SlideShare a Scribd company logo
1 of 16
Download to read offline
FIELD STUDY 2:
EXPERIENCING THE TEACHING – LEARNING PROCESS
A Field Study Presented to
ILDE BRIAN B. FAIGMANI, Ph.D.
North Davao Colleges
New Visayas, Panabo City
Presented by:
MARK JHON C. OXILLO
Education Earner - Group A
09396593190
September 2018
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
THE THREE DOMAINS OF KNOWLEDGE /
LEARNING ACTIVITIES
______________________________________________________________________
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), metacognitive procedures (procedural knowledge) and
psychomotor procedures (motor or physical skills). This episode will focus on these
domains of knowledge and learning.
My Intended Learning Outcomes:
In this Episode, I must be able to:
 classify the lesson/s under Bloom’s taxonomy of knowledge and Kendall’s and
Marzano’s domain of learning activities.
 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:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and,
e. time of submission of my portfolio.
My Learning Essentials:
EPISODE 3
A. Three Domains of Knowledge (Kendall and Marzano):
1. Information – Declarative Knowledge; e.g. Facts, concepts,
generalizations, principles, laws
2. Mental Procedures – Procedural Knowledge; e.g. writing a term paper,
reading, map algorithms like computing long division
3. Psychomotor / Physical Procedures / Motor Skills – Skills e.g. playing
basketball, building furniture
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Concrete examples:
Information:
1. Vocabulary – isosceles, equilateral, right triangle
2. Generalization –All right triangles have one angle of 90 degrees.
Mental Procedures – Conducting proofs and figuring the length of the side of
a right triangle
Physical / Psychomotor Procedures / Motor Skills
Constructing a right triangle with a compass and a ruler
B. Three Domains of Knowledge / Educational Activity (Bloom, B.)
1. Cognitive – knowledge – What will students know?
2. Psychomotor – skills – What will students be able to do?
3. Affective – values, attitudes – What will students value or care about?
Cognitive examples:
Cognitive – Air pollution
Psychomotor – Researching on the level of air pollution in the locality and on
the causes of air pollution
Affective – What to do to reduce the level of air pollution?
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Read the Learning Essentials given above.STEP
1
Observe at least three (3) classes with a learning partner.
I will choose one from each of the three groups.
Group 1 – Language / Araling Panlipunan / Science /
Math
Group 2 – Physical Education, ICT, TLE
Group 3 – Edukasyon sa Pagpapakatao /
Literature
STEP
2
My Map:
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To realize intended learning outcomes, I will follow these steps:
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
My Learning Activities:
I will make use of Observation Sheets, analyze my observations by answering the
given questions then write down my reflections.
Resource Teacher:____________________________ Teacher’s Signature: _________
School:_____________________________________ Grade / Year Level: __________
Subject Area: ________________________________ Date: _____________________
Kendall’s and Marzano’s Domains of Knowledge:
Domain of Knowledge
Concrete Example/s for each Domain of
Knowledge from my Observation (What did
your Teacher teach? What was the focus of
your Teacher’s lessons?)
1. Cognitive Domain – Information
(Declarative Knowledge) – Vocabulary,
terms, facts, concepts, principle,
hypothesis, theory
Ma’am Ramos wrote on the board the formula
in computing the volume of a cylinder
(V=πr2
h). She also told her students about pi
(π), radius (r) and the height (h) of the cylinder.
2. Mental Procedures (Procedural
Knowledge) – e.g. mental skills such as
writing a paragraph
Ma’am Ramos explained to the students how
to use the formula in getting the volume of a
cylinder (V=πr2
h). She then gave some sample
problems and let her students solve it on their
own. One of her examples is this one: “Find
the volume of the cylinder with an 8cm radius
and a 15cm height.” The students solve the
problem on their paper. One student
volunteered to write his answer on the board.
OBSERVATION SHEET # 3.1
Ma’am Noecy A. Ramos, LPT
Malativas National High School Grade 9
Mathematics September 11, 2018
(Language / Araling Panlipunan / Science / Math)
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Bloom’s Domain of Learning Activities:
Domain of Learning
3. Psychomotor - skills Based on my observation, Ma’am divided the
class into 5 groups and gave each group
different sizes of tin cans. Each group was
tasked to compute the volume of the assigned
can. Lastly, each group presented their output
in front of the class.
4. Affective – values, attitudes As a summary, Ma’am Ramos asked her
students “What do you think is the importance
of finding the exact volume of a cylinder?”. A
student named John Lloyd answered that it is
important to know how to compute for the
volume of a cylinder so that we will know how
much quantity can a certain cylinder contain
(non-verbatim).
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Resource Teacher:____________________________ Teacher’s Signature: _________
School:_____________________________________ Grade / Year Level: __________
Subject Area: ________________________________ Date: _____________________
Kendall’s and Marzano’s Domains of Knowledge:
Domain of Knowledge
Concrete Example/s for each Domain of
Knowledge from my Observation (What did
your Teacher teach? What was the focus of
your Teacher’s lessons?)
1. Cognitive Domain – Information
(Declarative Knowledge) – Vocabulary,
terms, facts, concepts, principle,
hypothesis, theory
Sir John Paul Labesores played a short film
about Cybercrime. He then later explained
what cybercrime is and what are some of its
examples like Cyberbullying, identity theft,
scam, phishing, hacking, illegal download,
digital piracy and etc.
2. Mental Procedures (Procedural
Knowledge) – e.g. mental skills such as
writing a paragraph
Sir Labesores showed different photos of
different examples of cybercrimes and let his
students identify the correct name of the
presented cybercrime. He also allowed his
students to explain what they have known
about the cybercrime in the photo.
OBSERVATION SHEET # 3.2
Sir John Paul D. Labesores, LPT
Malativas National High School Grade 11
ICT (Media and Information Literacy) September 11, 2018
(Physical Education / ICT / TLE)
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Bloom’s Domain of Learning Activities:
Domain of Learning
3. Psychomotor - skills Sir Labesores gave his students a role-playing
activity. Each group has been assigned with
one cybercrime to portray. He also
emphasized that their role play must also
include solutions to such cybercrime. The
activity ended with Group 3 (portraying identity
theft) gaining the highest score.
4. Affective – values, attitudes Sir Labesores asked his students about the
significance of studying the legal, ethical, &
societal issues with regards to cybercrime and
how will the students relate it these
cybercrimes into their day-to-day encounter
with the internet / computer.
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Resource Teacher:____________________________ Teacher’s Signature: _________
School:_____________________________________ Grade / Year Level: __________
Subject Area: ________________________________ Date: _____________________
Kendall’s and Marzano’s Domains of Knowledge:
Domain of Knowledge
Concrete Example/s for each Domain of
Knowledge from my Observation (What did
your Teacher teach? What was the focus of
your Teacher’s lessons?)
1. Cognitive Domain – Information
(Declarative Knowledge) – Vocabulary,
terms, facts, concepts, principle,
hypothesis, theory
Ma’am Hildalyn Rebucas gave and define the
concepts of poem as well as its types: sonnet,
haiku, limerick, narrative, epic, couplet, free
verse, etc. She also elaborated the difference
among these types of poem.
2. Mental Procedures (Procedural
Knowledge) – e.g. mental skills such as
writing a paragraph
Ma’am Rebucas gave sample poems (written
on the board) and let her students identify its
correct type in accordance with its rhyme,
number of lines and syllables. One example
that Ma’am Rebucas gave them was:
“An old silent pond...
A frog jumps into the pond,
splash! Silence again.”
A student named Carla correctly identified the
poem as a Haiku containing a 5-7-5 syllables.
OBSERVATION SHEET # 3.3
Ma’am Hildalyn Rebucas, LPT
Malativas National High School Grade 12
Literature September 11, 2018
(Edukasyon sa Pagpapakatao / Literature)
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Bloom’s Domain of Learning Activities:
Domain of Learning
3. Psychomotor - skills As part of the activity, Ma’am Rebucas tasked
her students to create their short own poem
following haiku type (5-7-5 syllables) after
such, she let them present it in front of the
class. The students presented their outputs
amazingly as Ma’am Rebucas said.
4. Affective – values, attitudes As an ending activity, Ma’am Rebucas asked
her students “What is the importance of poem
in our lives?”
My Analysis:
1. Were the lessons focused on information / cognitive domain only or mental
procedures only or psychomotor procedures / physical skills only? Or were the
lessons combinations of two or three? Explain your answer.
Answer:
The lessons being observed were combinations of two or three domains. The
combined applications of such domains were important in developing an effective
