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Pampanga Colleges
MACEBEBE, PAMPANGA

(EXPERIENCING THE TEACHING-LEARNING PROCESS)
_____________________________

SUBMITTED TO:
_______________________________________

Ms. Marcelina T. Laxina

Instructress
_____________________________

BY: GROUP 2
Diana Mae F. Cunanan

Irvin Kent Q. Guintu

Judy Anne O. Isip

Alvin R. Lim
Raymon D. Masangcay

Maricar B. Tolentino

Linart N. Tolentino

Sarah Jane S. Tullao
Niberato B. Tolentino
_____________________________

COURSE-YEAR:

BSEd-II

1|Field Study 2 - Experiencing the Teaching - Learning Process
ACKNOWLEDGEMENT
The group 2 of BSED-II (Bachelor of Secondary Education, second year)
taking up their Filed Study 2 subject, are sincerely appreciates and gratefully
acknowledge the cooperation and assistance of the following persons in our
observation in Sta. Maria High School (SMHS)

To Ms. Marcelina T. Laxina, our instructress, for her guidance, teachings,
and instructions accorded for;

To Mrs. Ruby Rosa C. Sagum, the principal of SMHS for permitting and
letting us to conduct our observation in their school;

To the faculty members and staff of our cooperating school, for their
cooperation and assistance;

To the students of Sta. Maria High School.

While the reporters have done their best to make this report a good one; they
do that this report is far from being a perfect so they welcome criticisms and
suggestions for the improvement of each study.

Finally, they would like to offer their labor or love to their beloved families,
instructors and instructresses, friends who served as their inspiration in all the tasks
that they do. Most of all to our Almighty God who bestowed their talents and
wisdom to make their report a reality.
I.Q.G.

A.R.L

R.D.M.

L.N.T

N.B.T.

D.F.C

J.O.I.

M.B.T

2 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n S.S.T o c e s s
g Pr
TABLE OF CONTENTS

xi

INTRODUCTION ………………………………………………………
Episode 1

Principles of Learning………………. …………… 1

Episode 2

Lesson Objectives as my Guiding Star…………. 4

Episode 3

Organizing Content for Meaningful
Learning ……………………………………………..

8

CONCLUSION …………………………………………………………...

APPENDIX ………………………………………………………………

.

xiii
xiv

3|Field Study 2 - Experiencing the Teaching - Learning Process
INTRODUCTION
“To be teacher, in the right sense is to be a learner. Instruction begins when
you, the teacher, learn from the learners”, one of the very nice saying and insights
we’ve learned from our FS instructress. And this quotation means, that as a future
teacher, we must practice to put ourselves in their places so that we may understand what
they understand and the way the students understand it.

Last February 4,5, and 6 (Monday, Tuesday, and Wednesday), we had our
observation in Sta. Maria High School (SMHS), as our cooperating school, with all the
sophomores taking up Bachelor of Secondary Education (BSEd), as a part of the
requirements in our subject Field Study (FS) 2.The classes of II-Prudence and IIIGenerosity was both assigned to us.

Our main concerns on that observation are all about:
a) Principles of Learning
b) Lesson Objectives as My Guiding Star
c) Organizing Content for Meaningful Learning

Within our report, we identified the significance of the study of the various
learning principles which can truly helps on how will you deal and interact with
student’s diversity. It includes also the essence and impact of objectives in
implementing the teaching process and the different factors to be considered in
selecting meaningful and useful learning materials or contents, as manifested in the
actual classroom setting. We observed and reflected on the different approaches
employed by the teachers in dealing with the learners in the different stages of
development. And also, we analyzed how the teaching and learning process should be
conducted.

And now it’s your turn to be a part of our report, as a reader and also as a judge.
We hope that after you read and understand the essence of our work, you will acquire,
you will gain and learn something. Thank you!

THE REPORTERS 

4|Field Study 2 - Experiencing the Teaching - Learning Process
Episode 1
Principles of learning

Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino;
Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane Tullao
Course: ______BSEd_Major in English________________ Year: ____Second Year___________
Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________
Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________
Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________

Our Tools
As we observe a class, we will use the Observation Sheet for a more focused
observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___
School Address: Sta. Maria, Macabebe, Pampanga
Year Level: 2nd Year and 3rd Year

Date: February 4, 2013___________

Subject Area: English II and English III_________________

Principles of Learning

Teaching Behavior of the
Teaching/Learning Behavior 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.

