Field study 2

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Field Study 2
Experiencing the Teaching – Learning Process
March 2015

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Preface
Setting new directions in education is one of the primary concerns of Teacher
Education Institutions (TEI). This FS2 book aligns the learner’s experiences with the
National Competency-Based Teacher Standards (NCBTS). The learning
experiences embedded in every lesson were intended to create meaningful and
rewarding encounters to ensure that the students will feel the joy of teaching and
learning.
FS2 is focused on Principles of Learning, Lessons of Objectives as My
Guiding Star, Organizing Content for Meaningful Learning, Guiding Principles on the
Selection, and Use of Teaching Strategies, Teaching Approaches and Methods,
Lesson Development, Effective Questioning and Reacting Techniques.
Features of this Book
This Book is divided into Learning Episodes. Each Learning Episode contains
the following component
My Target
This specifies the goals, objective and
purposes of the learners. The
objectives were stated in a specific,
measurable, attainable, realistic and
time bound (SMART) manner.
My Performance
This makes use of an analytic scoring
rubric that is processed-and product-
oriented. It evaluates the quality of the
process of observation-documentation,
analysis, reflection and submission. It
also evaluates the quality of product or
output of the FS student portfolio. It is
primarily a tool intended for the Field
Study teacher to rate the FA student
upon completion of the episode. It can
likewise be used by the FS student for
self-rating purposes after completing
the episode. It is placed immediately
after My Target to give an idea to the
FS student on what points will be
evaluated at the end of the learning
episode.
My Map
This presents the means / directions,
processes, ways which the learners
need to undertake to attain the target.

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My Tools
This part gives the learners the
instruments that they have to use in
activities to undertake in the Learning
Episodes to sharpen their skills.
My Reflections
This empowers the FS student to get
engaged in higher thinking process
skills. This phase will help to improve
metacognitive skills as engaged in
solving problems, making judgments
and formulating inferences
My Portfolio
It is the student’s learning in capsule,
an authentic form of assessment. A
suitcase of the learner’s proofs and
documents in various forms
(photographs, illustrations, organizers,
songs, rhymes, acronyms and the
like).
My Analysis
This phase highlights the FS student’s
ability to break the information learned
and experiences undergone into parts
for an in depth and incisive study of
the same.

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Table of Contents
Preface ………………………………………………………………………………….2
Features of this Book ………………………………………………………………….2
Table of Contents …………………………………………………………………….. 4
Introduction ……………………………………………………………………………. 5
Field Study 2 – Experiencing the Teaching Learning Process
FS 2 – Episode 1 – Principles of Learning ……………………………..7
FS 2 – Episode 2 – Lesson Objective as My Guiding Star ……………16
FS 2 – Episode 3 – Organizing Content for Meaningful Learning …...25
FS 2 – Episode 4 – Guiding Principle in the Selection and
Use of teaching Strategies ……………………….35
FS 2 – Episode 5 – On Teaching Approaches and Methods …………42
FS 2 – Episode 6 – On Lesson Development ………………………….53
FS 2 – Episode 7 – Effective Questioning and Reacting
Technique …………………………………………..60
The contributors ………………………………………………………………………..69

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Introduction:
As we observe students, we need to consider their goals. What Effects are
they trying to create? We observe their actions and listens to their comments to
determine the strategies they choose to attain their goal.
In order to have a meaningful conversation with a child we need to know what
the child think can be done in real situation (possible goals) and we need to know
the procedures that the child believes will make things happen (possible strategies).
Considering children’s theories requires more than a careful transcription of what
they say and do.
We have to dig, to abstract the meaning of elliptical sentences, aborted
movements, or confusing explanation, request or description. Children are
spontaneous, sometimes reserved; joyful now, sad later; friendly and reserved;
competent and naïve; talkative and quiet. To be childlike is to experience an almost
unpredictable array of discoveries, emotions, and levels of energy. Children are
unique and complex and thus often difficult to comprehend. And they do not readily
engage us in dialogue in order to explain the reasons for their caprice as they
explore the world that surrounds them. Yet, as teachers, it is important for us to
know our children deeply, to flow with their currents, and to extend their nascent
theories about how the world works.
Given the delightful yet often enigmatic characteristics of young children, We
learned that in order to comprehend children we must begin by observing them as
they play. But what do we see as we observe, and how we use our observation to
enhance our effectiveness as teachers?
Children are competent learners, but as teachers, we have to slow down,
carefully observe and study our documented observation in order to understand the
ideas that they are attending to convey. In addition to slowing down, observing
children’s theories requires a general knowledge of child develop and a willingness
to speculate.