learning environment. Students are much more eager to learn when they are
involved into activities. This idea was the so-called “learning-by-doing” which is very
important in every classroom setting. For example, Ma’am Rebucas explained about
the poems and its concepts and types and gave some examples (cognitive), after
such, the students were tasked to make one poem on their own (psychomotor).
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
2. Were the lessons focused on cognitive content only or psychomotor content only or
affective content only? Or were the lessons combinations of two or three? Explain
your answer.
Answer:
The lessons were a combination of mostly cognitive content and psychomotor
content as proven by the resource teachers explaining and giving information to
students about a certain topic. The students also contributed in the entire learning
duration by doing the activities given by their teachers. They also gave inputs to the
topics by citing some examples based on their own experiences. At some point
especially on the last part of the class, the affective domain occurred like explaining
and valuing the essence of the topic.
3. What was the effect on learning when teaching was focused on only one domain?
Answer:
When teaching is only focused on only one domain, most probably there would be a
low percentage of comprehension. It would also be make the teaching less
meaningful and effective. The lesson objectives or the intended learning outcomes
might not be achieved with only one learning domain being focused. In short, it will
be a “boring” class for students and worst, they will not listen at all.
4. Is it really possible to teach only in one domain like affective only or cognitive only or
psychomotor only? Or based on Kendall’s and Marzano’s taxonomy, information
only or mental procedures only or psychomotor procedures only? Explain your
answer.
Answer:
Yes, it is possible to teach with only one domain. For example, the teacher only
focused on the cognitive domain, yes, the students could learn from the topic from
they might just forget t after because they were not involved in any activity. As I have
stated above, learning could be more meaningful if all the domains of learning where
utilized.
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning
activities contradict each other? Explain your answer.
Answer:
Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning
did not contradict with each othe. Talking about the purpose and objective of these
taxonomies, both were aimed at helping learners learn best. These taxonomies
focused on the learners’ (learner-centered) development and progress. With these
taxonomies, a conducive and a better learning environment will most likely be
developed.
My Reflections
Based on your observations in class and on your understanding of the
domains of leaning activities from Bloom, Kendall and Marzano, how can you
make your teaching-learning activity more meaningful and more relevant? Is
lesson more relevant when you teach in the cognitive domain combined with the
affective or psychomotor combined with the affective?
Answer:
Based on my observations, in order to create a more meaningful and more
relevant teaching-learning activity, a teacher must not just utilize one domain of
knowledge or learning but should be a combination. Doing so would create
interest and eagerness from students to learn and cooperate to the class. Also, in
this way, the teacher can involve his/her students into lesson-related activities.
Learning should not only be from the teachers but from the students as well.
Learning is more comprehensive and productive when students can relate their
learning into their day-to-day lives.
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Integrating Theory and Practice:
Direction: Read the situation then answer the questions.
1. Based on Kendall’s and Marzano’s new taxonomy, in what domains was Teacher
Mila’s lesson?
I. Information (Declarative Knowledge)
II. Mental Procedures (Procedural Knowledge)
III. Psychomotor Procedure (Physical Skills)
A. I and II C. II and III
B. II only D. I, II and III
2. Which part of Teacher Mila’s lesson consists of mental procedure (procedural
knowledge)?
I. Information (Declarative Knowledge)
II. Mental Procedures (Procedural Knowledge)
III. Psychomotor Procedure (Physical Skills)
A. I only C. II only
B. I, II and III D. I and II
3. Based on Bloom’s taxonomy, which part of Teacher Mila’s lesson is in the
psychomotor domain?
A. The 3 pupils focusing the microscope
B. The pupils listening to the “don’ts” in focusing the microscope
C. Asking the class if it is important to learn how to focus the microscope
D. Explain the “why’s” behind the “don’ts”
Teacher Mila taught the parts of a microscope, demonstrated how to focus t 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.
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
4. If Teacher Mila’s lesson objective / intended learning outcome is “to focus the
microscope correctly”, could she have just shown the class how to do it without
explaining the parts of the microscope and their corresponding functions?
A. No
B. Yes, 21st century students learn skill very fast.
C. Yes, but risky.
D. No, it is basic for students to know the function of each part. This
guides the students on how to focus the microscope.
5. If explaining and demonstrating are necessary for Teacher Mila to realize her
lesson objective / intended learning outcome, what does this imply on lesson
planning and development for whole and meaningful learning.
A. Integrate the domains of learning activities.
B. You make lesson focus only information.
C. Plan a lesson that is exclusively for skill or for information.
D. Always touch the affective domain of learning.
6. Which part of Teacher Mila’s lesson is in the affective domain?
A. Asking the students if learning to focus the microscope is important
B. The “don’ts” in focusing the microscope
C. Teacher Mila demonstrating to the class first how to focus the
microscope before asking the 3 to focus the same in order to avoid
accident
D. Explaining the “why’s” behind the “don’ts” in microscope focusing
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
My Learning Portfolio
Refer to the K to 12 Curriculum Guide. Based on the competencies,
formulate SMART lesson objectives / intended learning outcomes:
The following learning competencies were based from the Curriculum Guide of
Media and Information Literacy subject:
1. In the cognitive, affective and psychomotor domains (B. Bloom)
Cognitive: describes how communication is affected by media and information
- discuss to the class how media and information affects
communication through a video presentation
Affective: shares to class media habits, lifestyles and preferences
- ask students to share to class their media habits, lifestyles and
preferences
Psychomotor: interviews an elder from the community regarding indigenous
media and information resource
- let the students conduct an interview of an elder in their community
regarding indigenous media and information resource
2. For information (declarative knowledge), mental procedures (procedural
knowledge) and psychomotor procedures / physical or motor skills
Information: defines media convergence through current examples
- define and discuss media convergence through examples
Mental Procedures: editorializes the roles and functions of media in democratic
society
- let the students create an editorial piece regarding the roles and
function of media in a democratic society
Psychomotor Procedures: searches latest theory on information and media
- ask students to search on the internet the latest theory on media and
information
FIELD STUDY 2 – Experiencing the Teaching – Learning Process
My Learning Rubric:
Learning
Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning
Activities
All task were done
with outstanding
quality; work exceed
expectations
All or nearly all
task were done
with high quality
Nearly all tasks
were done with
acceptable
quality
Fewer than half of tasks
were done; or most
objectives were met but
need improvement
Analysis of the
Learning
Episodes
All questions were
answered
completely; in depth
answers; thoroughly
grounded on
theories. Exemplary
grammar and
spelling
Analysis
questions were
answered
completely.
Clear connection
with theories
Grammar and
spelling are
superior
Analysis
questions were
not answered
completely.
Vaguely related
to the theories
Grammar and
spelling
acceptable.
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory
Reflections /
Insights
Reflection
statements are
profound and clear;
supported by
experiences from the
learning episodes
Reflection
statements are
clear, but not
clearly supported
by experiences
from the learning
episodes
Reflection
statements are
shallow;
supported by
experiences from
the learning
episodes
Reflection statements are
unclear and shallow and
are not supported by
experiences from the
learning episodes
Learning
Portfolio
Portfolio is complete,
clear, well-organized
and all supporting
documentations are
located in sections
clearly designated
Portfolio is
complete, clear,
well-organized;
most supporting
documentations
are available and
logical and
clearly marked
locations
Portfolio is
incomplete;
supporting
documentations
are organized but
are lacking
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory
Submission of
Learning
Episode
Submitted before the
deadline
Submitted on the
deadline
Submitted a day
after the deadline
Submitted two days or
more after the deadline
Comments
Over-all Score