 Mrs. Dizon lets the learners do the
learning activity. Like for example,
instead of writing the meaning of
the adjectives in the board, what she
did is that she made a group activity
and let the learners find out what is
meant by that.

2. Learning is the discovery of the
personal meaning and relevance
of ideas.

 Instead of giving directly the
meaning of adjectives, Mrs. Dizon
showed some pictures and let the
students to give their own
interpretation.

5|Field Study 2 - Experiencing the Teaching - Learning Process
3. Learning is a consequence of
experience.

 This no. 3 principle has something
to do with or is similar to “Learning
is an experience which occurs inside
the learner and is activated by the
learner.” This is based in my
observation because Mrs. Dizon let
the learners to apply what they
have learned. Like for example,
they conducted an activity which
involve describing, through that
experience they’ve learned
something.

4. Learning is a cooperative and
collaborative process.

 Learners will learn more if they are

5. Learning is an evolutionary
process.

 Learning especially if this means

6. Learning is sometimes a painful
process.

 This means that learning requires
sacrifices, hard work and patient
studies. For example, a great leader
had many setbacks on the past. He
learned from his mistakes. The
process was very painful, yet he
survived, yet he wants to learn they
endure the pain consequently,
leadership was developed.

given chances to work together and
share ideas. Make use of group
activities.

a change in behavior does not
happen in a click. This requires time
and diligence. So as teachers and
students, be patient.

6|Field Study 2 - Experiencing the Teaching - Learning Process
7. One of the richest resources or the
learning is the learner himself.

 This means that learning will not
take place unless the learner
him/herself allows, in totality, in
his/her mind. It is not primarily
controlled by the teacher, rather on
the learner’s wants, interest and
motives to learn.

8. The process of learning is an
emotional as well as intellectual.

 As a teacher, let us appeal to our
student’s intellect as well as to their
emotions.

9. The process o problem solving and
the learning are highly unique and
individual.

 Each student has their own special
way in learning and solving a
problem.

Our Analysis
Based on our observation, learning is the discovery of the personal
meaning and relevance of ideas was the principle applied most. This is
because before a teacher conducts another lesson he/she first makes a
recall about their past lessons. And then, after that he/she didn’t directly
give or explain what seems to be their topic on a particular day. Instead
he/she might give either activity or a short poem which involves in a given
topic. In that way, the learners found out that the learning is the
discovery of personal meaning and relevance of ideas.

Our Reflection
The lesson we have learned from our observation on the classroom
application of the principles of learning is that for a teacher to be
effective, one first thing to do is to get the learners attention in order to
have a better interaction between the learner and the teacher. Other
than that, make the students feel that learning is a must most especially
on the part of the learners. Always motivate them to learn and pursue
their studies and never easily give-up until they reach whatever their
goals in life.
7|Field Study 2 - Experiencing the Teaching - Learning Process
Episode 2
Lesson objectives as my
guiding star
Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino;
Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane Tullao
Course: ______BSEd_Major in English________________ Year: ____Second Year___________
Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________
Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________
Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________

Our Tools
As we observe a class, we will use the Observation Sheet for a more focused
observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___
School Address: Sta. Maria, Macabebe, Pampanga
Year Level: 2nd Year and 3rd Year

Date: February 5, 2013____________

Subject Area: English II and English III_________________

Guiding Principles in Determining and
Formulating Learning Objectives
1. Begin with the end of mind.

Teaching Behavior/s which Prove/s
Observance of the Guiding Principle
 Based on our observation, Ms. Jillian
Gonzales, a third year English
teacher ensures that her lesson
objectives are SMART. Based in our
interview with her, she shared her
technique in planning objectives.
She said that excellent lesson
objectives must be Specific,
Measurable, Attainable, Result
Oriented and Time-Bound.

8|Field Study 2 - Experiencing the Teaching - Learning Process
2. Share lesson objective with
students.

 For this second guiding principle in
determining and formulating
learning objectives, I noticed that
Ms. Gonzales imparts her lesson
objectives including plans and
purpose of lesson for her students.