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FS 2Experiencing the Teaching - Learning
Process
Course Description
This Field Study course 2 is designed to provide FS students with
opportunities to connect teaching-learning theories and principles discussed
in Principles of Teaching 1 with actual room practice. It is intended to help the
FS student observe how these principles of teaching and learning are applied
by the Resource Teacher to make the teaching – learning process interactive,
meaningful, exciting and enjoyable.
General Objectives
1. Arrive at an experiential knowledge and understanding of the
principles.
2. Reflect on the application of the principles of teaching and learning for
meaningful and lasting learning.
3. Determine how the guiding principles in lesson objective formulation
are applied in teaching-learning process
4. Acquire the skill in developing cognitive, skill and value lessons
meaningfully and interestingly by an in depth treatment of the subject
matter and by integrating thinking skills.
5. Apply the guiding principles in the selection of teaching strategies
6. Approach the teaching approach employed.
7. Trace the logical development of the lesson.
8. Identify effective questioning and reacting techniques.
FS

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Episode 1
PRINCIPLES OF LEARNING

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Episode 1
PRINCIPLES OF LEARNING
Name of the FS Student: Jenevie Butacan
Resource Teacher: Mrs. Dawn Grace De Asis
Cooperating School: UPHSD-LP
My Target
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching-learning process.
My Performance (How will I Be Rated)
FIELD STUDYEpisode 1- The School As a Learning Environment
Focused on: Determining a school environment that provides social,
psychological, and physical
Environment supportive of learning
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
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
questions
were
answered
completely; in
depth
answers;
thoroughly
grounded on
theories.
Exemplary
grammar and
Analysis
questions
were
answered
completely
Clear
connection
with theories
Grammar and
spelling are
Analysis
questions
were not
answered
completely.
Vaguely
related to the
theories
Grammar and
spelling
Analysis
questions
were not
answered.
Grammar and
spelling
unsatisfactory.

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spelling
4
superior
3
acceptable
2
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
location
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)
Signature of FS Teacher
above printed name

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My Map
I will observe at least 3 different classes. Pay close attention to what
the Resource Teacher does t teach and what the learners to learn.
To hit my Target, I will work my way through these steps:
Step1: I will review the principles of learning on
pp. 21-25 of Principlesof Teaching 1, 2007 by
Corpuz, B. and G. Salandanan
Step2: I will observethree classes
Step 3: I will identify evidence of applications
of principles of learning. I can cite more than
one evidence per principle of learning
Step4: Guided by a question/questions, i will
reflect o my own experience, writedown my
reflection

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My Tools
As I observe a class, I will use the Observation Sheet for a more
focused observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Dawn Grace De Asis
School Address: UPHSD-LP Date: February 06, 2015
Grade/ Year Level: Kinder 1 Subject Area:
Principles of Learning
Teaching Behaviour of the
Teacher/Learning Behaviour of the
Learner as Proof of the Application of
the Principle of Learning
1. Learning is an experience which
occurs inside the learner and is
activated by the learner.
Sample:
1. Teacher lets the learner do the
learning activity. e.g.- Pupil writes letter A
instead of teacher writing it for them.
2. Learning is the discovery of the
personal meaning and relevance of
ideas.
Teachers must relate the lesson to the
learner’s needs, interests and problems
3. Learning is a consequence of
experience
Let the students learn from their
mistakes. Let them do the activities and
when they did something wrong they will
know already what is wrong and what is
right. Through their experience they will
learn from their mistakes from the past.
4. Learning is a cooperative and
collaborative process.
Let he students have group activities.
e.g group reporting
Cooperative – as teacher gives them

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activities so that each child can
cooperate and participate and they will
learn to mingle or socialize with others.
5. Learning is an evolutionary
process.
The teacher will teach the students, then
the students will apply what they have
learned. Not only inside the school but
also outside the school.
6. Learning is sometimes a painful
process.
Let the learners realize that learning
requires sacrifices and hard work.
7. One of the richest resources for
the learning is the learner himself.
You, as a learner are the only one who
can help yourself to learn. No one can
help you but yourself.
8. The process of learning is
emotional as well as intellectual.
Learner’s can’t focus in their studies that
much if they have something that is
bothering their mind. Example, one of
your students fails her quiz/exam and do
not participate in class. Talk to the
parents of the student if there’s a
problem in their house
9. The process of problem solving
and
learning are highly unique and
individual.
Make use of different teaching strategies
that can cater multiple intelligences and
learning styles.

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My Analysis
1. What is the impact of the Resource Teacher’s observance of these
principles on the teaching-learning process on the learners?
Answer:
To get more information from the teacher the resource teacher
should be able to get more ideas in teaching and the learners will be
able
2. Which learning principle was applied most?
Answer:
Learning is a cooperative and collaborative process.
3. Which learning principle was applied least or not at all applied?
Answer:
The principle that applied least was the process of problem
solving & learning is highly unique as an individual.
4. Do you agree with these principles of learning? Or have you
discovered that they are not always correct?
Answer:
Yes, because most of the principles of learning are really
applied in teaching especially for those who are teaching for a long
time.