Rating (Based on
Transmutation 
TRANSMUTATION OF SCORE TO GRADE/RATING
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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_____________________________ _____________________________
Signature of FS Teacher above Printed Name Date

More Related Content

What's hot

Field Study 2 Episode 7
Field Study 2 Episode 7Field Study 2 Episode 7
Field Study 2 Episode 7Jundel Deliman
 
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
 
Fs 1 episode 4 individual differences and learners interaction
Fs 1 episode 4 individual differences and learners interactionFs 1 episode 4 individual differences and learners interaction
Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
 
Field Study 2 Episode 5
Field Study 2 Episode 5Field Study 2 Episode 5
Field Study 2 Episode 5Jundel Deliman
 
Field Study 2 Episode 6
Field Study 2 Episode 6Field Study 2 Episode 6
Field Study 2 Episode 6Jundel Deliman
 
Field Study 2 Episode 4
Field Study 2 Episode 4Field Study 2 Episode 4
Field Study 2 Episode 4Jundel Deliman
 
Fs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learningFs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learningNoel Parohinog
 
Field Study 2 Episode 3
Field Study 2 Episode 3Field Study 2 Episode 3
Field Study 2 Episode 3Jundel Deliman
 
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
Field Study 2 Episode 2 Lesson Objectives As My Guiding StarField Study 2 Episode 2 Lesson Objectives As My Guiding Star
Field Study 2 Episode 2 Lesson Objectives As My Guiding StarRuschelle Cossid
 
Field Study 1, Episode 6 "Home – School Link"
Field Study 1, Episode 6 "Home – School Link"Field Study 1, Episode 6 "Home – School Link"
Field Study 1, Episode 6 "Home – School Link"Ruschelle Cossid
 
Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Ruschelle Cossid
 

What's hot (20)

Field Study 2 Episode 7
Field Study 2 Episode 7Field Study 2 Episode 7
Field Study 2 Episode 7
 
Field study 2
Field study 2Field study 2
Field study 2
 
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
 
Fs 1 episode 4 individual differences and learners interaction
Fs 1 episode 4 individual differences and learners interactionFs 1 episode 4 individual differences and learners interaction
Fs 1 episode 4 individual differences and learners interaction
 
Field study 1 episode 2
Field study 1 episode 2Field study 1 episode 2
Field study 1 episode 2
 
Field Study 2 Episode 5
Field Study 2 Episode 5Field Study 2 Episode 5
Field Study 2 Episode 5
 
FS 1 Episode 1
FS 1 Episode 1FS 1 Episode 1
FS 1 Episode 1
 
Field Study 2 Episode 6
Field Study 2 Episode 6Field Study 2 Episode 6
Field Study 2 Episode 6
 
Field Study 2 Episode 4
Field Study 2 Episode 4Field Study 2 Episode 4
Field Study 2 Episode 4
 
Fs 1 episode 5
Fs 1 episode 5Fs 1 episode 5
Fs 1 episode 5
 
Fs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learningFs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learning
 
Field study 1 episode 5
Field study 1 episode 5Field study 1 episode 5
Field study 1 episode 5
 
Field Study 2 Episode 3
Field Study 2 Episode 3Field Study 2 Episode 3
Field Study 2 Episode 3
 
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
Field Study 2 Episode 2 Lesson Objectives As My Guiding StarField Study 2 Episode 2 Lesson Objectives As My Guiding Star
Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
 
Episode 1
Episode 1Episode 1
Episode 1
 
Field Study 1, Episode 6 "Home – School Link"
Field Study 1, Episode 6 "Home – School Link"Field Study 1, Episode 6 "Home – School Link"
Field Study 1, Episode 6 "Home – School Link"
 
Field study 6
Field study 6Field study 6
Field study 6
 
Field study 1 episode 6
Field study 1 episode 6Field study 1 episode 6
Field study 1 episode 6
 
Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"
 
Field Study 3 Episode 2
Field Study 3 Episode 2Field Study 3 Episode 2
Field Study 3 Episode 2
 

Similar to Field Study 2 (FS 2) - Episode 3 [2018]

