and give reasons for such stand. Write your two divergent questions here! 1. Elementary 2. Secondary
  • 9. I promote class interaction by my favorable remarks. Here are 5 examples of expressions I must use (products of my research) to inspire my students to be involved in class interaction. 1. 2. 3. 4. 5.
  • 10. My Tools OBSERVATION SHEET Name of the Resource Teacher Observed: Mrs. Sherla Pereña Cooperating School: Taguig National High School Date: Grade/ Year Level: Grade 7 Subject Area: English Write samples of questions asked under each type. Type of Questions Sample Questions Asked 1. Convergent Question 2. Divergent Question 3. Low-Level Question 4. High-Level Question