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My Reflections
My reflection on my observations of my Resource Teacher’s
observance of these principles. Did my Resource Teachers adhere to
these principles?
Answer:
Yes, the Resource Teachers adhere to these principles even
though not all the principles are used, but most of them are used by the
teacher. They take it into considerations the interests of the children
5. Lessons I have learned from my observations on the classroom
application of the principles of learning.
Answer:
You should relate the lesson to the experiences of the students.
Give them lessons and examples that will let them understand easily
the lessons.

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My Portfolio
Principles of Learning inMy OwnWords
1. The student should be mentally, physically and emotionally ready to
learn.
2. Those things that are repeated are best remembered
3. You should give positive feedbacks to the children.
4. The student’s first experience should be positive, functional, and lay
the foundation for all that is to follow.
5. Things that are recently learned are best remembered.
6. The students will learn more from the real thing than from a
substitute.
7. The students will learn freely.
8. The things that the children need should always be prepared and
available.

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Episode 2
LESSON OBJECTIVES AS MY
GUIDING STAR

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Episode 2
LEARNING OBJECTIVES AS MY GUIDING STAR
Name of the FS Student: Namerah Basmala
Resource Teacher: Mrs. Dawn Grace De Asis
My Target
In this episode, I must be able to:
 Deduce the lesson objective/s after observing my Resource
Teachers teach.
 See how the guiding principles in the formulation of lesson
objectives are applied
 Realize the importance of a clearly defined lesson objectives
FIELD STUDYEpisode 2- Lesson Objectives as My Guiding Star
Focused on: Application of the guiding principles on the development of lesson
Objectives.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
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
questions
were
answered
completely; in
depth
answers;
Analysis
questions
were
answered
completely
Clear
Analysis
questions
were not
answered
completely.
Vaguely
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.

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thoroughly
grounded on
theories.
Exemplary
grammar and
spelling
4
connection
with theories
Grammar and
spelling are
superior
3
related to the
theories
Grammar and
spelling
acceptable
2 1
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
location
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)

19
above printed name
My Map
I will observe two different classes and observe the Resource
Teacher teach. I will reflect on the guide questions given below.
To hit my target, I will follow these steps:
Step1: Review the
“Guiding Principles in
Determining and
Formulating Learning
Objectives” found in
Principles of Teaching
1, 2007 by Corpuz, B
and G. Salandanan, pp
29-38
Step2: Observea class
with a learning partner.
My focus this time is
on lesson or learning
objectives
Step3: Discuss my
observations/answers
to the questions with
my partner
Step4: Write down my
answers to the
questions.
Step5: Reflect on my
observation.

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My Tools
1. As I observe a class, I will use the Observation Sheet for more focused
observation.
Guiding Principles in Determining
and Formulating Learning
Objectives
Teaching Behaviour/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end in mind 1. e.g. The Resource Teacher began her
lesson by stating her objective.
2. Share lesson objective with
students
2. Tell the students the objectives of the
lesson; tell them the reason why they need
to learn those things.
3. Lesson objectives must be in 2 or 3
domain – cognitive, skill and
effective or cognitive and affective
3. Teacher should be applied the three
domains so that the students can use their
three domains for learning.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Dawn De Asis
School Address: UPHSD-LP Date: March 09, 2015

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skill and or skill and affective
4. Work on significant and relevant
lesson objectives.
4. When you are teaching, use words that
are appropriate to your students so that they
can understand the lesson easily.
5. Lesson objectives must lead to the
development of critical and creative
thinking
5. Give an activity to students that they can
use their creative minds and their critical
thinking skills.
2. After observing your Resource Teacher teaches, write down what you
think was/were her lesson objective.
Answer:
The objective of the Resource Teacher’s lesson objective is
learning more and understand the lesson in an easy way.
3. Ask permission from your Resource Teacher for you to copy her
lesson objective for the day’s lesson. Copy it here then compare it with
your answer in #2. Are they the same? Different?
Answer:

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My Analysis
1. If answer in #3 above is different, what is your conclusion regarding
written lesson objective and actual lesson development? Are lesson
objectives in the lesson plan always followed? Do they really serve as
a guiding star?
Answer:
2. Why did you find it easy/difficult to write down the Resource Teacher’s
lesson objective for the? Did she mention it at the beginning of her/his
lesson?
Answer:
It is easy because based on her strategies of teaching you can
find it out it early. Because from them the start the teacher began to
apply the domain.
3. Did you find the lesson objectives SMART? Why or why not?
Answer:
The teacher teaches the applying of three domains. So the
students can use their cognitive, affective and psychomotor.
4. Was the lesson objective in the cognitive or psychomotor or affective
domain? Or it was it in the two or three domains? Support your
answer.
Answer:

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Yes, because from the start and up to the end of the lesson, the
three domains was applied.
My Reflections
Any lessons learned or insights gained from your observation
focused on lesson objectives? Write them down here. Are lesson
objectives truly the guiding star in the development of a lesson? Or are
lesson objectives sometimes forgotten as the lesson develops?
Answer:
I observed that the teacher really did a great job in terms of
teaching. Her students are actively participating in her class. I think she
really did her best and teach based on her lesson plan. The teacher
used her lesson objectives to what her students needs to know, she
used it as a guide to help her students reach their goals for today.