FIELD STUDY 2 MODULE 1 EPISODE 3.docx
FIELD STUDY 2 MODULE 1 EPISODE 3.docxFIELD STUDY 2 MODULE 1 EPISODE 3.docx
FIELD STUDY 2 MODULE 1 EPISODE 3.docxsheiryanna
 
LET REVIEW Final.ppt
LET REVIEW Final.pptLET REVIEW Final.ppt
LET REVIEW Final.pptJarvenSaguin
 
Tedder 4
Tedder 4Tedder 4
Tedder 4atedder
 
Explore (research analysis and implications)
Explore (research analysis and implications)Explore (research analysis and implications)
Explore (research analysis and implications)ChristianSauzaEsmere
 
Week 7 lesson plan
Week 7 lesson planWeek 7 lesson plan
Week 7 lesson planjones_jr
 
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)DrHelenBond
 
Curriculum evaluation through learning assessment
Curriculum evaluation through learning assessmentCurriculum evaluation through learning assessment
Curriculum evaluation through learning assessmentSharon Ballasiw
 
Learning styles 32009
Learning styles 32009Learning styles 32009
Learning styles 32009Zeenat Pari
 
Siop unit lesson plan template sei model
Siop unit lesson plan template sei modelSiop unit lesson plan template sei model
Siop unit lesson plan template sei modelcamiss20
 
WHLP_Grade 8_Q3_Week 1.pdf
WHLP_Grade 8_Q3_Week 1.pdfWHLP_Grade 8_Q3_Week 1.pdf
WHLP_Grade 8_Q3_Week 1.pdfVhannieAcquiatan
 
Zozzaro 25 Lesson Plans
Zozzaro 25 Lesson PlansZozzaro 25 Lesson Plans
Zozzaro 25 Lesson PlansMaria Zozzaro
 
Principles of teaching 1
Principles of teaching 1Principles of teaching 1
Principles of teaching 1miggy27
 
Q3-M5_3Is_Synthesizing review of Related Literature.pdf
Q3-M5_3Is_Synthesizing review of Related Literature.pdfQ3-M5_3Is_Synthesizing review of Related Literature.pdf
Q3-M5_3Is_Synthesizing review of Related Literature.pdfMAEANNTOLENTINO2
 
A Know-How vs. Know-What Approach in the Teaching-Learning.pdf
A Know-How vs. Know-What Approach in the Teaching-Learning.pdfA Know-How vs. Know-What Approach in the Teaching-Learning.pdf
A Know-How vs. Know-What Approach in the Teaching-Learning.pdfAliZarif1
 
Introspective
IntrospectiveIntrospective
IntrospectiveBella Mia
 
Curriculum evaluation through learning assessment
Curriculum evaluation through learning assessmentCurriculum evaluation through learning assessment
Curriculum evaluation through learning assessmentRubioRichard1
 

Similar to Field Study 2 (FS 2) - Episode 3 [2018] (20)

FIELD STUDY 2 MODULE 1 EPISODE 3.docx
FIELD STUDY 2 MODULE 1 EPISODE 3.docxFIELD STUDY 2 MODULE 1 EPISODE 3.docx
FIELD STUDY 2 MODULE 1 EPISODE 3.docx
 
Episode 3
Episode 3Episode 3
Episode 3
 
LET REVIEW Final.ppt
LET REVIEW Final.pptLET REVIEW Final.ppt
LET REVIEW Final.ppt
 
Tedder 4
Tedder 4Tedder 4
Tedder 4
 
Explore (research analysis and implications)
Explore (research analysis and implications)Explore (research analysis and implications)
Explore (research analysis and implications)
 
Lesson Plans
Lesson PlansLesson Plans
Lesson Plans
 
Week 7 lesson plan
Week 7 lesson planWeek 7 lesson plan
Week 7 lesson plan
 
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
 
Curriculum evaluation through learning assessment
Curriculum evaluation through learning assessmentCurriculum evaluation through learning assessment
Curriculum evaluation through learning assessment
 
Learning styles 32009
Learning styles 32009Learning styles 32009
Learning styles 32009
 
Lesson plan
Lesson planLesson plan
Lesson plan
 
Siop unit lesson plan template sei model
Siop unit lesson plan template sei modelSiop unit lesson plan template sei model
Siop unit lesson plan template sei model
 
WHLP_Grade 8_Q3_Week 1.pdf
WHLP_Grade 8_Q3_Week 1.pdfWHLP_Grade 8_Q3_Week 1.pdf
WHLP_Grade 8_Q3_Week 1.pdf
 
Zozzaro 25 Lesson Plans
Zozzaro 25 Lesson PlansZozzaro 25 Lesson Plans
Zozzaro 25 Lesson Plans
 
DLP-for-COT1-andjz.docx
DLP-for-COT1-andjz.docxDLP-for-COT1-andjz.docx
DLP-for-COT1-andjz.docx
 
Principles of teaching 1
Principles of teaching 1Principles of teaching 1
Principles of teaching 1
 
Q3-M5_3Is_Synthesizing review of Related Literature.pdf
Q3-M5_3Is_Synthesizing review of Related Literature.pdfQ3-M5_3Is_Synthesizing review of Related Literature.pdf
Q3-M5_3Is_Synthesizing review of Related Literature.pdf
 
A Know-How vs. Know-What Approach in the Teaching-Learning.pdf
A Know-How vs. Know-What Approach in the Teaching-Learning.pdfA Know-How vs. Know-What Approach in the Teaching-Learning.pdf
A Know-How vs. Know-What Approach in the Teaching-Learning.pdf
 
Introspective
IntrospectiveIntrospective
Introspective
 
Curriculum evaluation through learning assessment
Curriculum evaluation through learning assessmentCurriculum evaluation through learning assessment
Curriculum evaluation through learning assessment
 

More from Mark Jhon Oxillo

Privacy and Freedom of Expression
Privacy and Freedom of ExpressionPrivacy and Freedom of Expression
Privacy and Freedom of ExpressionMark Jhon Oxillo
 
FIELD STUDY (FS) 6 - EPISODE 3 (2018)
FIELD STUDY (FS) 6 - EPISODE 3 (2018)FIELD STUDY (FS) 6 - EPISODE 3 (2018)
FIELD STUDY (FS) 6 - EPISODE 3 (2018)Mark Jhon Oxillo
 
FIELD STUDY (FS) 6 - EPISODE 1 (2018)
FIELD STUDY (FS) 6 - EPISODE 1 (2018)FIELD STUDY (FS) 6 - EPISODE 1 (2018)
FIELD STUDY (FS) 6 - EPISODE 1 (2018)Mark Jhon Oxillo
 
Ethics for IT Workers and IT Users
Ethics for IT Workers and IT UsersEthics for IT Workers and IT Users
Ethics for IT Workers and IT UsersMark Jhon Oxillo
 
An Overview of Ethics for IT Professionals
An Overview of Ethics for IT ProfessionalsAn Overview of Ethics for IT Professionals
An Overview of Ethics for IT ProfessionalsMark Jhon Oxillo
 
Introduction to the Study of Government and Constitution
Introduction to the Study of Government and ConstitutionIntroduction to the Study of Government and Constitution
Introduction to the Study of Government and ConstitutionMark Jhon Oxillo
 
Readings in Philippine History - Introduction to Philippine History
Readings in Philippine History - Introduction to Philippine HistoryReadings in Philippine History - Introduction to Philippine History
Readings in Philippine History - Introduction to Philippine HistoryMark Jhon Oxillo
 
The Significant Relationship of Physics - Mechanics & Heat and Discrete Math...
 The Significant Relationship of Physics - Mechanics & Heat and Discrete Math... The Significant Relationship of Physics - Mechanics & Heat and Discrete Math...
The Significant Relationship of Physics - Mechanics & Heat and Discrete Math...Mark Jhon Oxillo
 
The Saber Tooth Curriculum
The Saber Tooth CurriculumThe Saber Tooth Curriculum
The Saber Tooth CurriculumMark Jhon Oxillo
 
Civil Service (CS) Examination Reviewer
Civil Service (CS) Examination ReviewerCivil Service (CS) Examination Reviewer
Civil Service (CS) Examination ReviewerMark Jhon Oxillo
 
Reflecting on the ICT Learning Process
Reflecting on the ICT Learning ProcessReflecting on the ICT Learning Process
Reflecting on the ICT Learning ProcessMark Jhon Oxillo
 
Sustaining an ICT Project for Social Change
Sustaining an ICT Project for Social ChangeSustaining an ICT Project for Social Change
Sustaining an ICT Project for Social ChangeMark Jhon Oxillo
 
ICT Project Publication and Statistics
ICT Project Publication and StatisticsICT Project Publication and Statistics
ICT Project Publication and StatisticsMark Jhon Oxillo
 
ICT Project for Social Change - Empowerment Technologies
ICT Project for Social Change - Empowerment TechnologiesICT Project for Social Change - Empowerment Technologies
ICT Project for Social Change - Empowerment TechnologiesMark Jhon Oxillo
 
ICT as Platform for Change - Empowerment Technologies
ICT as Platform for Change - Empowerment TechnologiesICT as Platform for Change - Empowerment Technologies
ICT as Platform for Change - Empowerment TechnologiesMark Jhon Oxillo
 
Interactive Multimedia - Empowerment Technologies
 Interactive Multimedia - Empowerment Technologies Interactive Multimedia - Empowerment Technologies
Interactive Multimedia - Empowerment TechnologiesMark Jhon Oxillo
 
Collaborative ICT Development - Empowerment Technologies
Collaborative ICT Development - Empowerment TechnologiesCollaborative ICT Development - Empowerment Technologies
Collaborative ICT Development - Empowerment TechnologiesMark Jhon Oxillo
 
Online Platforms for ICT Content Development - Empowerment Technologies
Online Platforms for ICT Content Development - Empowerment TechnologiesOnline Platforms for ICT Content Development - Empowerment Technologies
Online Platforms for ICT Content Development - Empowerment TechnologiesMark Jhon Oxillo
 

More from Mark Jhon Oxillo (20)

Social Networking
Social NetworkingSocial Networking
Social Networking
 
Software Development
Software DevelopmentSoftware Development
Software Development
 
Privacy and Freedom of Expression
Privacy and Freedom of ExpressionPrivacy and Freedom of Expression
Privacy and Freedom of Expression
 
FIELD STUDY (FS) 6 - EPISODE 3 (2018)
FIELD STUDY (FS) 6 - EPISODE 3 (2018)FIELD STUDY (FS) 6 - EPISODE 3 (2018)
FIELD STUDY (FS) 6 - EPISODE 3 (2018)
 
FIELD STUDY (FS) 6 - EPISODE 1 (2018)
FIELD STUDY (FS) 6 - EPISODE 1 (2018)FIELD STUDY (FS) 6 - EPISODE 1 (2018)
FIELD STUDY (FS) 6 - EPISODE 1 (2018)
 
Ethics for IT Workers and IT Users
Ethics for IT Workers and IT UsersEthics for IT Workers and IT Users
Ethics for IT Workers and IT Users
 
An Overview of Ethics for IT Professionals
An Overview of Ethics for IT ProfessionalsAn Overview of Ethics for IT Professionals
An Overview of Ethics for IT Professionals
 
Introduction to the Study of Government and Constitution
Introduction to the Study of Government and ConstitutionIntroduction to the Study of Government and Constitution
Introduction to the Study of Government and Constitution
 
Readings in Philippine History - Introduction to Philippine History
Readings in Philippine History - Introduction to Philippine HistoryReadings in Philippine History - Introduction to Philippine History
Readings in Philippine History - Introduction to Philippine History
 
The Significant Relationship of Physics - Mechanics & Heat and Discrete Math...
 The Significant Relationship of Physics - Mechanics & Heat and Discrete Math... The Significant Relationship of Physics - Mechanics & Heat and Discrete Math...
The Significant Relationship of Physics - Mechanics & Heat and Discrete Math...
 
The Saber Tooth Curriculum
The Saber Tooth CurriculumThe Saber Tooth Curriculum
The Saber Tooth Curriculum
 
Civil Service (CS) Examination Reviewer
Civil Service (CS) Examination ReviewerCivil Service (CS) Examination Reviewer
Civil Service (CS) Examination Reviewer
 
Reflecting on the ICT Learning Process
Reflecting on the ICT Learning ProcessReflecting on the ICT Learning Process
Reflecting on the ICT Learning Process
 
Sustaining an ICT Project for Social Change
Sustaining an ICT Project for Social ChangeSustaining an ICT Project for Social Change
Sustaining an ICT Project for Social Change
 
ICT Project Publication and Statistics
ICT Project Publication and StatisticsICT Project Publication and Statistics
ICT Project Publication and Statistics
 
ICT Project for Social Change - Empowerment Technologies
ICT Project for Social Change - Empowerment TechnologiesICT Project for Social Change - Empowerment Technologies
ICT Project for Social Change - Empowerment Technologies
 
ICT as Platform for Change - Empowerment Technologies
ICT as Platform for Change - Empowerment TechnologiesICT as Platform for Change - Empowerment Technologies
ICT as Platform for Change - Empowerment Technologies
 
Interactive Multimedia - Empowerment Technologies
 Interactive Multimedia - Empowerment Technologies Interactive Multimedia - Empowerment Technologies
Interactive Multimedia - Empowerment Technologies
 