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My Portfolio
My researched quotations that state the significance of goals and
objectives
(Don’t forget to state your source.)
“First have a definite, clear practical ideal, a goal, an objective.
Second, have a necessary means to achieve. To achieve your ends;
wisdom, money, materials, and methods. Third, adjust all your means
to end that”
- Aristotle
“If you want to reach your goal, you must see the reaching in your
own mind before you actually arrive at your goal.”
- Zig Ziglar
“A dream written down with a date becomes a goal. A goal broken
down into steps becomes a plan. A plan backed by action makes your
dream come true”

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Episode 3
ORGANIZING CONTENT
FOR MEANIGFUL
LEARNING

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Episode 3
ORGANIZING TECHNIQUE FOR MEANINGFUL LEARNING
Name of the FS Student: Shannon Joyce Barcelo
Resource Teacher:
My Target
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching-learning process.
FIELD STUDYEpisode 3- Organizing content for meaningful learning
Focused on: The development or a cognitive or skill or a affective lesson.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
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
questions
were
answered
completely; in
depth
answers;
thoroughly
grounded on
Analysis
questions
were
answered
completely
Clear
connection
with theories
Analysis
questions
were not
answered
completely.
Vaguely
related to the
theories
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory.

27
theories.
Exemplary
grammar and
spelling
4
Grammar and
spelling are
superior
3
Grammar and
spelling
acceptable
2 1
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
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
location
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)

28
above printed name
My Map
I will observe three different lessons executed – cognitive, skill and
affective lessons. (Cognitive-Sibika: Skill-Math: Affective-
Literature/Edukasyong Pagpapahalaga)
To reach my target, I will work my through these steps:

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My Tools
A. For the Cognitive Lesson
1. What is the lesson all about?
Answer:
Reflection about their Field Trip last Friday (March 06, 2015)
2. What are the examples of facts mentioned in the lesson?
Answer:
The teacher asked about their field trip. For example, what
animal did you see in Manila Ocean Park and Manila zoo?
3. Did the lesson end with the facts? Or did these facts leads to
understanding of concepts? Prove your answer.
Answer:
OBSERVATION SHEET
Name of the Resource Teacher Observed:
Grade/ Year Level: Grade 1-Helpfulness Subject Area: MAPEH

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The activity end with facts and also the facts lead to
understanding the concepts because the students understand the
instruction given by their teacher and they were able to draw the
animals that they saw in Manila Ocean Park and Manila Zoo
4. Write down instances of treating the topic in depth (giving
examples, examining cause-effect relationships, relating ideas or
concepts to one another.
Answer:
The teacher relates the subject to what the students
experienced.
5. Cite an instance/ instances when students were encourage to ask
questions, to talk about and reflect on what they learned.
Answer:
The teacher asked the students if they had a chance to touch
and take a picture with the animals, then she asked questions
about the animals and the teacher asked the students to give also
some examples.
B. For the Skill Lesson
1. What was the skill lesson about? Which skills was/were target?
Manipulative skill or thinking skill?
Answer:
The skill that was used was their thinking skills where in they
can think fluent, they can construct ideas relevant to the certain
topic and they can response easily because of their own insights
and experiences .

31
2. Write evidence of the teacher’s encouragement of divergent
thinking by the students.
Answer:
Divergent thinking is fluent thinking, flexible thinking, original
thinking and collaborative thinking. The teacher encouragement of
divergent thinking by the student is that they can think fluent related
to their field trip and to the lesson.
3. Which are proofs that the Resource Teacher promoted convergent
thinking?
Answer:
Convergent thinking, it is narrowing down from many possible
thoughts and to end up on a single best thought or an answer to a
problem. The teacher asked the students of what are the animals
that belong in the zoo.
4. If there was problem solving in the lesson, were the pupils taught to
solve the problem using algorithm or heuristic strategy?
Answer:
Yes. Just by letting their students to reminisce and think about
their field trip so that they can construct a lesson by their
experiences
5. What are proofs that the students were encouraged to do critical
thinking?
Answer:
The teacher asked the students to draw the animals.
C. Value/ Affective Lesson
1. What was the value lesson about?

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Answer:
The values lesson was all about following and obeying
instructions.
2. Was the value taught alone or was it integrated with a cognitive or
skill lesson?
Answer:
The value was taught integrated with a cognitive and skill
lesson.
3. How was the value lesson developed?
Answer:
The teacher tested the memory of the students by asking them
about the different animals that they saw in their field trip. Next,
they draw the animals they saw. And lastly, they identify the
different animals.
My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully
and interestingly?
B. For the Skill Lesson
How was the skill taught meaningfully and interestingly?
Answer:
The students relate their experiences by drawing. They were
asked to draw the animals they saw during the field trip.

33
C. For the Affective Lesson
1. Is it possible to teach a value lesson without any cognitive basis at
all? Explain your answer.
Answer:
The thinking skill is what the teacher gave focus it is taught by
drawing and describing the animals.
2. A cognitive or a skill lesson is a vehicle for value education. Do you
agree?
Answer:
The animals are the one that has been mostly given attention.
That is why the value lesson in delivered within the skill and
cognitive lesson.
My Reflections
1. Someone once said: “There are dull teachers, dull textbooks, dull
films but no dull subjects”. Do you agree? Write down your
reflections here!
Answer:
I agree because the subjects whom we are taking are all
interesting the only thing that is making it dull is they are delivered
to us. The dullness of subject is because of the teachers who don’t
know how to deliver their lesson in an interesting way.
2. How should you recognize subject matter (be it cognitive skill or
value lesson) so that your teaching will always be fresh and
interesting?
Answer:

34
Always give activities to students. Do not give lectures every
meeting. Students get bored easily and if you’re always giving them
lectures they wouldn’t be interested anymore because you’re
always using it as you’re teaching aid. Always try something new.
My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that
integrates a value or values. Paste it here! (You may want to refer to
“Integrating Values with Subject Matter”, in Principles of Teaching 2, 2006
by Corpuz B., G. Salandanan and D. Rigor, pp. 91-92.) An outline of the
lesson development will do.
My Lesson Plan

35
Episode 4
GUIDING PRINCIPLES IN
THE SELECTION AND USE
OF TEACHING
STRATEGIES

36
Episode 4
GUIDING PRINCIPLES IN THE SELECTION AND USE OF
TEACHING STRATEGIES
Name of the FS Student: Shannon Joyce Barcelo
Resource Teacher: Ms. Thelma
My Target
In this Episode, I must be able to:
 Write evidence of the application of some guiding principles in
the selection and use of teaching strategies
FIELD STUDYEpisode 4 – Guiding Principles on the Selection and Use
of Teaching Strategies
Focused on: The application of some guiding principles in the selection and use of
teaching strategies
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1

37
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
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
questions
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
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
complete,
clear, well-
organized and
all supporting
documentation
are located in
sections
clearly
designated
Portfolio is
complete,
clear, well-
organized and
most
supporting
documentation
are available
and/or in
logical and
clearly marked
Portfolio is
incomplete
supporting
documentation
is organized
but is lacking
Portfolio has
many lacking
components; is
unorganized
and unclear

38
4
location
3 2 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)
above printed name
My Map

39
I will observe at least 3 Resource Teachers, analyze and reflect on my
observation.
To reach my Target, I will follow the following steps:
My Tools
Steps
Step 1. Review Selection
and Use of Teaching
Strategiesin Principlesof
Teaching 1, 2007 by
Corpuz,B. and G.
Salandanan,pp.52-68.
Step 2. Observe atleast
3 Resource Teachers.
Step 3. Accomplish
ObservationSheet.
Step 4. Analyze my
observation.

40
Guiding Principles on the
Selection and Use of Teaching
Strategies
Teaching Behaviour of the
Resource Teacher that Applies the
Principles
1. Learning is an active process The learners must be actively engage
in some learning activities for them to
learn what we intended to teach.
2. The more senses that are involved,
the more and the better the
learning.
Most of the students nowadays are
visual learners As teachers; we must
always provide visual materials for
them to understand more our lesson.
3. A non-threatening atmosphere
enhances learning
The atmosphere of the students is
one of the most important and most
influential because it enhances a
student’s learning. So that means, the
physical classroom condition must
always be good.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Shannon Joyce Barcelo
Grade/ Year Level: Grade 1 – Helpfulness Subject Area: Math

41
4. Emotion has the power to increase
retention and learning
Teachers must bring out the student’s
emotion into the classroom and
recognize the power of emotion to
increase retention.
5. Good teaching goes beyond recall
of
information.
Teaching should reach the levels of
application, analysis, synthesis and
evaluation.
6. Learning is meaningful when it is
connected to students’ everyday
life
Some students, school is the best
part of their day because for them it’s
a way to escape their life at home. As
teachers, it’s important to understand
that there is so much more to
students. So teachers must always
be available to their students.
7. An integrated teaching approach is
far more effective than teaching
isolated bits of information.

42
My Analysis
Are these principles in accordance with brain-based teaching and
learning?
Yes, because it involves students in real-life or authentic
problem solving, the using of projects to increase meaning and
motivation, simulations and role plays as meaning makers and
classroom strategies using visual processing.
My Reflections
What is the best method of teaching? Is there such a thing?
There is no such thing as best teaching method. The best
method is the one that works, the one that yields results. Being a
reflective teacher and striving for excellence in teaching means
considering each aspect of your teaching approach to ensure that you
are doing your best to facilitate student learning.
My Portfolio
Illustrate your reflection on the best method of teaching
creatively on this page.