Collaborative ICT Development - Empowerment Technologies
Collaborative ICT Development - Empowerment TechnologiesCollaborative ICT Development - Empowerment Technologies
Collaborative ICT Development - Empowerment Technologies
 
Online Platforms for ICT Content Development - Empowerment Technologies
Online Platforms for ICT Content Development - Empowerment TechnologiesOnline Platforms for ICT Content Development - Empowerment Technologies
Online Platforms for ICT Content Development - Empowerment Technologies
 

Recently uploaded

CLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptxCLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptxAnupam32727
 
Employablity presentation and Future Career Plan.pptx
Employablity presentation and Future Career Plan.pptxEmployablity presentation and Future Career Plan.pptx
Employablity presentation and Future Career Plan.pptxryandux83rd
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationdeepaannamalai16
 
ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6Vanessa Camilleri
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...Nguyen Thanh Tu Collection
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxSayali Powar
 
Scientific Writing :Research Discourse
Scientific  Writing :Research  DiscourseScientific  Writing :Research  Discourse
Scientific Writing :Research DiscourseAnita GoswamiGiri
 
How to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineHow to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineCeline George
 
Shark introduction Morphology and its behaviour characteristics
Shark introduction Morphology and its behaviour characteristicsShark introduction Morphology and its behaviour characteristics
Shark introduction Morphology and its behaviour characteristicsArubSultan
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptxmary850239
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptxmary850239
 
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...DhatriParmar
 
Objectives n learning outcoms - MD 20240404.pptx
Objectives n learning outcoms - MD 20240404.pptxObjectives n learning outcoms - MD 20240404.pptx
Objectives n learning outcoms - MD 20240404.pptxMadhavi Dharankar
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Celine George
 
DiskStorage_BasicFileStructuresandHashing.pdf
DiskStorage_BasicFileStructuresandHashing.pdfDiskStorage_BasicFileStructuresandHashing.pdf
DiskStorage_BasicFileStructuresandHashing.pdfChristalin Nelson
 

Recently uploaded (20)

CLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptxCLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptx
 
Employablity presentation and Future Career Plan.pptx
Employablity presentation and Future Career Plan.pptxEmployablity presentation and Future Career Plan.pptx
Employablity presentation and Future Career Plan.pptx
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentation
 
ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
BÀI TẬP BỔ TRỢ 4 KĨ NĂNG TIẾNG ANH LỚP 8 - CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC ...
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
 
CARNAVAL COM MAGIA E EUFORIA _
CARNAVAL COM MAGIA E EUFORIA            _CARNAVAL COM MAGIA E EUFORIA            _
CARNAVAL COM MAGIA E EUFORIA _
 
Scientific Writing :Research Discourse
Scientific  Writing :Research  DiscourseScientific  Writing :Research  Discourse
Scientific Writing :Research Discourse
 
Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...
 
How to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineHow to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command Line
 
Shark introduction Morphology and its behaviour characteristics
Shark introduction Morphology and its behaviour characteristicsShark introduction Morphology and its behaviour characteristics
Shark introduction Morphology and its behaviour characteristics
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx
 
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
 
Chi-Square Test Non Parametric Test Categorical Variable
Chi-Square Test Non Parametric Test Categorical VariableChi-Square Test Non Parametric Test Categorical Variable
Chi-Square Test Non Parametric Test Categorical Variable
 
Objectives n learning outcoms - MD 20240404.pptx
Objectives n learning outcoms - MD 20240404.pptxObjectives n learning outcoms - MD 20240404.pptx
Objectives n learning outcoms - MD 20240404.pptx
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17
 
DiskStorage_BasicFileStructuresandHashing.pdf
DiskStorage_BasicFileStructuresandHashing.pdfDiskStorage_BasicFileStructuresandHashing.pdf
DiskStorage_BasicFileStructuresandHashing.pdf
 
Spearman's correlation,Formula,Advantages,
Spearman's correlation,Formula,Advantages,Spearman's correlation,Formula,Advantages,
Spearman's correlation,Formula,Advantages,
 

Field Study 2 (FS 2) - Episode 3 [2018]