43
Episode 5
ON TEACHING
APPROACHES AND
METHOD

44
Episode 5
ON TEACHING APPROACHES AND METHOD
Name of the FS Student: Geniva Timbang
Cooperating School: Vergonville Elementary School
Resource Teacher: Mrs. Marlyn Barrozo
My Target
In this Episode, I must be able to determine the teaching approach or
method used by the Resource Teacher
FIELD STUDYEpisode 5- On Teaching Approaches and Methods
Focused on: Determining the teaching approach or method used by the
Resource Teacher
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
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
questions
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 Reflection Reflection Reflection

45
statements
are profound
and clear,
supported by
experiences
from the
episode.
4
statements
are clear, but
not clearly
supported by
experiences
from the
episode
3
statements
are shallow;
supported by
experiences
from the
episode
2
statements
are unclear
and shallow
and are not
supported by
experiences
from the
episode.
1
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
location
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)
above printed name

46
My Map
observations.
To realize my Target, I will follow the following steps:
Step 1. Review “DifferentApproachesand
Methods in Principles of Teaching 1,” 2007
by Corpuz, B. and G. Salandanan, pp. 69-
100
Step 2: Observe 2 Resource Teachers
Step 3. AccomplishObservationSheet
Step 4. Analyze my observations.
Step 5. Reflecton my observations

47
My Tools
Approach /Method
Description of Teaching Behavior that
Proves Use of the Teaching
Approach/Method (What did my
Resource Teacher do as she used this
approach/method)
1. Deductive Method The teacher used this method by showing
her lesson by posting her lesson in front
using manila paper or cartolina
2. Inductive Method The teacher give an example. Since the
subject is Filipino, it’s easier for the
students to understand the instructions.
Example, the teacher will give a sentence
and she will give the answer as well so
that the students can understand.
3. Demonstration Method Mrs. Marlyn used this method as she
gives an example to the students.
4. Problem solving She used this method by letting the
OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Marlyn Barrozo
School Address: Vergonville Elementary School Date: February 06,
2015
Grade/ Year Level: Grade 2 Subject Area: Filipino

48
students really think of the right answer.
The teacher will call a student as a part of
their recitation.
5. Discovery Method The teacher gives a situation and the
students should be able to
6. Problem solving Method Just like the answer in number 4, but this
is a step by step method. That is the only
difference.
7. Project Method Project method is that, you will give your
students a project. The purpose of the
project is to give clue to the students what
topic are they going to discuss next
meeting
8. Constructivist approach Constructivist approach is learning
experience so the teacher asks the
students to give an example sentence.
9. Metacognitive approach Metacognitive is all about thinking about
thinking. The teacher asks the students to
make an example sentence right? So the
teacher will ask some other student to
check their classmates work.
10. Integrative approach

49
My Analysis
1. Which approaches/methods will be grouped together? Why?
Answer:
For me, problem solving, dicovery and problem solving method
should be grouped as one because in own understanding, I think the
method has the same approach. What I mean is discovery method is
just like problem solving method because when you solve a problem,
you discover things.
2. Which approaches/methods are more interactive? Less attractive?
Answer:
The most interactive approach is demontration method because
they can have fun while learning. The less interactive for me is project
method simply because the child will do the task alone. There’s no
interaction with other students except if it’s a group project.
3. When should the direct method be used?
Answer:
Direct method should be used when you know that your
students are good enough to understand the lesson without introducing
it and just go directly to the lesson itself.
4. When should the indirect method be used?
Answer:
It depends on the subject matter. If youre teaching in a science
or a mathematics class, you should use indirect method because in a
science class and you have an experiment you should be able to
demonstrate fisrt what they are going to do before proceding to the
lesson proper. And if youre teaching mathematics, you have togive an
example first on how to solve the problem.

50
5. Which approaches/methods promote “learning to live together”?
Answer:
The methods/approaches that promotes “learning to live
together” are discovery and demonstration method because these two
methods includes social interaction between the students.
My Reflections
If I decide on my teaching approach/method, I will consider
(Continue the sentence. Begin writing now)
If I decide on my teaching approach/method, I will consider
demonstration method since I’ll be teaching special kids in the future.
Demonstration method because studetnts will have an idea on how to
do certain things such as tying their shoe lace or whatsoever.
Demonstration method will makes it easier for them to learn a thing

51
My Portfolio
1. By means of a graphic organizer show the characteristics of a
constructivist and a metacognitive approach.
COSNTRUCTIVIST
APPROACH
METACOGNITIVE
APPROACH