  • 1. FIELD STUDY 2: EXPERIENCING THE TEACHING – LEARNING PROCESS A Field Study Presented to ILDE BRIAN B. FAIGMANI, Ph.D. North Davao Colleges New Visayas, Panabo City Presented by: MARK JHON C. OXILLO Education Earner - Group A 09396593190 September 2018
  • 2. FIELD STUDY 2 – Experiencing the Teaching – Learning Process THE THREE DOMAINS OF KNOWLEDGE / LEARNING ACTIVITIES ______________________________________________________________________ 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), metacognitive procedures (procedural knowledge) and psychomotor procedures (motor or physical skills). This episode will focus on these domains of knowledge and learning. My Intended Learning Outcomes: In this Episode, I must be able to:  classify the lesson/s under Bloom’s taxonomy of knowledge and Kendall’s and Marzano’s domain of learning activities.  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: a. quality of my observations and documentation, b. completeness and depth of my analysis, c. depth and clarity of my classroom observation-based reflections, d. completeness, organization, clarity of my portfolio and, e. time of submission of my portfolio. My Learning Essentials: EPISODE 3 A. Three Domains of Knowledge (Kendall and Marzano): 1. Information – Declarative Knowledge; e.g. Facts, concepts, generalizations, principles, laws 2. Mental Procedures – Procedural Knowledge; e.g. writing a term paper, reading, map algorithms like computing long division 3. Psychomotor / Physical Procedures / Motor Skills – Skills e.g. playing basketball, building furniture
  • 3. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Concrete examples: Information: 1. Vocabulary – isosceles, equilateral, right triangle 2. Generalization –All right triangles have one angle of 90 degrees. Mental Procedures – Conducting proofs and figuring the length of the side of a right triangle Physical / Psychomotor Procedures / Motor Skills Constructing a right triangle with a compass and a ruler B. Three Domains of Knowledge / Educational Activity (Bloom, B.) 1. Cognitive – knowledge – What will students know? 2. Psychomotor – skills – What will students be able to do? 3. Affective – values, attitudes – What will students value or care about? Cognitive examples: Cognitive – Air pollution Psychomotor – Researching on the level of air pollution in the locality and on the causes of air pollution Affective – What to do to reduce the level of air pollution?
  • 4. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Read the Learning Essentials given above.STEP 1 Observe at least three (3) classes with a learning partner. I will choose one from each of the three groups. Group 1 – Language / Araling Panlipunan / Science / Math Group 2 – Physical Education, ICT, TLE Group 3 – Edukasyon sa Pagpapakatao / Literature STEP 2 My Map: I will observe three (3) different classes. I will reflect on the guide questions given below. To realize intended learning outcomes, I will follow these steps:
  • 5. FIELD STUDY 2 – Experiencing the Teaching – Learning Process My Learning Activities: I will make use of Observation Sheets, analyze my observations by answering the given questions then write down my reflections. Resource Teacher:____________________________ Teacher’s Signature: _________ School:_____________________________________ Grade / Year Level: __________ Subject Area: ________________________________ Date: _____________________ Kendall’s and Marzano’s Domains of Knowledge: Domain of Knowledge Concrete Example/s for each Domain of Knowledge from my Observation (What did your Teacher teach? What was the focus of your Teacher’s lessons?) 1. Cognitive Domain – Information (Declarative Knowledge) – Vocabulary, terms, facts, concepts, principle, hypothesis, theory Ma’am Ramos wrote on the board the formula in computing the volume of a cylinder (V=πr2 h). She also told her students about pi (π), radius (r) and the height (h) of the cylinder. 2. Mental Procedures (Procedural Knowledge) – e.g. mental skills such as writing a paragraph Ma’am Ramos explained to the students how to use the formula in getting the volume of a cylinder (V=πr2 h). She then gave some sample problems and let her students solve it on their own. One of her examples is this one: “Find the volume of the cylinder with an 8cm radius and a 15cm height.” The students solve the problem on their paper. One student volunteered to write his answer on the board. OBSERVATION SHEET # 3.1 Ma’am Noecy A. Ramos, LPT Malativas National High School Grade 9 Mathematics September 11, 2018 (Language / Araling Panlipunan / Science / Math)
  • 6. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Bloom’s Domain of Learning Activities: Domain of Learning 3. Psychomotor - skills Based on my observation, Ma’am divided the class into 5 groups and gave each group different sizes of tin cans. Each group was tasked to compute the volume of the assigned can. Lastly, each group presented their output in front of the class. 4. Affective – values, attitudes As a summary, Ma’am Ramos asked her students “What do you think is the importance of finding the exact volume of a cylinder?”. A student named John Lloyd answered that it is important to know how to compute for the volume of a cylinder so that we will know how much quantity can a certain cylinder contain (non-verbatim).
  • 7. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Resource Teacher:____________________________ Teacher’s Signature: _________ School:_____________________________________ Grade / Year Level: __________ Subject Area: ________________________________ Date: _____________________ Kendall’s and Marzano’s Domains of Knowledge: Domain of Knowledge Concrete Example/s for each Domain of Knowledge from my Observation (What did your Teacher teach? What was the focus of your Teacher’s lessons?) 1. Cognitive Domain – Information (Declarative Knowledge) – Vocabulary, terms, facts, concepts, principle, hypothesis, theory Sir John Paul Labesores played a short film about Cybercrime. He then later explained what cybercrime is and what are some of its examples like Cyberbullying, identity theft, scam, phishing, hacking, illegal download, digital piracy and etc. 2. Mental Procedures (Procedural Knowledge) – e.g. mental skills such as writing a paragraph Sir Labesores showed different photos of different examples of cybercrimes and let his students identify the correct name of the presented cybercrime. He also allowed his students to explain what they have known about the cybercrime in the photo. OBSERVATION SHEET # 3.2 Sir John Paul D. Labesores, LPT Malativas National High School Grade 11 ICT (Media and Information Literacy) September 11, 2018 (Physical Education / ICT / TLE)
  • 8. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Bloom’s Domain of Learning Activities: Domain of Learning 3. Psychomotor - skills Sir Labesores gave his students a role-playing activity. Each group has been assigned with one cybercrime to portray. He also emphasized that their role play must also include solutions to such cybercrime. The activity ended with Group 3 (portraying identity theft) gaining the highest score. 4. Affective – values, attitudes Sir Labesores asked his students about the significance of studying the legal, ethical, & societal issues with regards to cybercrime and how will the students relate it these cybercrimes into their day-to-day encounter with the internet / computer.
  • 9. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Resource Teacher:____________________________ Teacher’s Signature: _________ School:_____________________________________ Grade / Year Level: __________ Subject Area: ________________________________ Date: _____________________ Kendall’s and Marzano’s Domains of Knowledge: Domain of Knowledge Concrete Example/s for each Domain of Knowledge from my Observation (What did your Teacher teach? What was the focus of your Teacher’s lessons?) 1. Cognitive Domain – Information (Declarative Knowledge) – Vocabulary, terms, facts, concepts, principle, hypothesis, theory Ma’am Hildalyn Rebucas gave and define the concepts of poem as well as its types: sonnet, haiku, limerick, narrative, epic, couplet, free verse, etc. She also elaborated the difference among these types of poem. 2. Mental Procedures (Procedural Knowledge) – e.g. mental skills such as writing a paragraph Ma’am Rebucas gave sample poems (written on the board) and let her students identify its correct type in accordance with its rhyme, number of lines and syllables. One example that Ma’am Rebucas gave them was: “An old silent pond... A frog jumps into the pond, splash! Silence again.” A student named Carla correctly identified the poem as a Haiku containing a 5-7-5 syllables. OBSERVATION SHEET # 3.3 Ma’am Hildalyn Rebucas, LPT Malativas National High School Grade 12 Literature September 11, 2018 (Edukasyon sa Pagpapakatao / Literature)
  • 10. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Bloom’s Domain of Learning Activities: Domain of Learning 3. Psychomotor - skills As part of the activity, Ma’am Rebucas tasked her students to create their short own poem following haiku type (5-7-5 syllables) after such, she let them present it in front of the class. The students presented their outputs amazingly as Ma’am Rebucas said. 4. Affective – values, attitudes As an ending activity, Ma’am Rebucas asked her students “What is the importance of poem in our lives?” My Analysis: 1. Were the lessons focused on information / cognitive domain only or mental procedures only or psychomotor procedures / physical skills only? Or were the lessons combinations of two or three? Explain your answer. Answer: The lessons being observed were combinations of two or three domains. The combined applications of such domains were important in developing an effective learning environment. Students are much more eager to learn when they are involved into activities. This idea was the so-called “learning-by-doing” which is very important in every classroom setting. For example, Ma’am Rebucas explained about the poems and its concepts and types and gave some examples (cognitive), after such, the students were tasked to make one poem on their own (psychomotor).