52
2. Do serious reserch and complete this Table on Methods. The first is
done for you.
Method Advantage/s When to use
1. Deductive Method Direct teaching so I can
accomplish more within the
given period of time.
Time is limited; subject
matter is very difficult;
learners don’t know much
about the lesson; teacher
is not yet skilled in
facilitating skills.
2. Inductive Method Indirect teaching so that
the students can clearly
understand the lesson.
Time is not that much
limited; subject matter is
not so difficult; learners
have a clue what was the
lesson for the day were
all about; teacher has
experience/skills in
facilitating learning
3. Demonstration
Method
Indirect teaching so that
the students will have an
idea of the lesson they are
going to tackle.
Time is not so limited;
subject matter is a bit
hard; learners will know
how to do it; teacher is
capable of demonstrating
it to the class clearly
4. Problem Solving Indirect teaching that
allows the teacher to give
problem to solve ny the
students
Need a long period
subject; the subject
matter is complicated like
matematics; teacher
master the lesson very
well
5. Discovery Method Indirect teaching so that Time is a bit limited;

53
my class will enjoy my
subject.
subject is not that hard;
learners will have a better
understanding if the
teacher gives an
example.
6. Problem solving
method
Indirect method so that my
students will develop their
problem solving skills.
Need a long period of
time; it is used mostly in
mathematics;
7. Project Method Indirect method so
because the teacher will
give them project based on
the topic
Time is limited; learners
will know how to be
creative
8. Constructivist
Method
Indirect method in which
the teacher will call some
students to recite or give
examples
Time is limited; learners
have experience; the
teacher should know how
to manage her/his class
9. Metacognitive
Approach
Indirect method so that i
can distinguish who are the
critical learners
Time is not limited;
learners are critical
thinkers; the teacher
should know how
10. Integrative
Approach

54
Episode 6
ON LESSON DEVELOPMENT

55
Episode 6
ON LESSON DEVELOPMENT
My Target
In this Episode, I must be able to trace how my Resource Teacher
develops her/his lesson.
FIELD STUDYEpisode 6 – On Lesson Development
Focused on: How my Resource Teacher develops his/her lesson.
Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
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
questions
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 Reflection Reflection Reflection

56
statements
are profound
and clear,
supported by
experiences
from the
episode.
4
statements
are clear, but
not clearly
supported by
experiences
from the
episode
3
statements
are shallow;
supported by
experiences
from the
episode
2
statements are
unclear and
shallow and
are not
supported by
experiences
from the
episode.
1
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
location
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)
above printed name

57
My Map
observations.
To realize my Target, I will follow the following steps:
Step 5. Reflect on my Observation.
Step 4. Analze my Observation.
Step 3. AccomplishObservation Sheet
Step 2. Observe 2 Resource Teacherson how they go through
their lessons.
Step 1. Review "Appropriate Lerning Activities i the Different
Phases of the Lessonin Principles of Teaching1, 2007 by
Corpuz, B. and G. Salandanan, pp. 95-99 and Instruction in
EducationalTechnology1,2007 by Corpuz, B. P. I Lucido pp.36-
43 - and Principlesof Teaching 2,2006 by Corpuz, B. et al pp.
51-90

58
My Tools
1. Describe how the teacher began his/her lesson. Why do you think
she/he do that?
Answer:
The teacher began by recalling her past lesson and she
connected it to her lesson for that day. It’s important to connect the
past lesson from the previous lesson so that the students will know
what is the significance and relevance of their lesson every time.
2. What activity/ies did the Resource Teacher ask the learners to do after
she/he introduced the lesson? Why do you think she/he did that?
Answer:
She asked her students to give an example based o their lesson
for the day.
3. How did she/he end his lesson? Why do you think she/he did that?
Answer:
She ended her lesson by asking the students what is the lesson
for today again. She also asked the students if there’s something they
didn’t understand in the lesson. I think she did that t test if her students
mastered their lesson and also to retain what they have been
discussed for that day.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Mrs. Marlyn Barrozo
School Address: Vergonville Elementary School Date: February 06,
2015
Grade/ Year Level: Grade 2 Subject Area: Filipino

59
4. Did you notice an assessment of learning in the process of teaching? If
yes, how was it done?
Answer:
She told her students to answer some activity o their books
based on the lesson
5. Did you observe if Resource Teacher checked learning at the end of
her lesson?
Answer:
Yes. She always asks like “Did you understand?” or “Did you
get it class”
6. Checklist – Of the following, which did you observe? Please check if
you observe the item.
Teaching Behavior Check here!
1. Connecting lesson to past lesson 
2. Introducing the lesson for the day. 
3. Sharing the lesson objective for the
day.
4. Motivating the students 
5. Students doing learning activity 
6. Teacher giving lecturette. 
7. Teacher checking for understanding. 
8. Teacher/students summarizing 

60
My Analysis
1. How should a lesson begin and end?
Answer:
For me it’s better to start a lesson with something students can
really enjoy. Example, start your motivation like singing a song related
to the topic, and before your lesson is about to end give them acitivities
such as games, tasks, etc.
2. Did you observe any part of the lesso development to have been out of
place? Explan your answer.
Answer:
NothinG
My Reflections
“Tell them what you want to tell them; tell them, tell them
what you told them.”
Relate this statement to lesson development.
This statement simply means that teach them what they need to
know, not you wanted to teach.
My Portfolio
1. Re-construct your Resource Teacher’s lesson. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provide
all the parts of a lesson are covered.

61
Episode 7
EFFECTIVE QUESTIONING
AND REACTING
TECHNIQUES

62
Episode 7
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
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.
FIELD STUDYEpisode 7- Effective questioning and Reacting
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
expectation
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
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
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

63
4
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
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
location
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)
above printed name

64
My Map
I shall observe three (3) Resource Teacher’s questioning and reacting
techniques based on my past lesson on “Effective Questioning and Reacting
Teachniques”.
To realize my target, I will do the following:
1. Reflect on my observations.
1. Review “Effective Questioning
and Reacting Teachniques” on
pp. 161-171of Principles of
Teaching 1, 2007 by Corpuz, B.
and G. Salandanan.
2. Observe my Resource
Teacher as she teaches with
the use of an Observation
Sheet.
3. Analyze my answers with
the aid of questions.
4.Reflect on my
observations.
STEPS

65
My Tools
Score the Resource Teacher every timeshe/he demonstrate any of the
following questioning behaviors. Sample is shown in item # 1.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Dawn Grace De Asis
Questioning Behavior Tally of Use Frequency
1. Varying types of questions e.g. IIII 4
2. Asking non-directed questions II 2
3. Calling non-volunteers IIIII 5
4. Rephrasing III 3
5. Sequencinng logically II 2
6. Requiring abstract thinking I 1
7. Asking open-ended questions IIII 4
8. Allowing students wait time III 3
9. Invovling as many as possible IIIII 5

66
My Tools
Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent Question What is the first day of the week?
A. Friday
B. Monday
C. Saturday
2. Divergent Question How many months are there in a year?
3. Low-level Question What is the color of an apple?
4. High-level Question Why do we go to school everyday?
OBSERVATION SHEET
Name of the Resource Teacher Observed: Dawn Grace De Asis

67
Reacting Teachniques
Score the Resource Teacher every time she/he makes use of anyof
the techniques.
Reacting Behavior Tally of Use Frequency
1. Providing acceptance feedback IIIII 5
2. Providing corrective feedback IIIII 5
3. Giving appropriate praise IIIII 5
4. Repeating the answer IIIII 5
5. Explaining the answer IIIII 5
6. Rephrasing the question II 2
7. Asking follow up questions IIIII 5
8. Redirecting questions to other
pupils
IIIII 5
9. Soliciting student questions III 3
10. Encouraging through non-verbal
behavior
IIIII 5
11. Criticizing responding students
for his
/her answer
I 1
12. Scolding for misbehavior or not
listening
IIIII 5
13. Overusing expresions such as
“Okay”,
“Right”, etc.?
IIIII 5

68
My Analysis
1. Which questioning and reacting techniques encourage teacher-student
interaction? Which ones did not?
Answer:
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?
Answer:
Yes, it means that children have this their question in mind like
“What am I going to learn to school today?”. And after school, their
questionns in mind have already answered.
My Reflections
What do I resolve to do and NOT to do in my questioning and
reacting techniques so as to encourage teacher-student interaction?
The teacher should resolve a question when he student’s can
answer it, the teacher can give a clue for that the students can think
about the correct answer.

69
My Portfolio
I promote higher-order-thinking skills (HOSTS) and interaction for
learning by the kind of question 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)
1. At the end of the lesson, the pupil is able to identify the functions of the
organs of the digestive system.
Secondary (For the BSEd Student)
1. 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
 What are the different parts of the body?
 What are the five senses?
2. Secondary
● What are the seven continents?
● Who are the siblings of Jose Rizal?
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. e.g. “You’re on the right track!”
2. Great job!
3. You did well today!
4. Excellent!
5. Give yoursleves a round of applause!

70
TheContributors
JenevieButacan
“A creative teacher is not limited to his/her
textbooks, but rather has a clear
understanding the learner’s level of grasp &
undertanding, and thus provide mere avenues
of growth learning by maximazing and
maintaining the stimuli affeting the learning
skills.”
Namerah Basmala
“Education is not the learning of facts, but
the training of the mind to think”.
- Albert Einstein
GenivaTimbang
“Teaching is not just a profession it’s a
passion”. Means as teacher we must love what
we are doing. If we will teach just for sake of
saying it’s our job we won’t be an effective
teacher. We must teach by heart not just by
book.
SHANNON JOYCE BARCELO

71
“Teach what is right to the eyes of the people and most of
all to the eyes of God”.

Field study 2

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Field study 2