  • 11. FIELD STUDY 2 – Experiencing the Teaching – Learning Process 2. Were the lessons focused on cognitive content only or psychomotor content only or affective content only? Or were the lessons combinations of two or three? Explain your answer. Answer: The lessons were a combination of mostly cognitive content and psychomotor content as proven by the resource teachers explaining and giving information to students about a certain topic. The students also contributed in the entire learning duration by doing the activities given by their teachers. They also gave inputs to the topics by citing some examples based on their own experiences. At some point especially on the last part of the class, the affective domain occurred like explaining and valuing the essence of the topic. 3. What was the effect on learning when teaching was focused on only one domain? Answer: When teaching is only focused on only one domain, most probably there would be a low percentage of comprehension. It would also be make the teaching less meaningful and effective. The lesson objectives or the intended learning outcomes might not be achieved with only one learning domain being focused. In short, it will be a “boring” class for students and worst, they will not listen at all. 4. Is it really possible to teach only in one domain like affective only or cognitive only or psychomotor only? Or based on Kendall’s and Marzano’s taxonomy, information only or mental procedures only or psychomotor procedures only? Explain your answer. Answer: Yes, it is possible to teach with only one domain. For example, the teacher only focused on the cognitive domain, yes, the students could learn from the topic from they might just forget t after because they were not involved in any activity. As I have stated above, learning could be more meaningful if all the domains of learning where utilized.
  • 12. FIELD STUDY 2 – Experiencing the Teaching – Learning Process 5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning activities contradict each other? Explain your answer. Answer: Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning did not contradict with each othe. Talking about the purpose and objective of these taxonomies, both were aimed at helping learners learn best. These taxonomies focused on the learners’ (learner-centered) development and progress. With these taxonomies, a conducive and a better learning environment will most likely be developed. My Reflections Based on your observations in class and on your understanding of the domains of leaning activities from Bloom, Kendall and Marzano, how can you make your teaching-learning activity more meaningful and more relevant? Is lesson more relevant when you teach in the cognitive domain combined with the affective or psychomotor combined with the affective? Answer: Based on my observations, in order to create a more meaningful and more relevant teaching-learning activity, a teacher must not just utilize one domain of knowledge or learning but should be a combination. Doing so would create interest and eagerness from students to learn and cooperate to the class. Also, in this way, the teacher can involve his/her students into lesson-related activities. Learning should not only be from the teachers but from the students as well. Learning is more comprehensive and productive when students can relate their learning into their day-to-day lives.
  • 13. FIELD STUDY 2 – Experiencing the Teaching – Learning Process Integrating Theory and Practice: Direction: Read the situation then answer the questions. 1. Based on Kendall’s and Marzano’s new taxonomy, in what domains was Teacher Mila’s lesson? I. Information (Declarative Knowledge) II. Mental Procedures (Procedural Knowledge) III. Psychomotor Procedure (Physical Skills) A. I and II C. II and III B. II only D. I, II and III 2. Which part of Teacher Mila’s lesson consists of mental procedure (procedural knowledge)? I. Information (Declarative Knowledge) II. Mental Procedures (Procedural Knowledge) III. Psychomotor Procedure (Physical Skills) A. I only C. II only B. I, II and III D. I and II 3. Based on Bloom’s taxonomy, which part of Teacher Mila’s lesson is in the psychomotor domain? A. The 3 pupils focusing the microscope B. The pupils listening to the “don’ts” in focusing the microscope C. Asking the class if it is important to learn how to focus the microscope D. Explain the “why’s” behind the “don’ts” Teacher Mila taught the parts of a microscope, demonstrated how to focus t 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.
  • 14. FIELD STUDY 2 – Experiencing the Teaching – Learning Process 4. If Teacher Mila’s lesson objective / intended learning outcome is “to focus the microscope correctly”, could she have just shown the class how to do it without explaining the parts of the microscope and their corresponding functions? A. No B. Yes, 21st century students learn skill very fast. C. Yes, but risky. D. No, it is basic for students to know the function of each part. This guides the students on how to focus the microscope. 5. If explaining and demonstrating are necessary for Teacher Mila to realize her lesson objective / intended learning outcome, what does this imply on lesson planning and development for whole and meaningful learning. A. Integrate the domains of learning activities. B. You make lesson focus only information. C. Plan a lesson that is exclusively for skill or for information. D. Always touch the affective domain of learning. 6. Which part of Teacher Mila’s lesson is in the affective domain? A. Asking the students if learning to focus the microscope is important B. The “don’ts” in focusing the microscope C. Teacher Mila demonstrating to the class first how to focus the microscope before asking the 3 to focus the same in order to avoid accident D. Explaining the “why’s” behind the “don’ts” in microscope focusing
  • 15. FIELD STUDY 2 – Experiencing the Teaching – Learning Process My Learning Portfolio Refer to the K to 12 Curriculum Guide. Based on the competencies, formulate SMART lesson objectives / intended learning outcomes: The following learning competencies were based from the Curriculum Guide of Media and Information Literacy subject: 1. In the cognitive, affective and psychomotor domains (B. Bloom) Cognitive: describes how communication is affected by media and information - discuss to the class how media and information affects communication through a video presentation Affective: shares to class media habits, lifestyles and preferences - ask students to share to class their media habits, lifestyles and preferences Psychomotor: interviews an elder from the community regarding indigenous media and information resource - let the students conduct an interview of an elder in their community regarding indigenous media and information resource 2. For information (declarative knowledge), mental procedures (procedural knowledge) and psychomotor procedures / physical or motor skills Information: defines media convergence through current examples - define and discuss media convergence through examples Mental Procedures: editorializes the roles and functions of media in democratic society - let the students create an editorial piece regarding the roles and function of media in a democratic society Psychomotor Procedures: searches latest theory on information and media - ask students to search on the internet the latest theory on media and information
  • 16. FIELD STUDY 2 – Experiencing the Teaching – Learning Process My Learning Rubric: Learning Episodes Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1 Learning Activities All task were done with outstanding quality; work exceed expectations All or nearly all task were done with high quality Nearly all tasks were done with acceptable quality Fewer than half of tasks were done; or most objectives were met but need improvement Analysis of the Learning Episodes All questions were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling Analysis questions were answered completely. Clear connection with theories Grammar and spelling are superior Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable. Analysis questions were not answered. Grammar and spelling unsatisfactory Reflections / Insights Reflection statements are profound and clear; supported by experiences from the learning episodes Reflection statements are clear, but not clearly supported by experiences from the learning episodes Reflection statements are shallow; supported by experiences from the learning episodes Reflection statements are unclear and shallow and are not supported by experiences from the learning episodes Learning Portfolio Portfolio is complete, clear, well-organized and all supporting documentations are located in sections clearly designated Portfolio is complete, clear, well-organized; most supporting documentations are available and logical and clearly marked locations Portfolio is incomplete; supporting documentations are organized but are lacking Analysis questions were not answered. Grammar and spelling unsatisfactory Submission of Learning Episode Submitted before the deadline Submitted on the deadline Submitted a day after the deadline Submitted two days or more after the deadline Comments Over-all Score  Rating (Based on Transmutation  TRANSMUTATION OF SCORE TO GRADE/RATING 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 2.00 2.25 2.50 2.75 3.00 3.5 5.00 99 96 93 90 87 84 81 78 75 72 71-below _____________________________ _____________________________ Signature of FS Teacher above Printed Name Date