3. Lesson objectives must be in the 2
or 3 domains – cognitive, skill and
affective or cognitive and affective
or skill and affective.

 Based on the totality of the lesson
discussed, the lesson is holistic and
complete because it dwells on
knowledge, skills, and values. The
lesson for that day of Ms. Gonzales
was about a poem entitled “when I
was one and twenty”, throughout
the lesson, they showed their skills
in reading, as they read each stanza
of the poem with correct
pronunciation considering their
accents and pausing. After reading
literary piece. Questions are
followed to check the student’s
comprehension and understanding
about the poem and lastly, with the
concern in the affective domain,
there is also a question that tested
their reasoning skills in which
afterwards they interpret the true
meaning and essence of the poem
that leads for the development to
their values.

4. Work on significant and relevant
lesson objectives.

 Ms. Gonzales present a poem
entitled “when I was one and
twenty”. She asked her students on
what they understand in the title
and to the stanzas of the poem. And
there is a line that comes from the
poem where in Ms. Gonzales asked
her students on what is their point
of view about it. Some students
raised their hands and gave their
own thoughts, ideas, and comments
and after that, she raised again a
question and she asked her students

9|Field Study 2 - Experiencing the Teaching - Learning Process
if they already fall in love. Some of
them were too ashamed to answer.
5. Lesson objectives must lead to the
development of critical and
creative thinking.

 Based on what I observed, Mrs.
Dizon gave a group activity to
perform outside the classroom. She
asked her students to observe their
school campus and list down the
words that may described about it.

1. After observing your Resource Teacher teaches, write down what you think
was/were her lesson objective.
To appreciate the meaning of a poem.
2. 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 same? Different?
“To deduce and appreciate the meaning of a poem”
Yes ! They are the same.

Our Analysis
1. Why did you find it easy/difficult to write down the Resource Teacher’s lesson
objeve for the day? Did she mention it in the beginning of his/her lesson?

We found it easy to write the objective of our Resource
Teacher’s lesson for the day. Because she mentioned it at the
beginning of her lesson and this lesson objective when shared and
possessed by our students will become their personal target. When
our students set their own personal target, we are certain that they
will become self- motivated.

10 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
2. Did you find the lesson objective SMART? Why or why not?

Yes, the objectives of the teacher are excellently SMART (Specific,
Measurable, Attainable, Result-oriented, and Time-bounded).
Because it is quite easy to find out the end of a lesson of you
attained your objectives. And there is a big chance to match our
instruction and assessment.

Our Reflection
1. 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?

Learning objectives are of key importance when creating
lesson plans. They provide students with information about what
they are going to be learning while giving them an indication of how
their learning will be measured. There are a few rules to writing
excellent learning objectives that should be followed.
Unfortunately, many teachers do not spend the time to create
effective, measurable lesson objectives before they write their
lesson plans. We know that once you started making the objectives
specific and measurable you will found that you were able to use
them like a blueprint to keep you on task as you teach your lessons
in class.

11 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
Episode 3
Organizing content for
meaningful learning
Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino;
Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane Tullao
Course: ______BSEd_Major in English________________ Year: ____Second Year___________
Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________
Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________
Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________

Our Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___
School Address: Sta. Maria, Macabebe, Pampanga
Year Level: 2nd Year and 3rd Year

A.)

Date: February 6, 2013_____________

Subject Area: English II and English III_________________

FOR THE COGNITIVE LESSON

1. What is the lesson about?
Class I: Adjectives
Class II: Poem “When I was one and twenty”

2. What are the examples of facts mentioned in the lesson?
Class I: There were picture presented and the students are asked to describe
this picture.
Class II: The students were asked on how they handle the advices of their
guardian or other elder people.

12 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answers.
Class I: In the First lesson the students have learned the use of adjective.
Class II: The students understand the importance of listening to their parents’
advice.

4. Write down instances of treating the topic in depth (giving examples, examining
cause – effect relationships, relating ideas or concepts to one another)
Class I: The teacher presented pictures where in, in describing these pictures
they gained their examples of adjectives.
Class II: The students were asked about the advices they were given by their
parents and on how they act upon this advices.

5. Cite an instance/s when students were encouraged to ask questions, to talk
about and reflect on what they learned.
Class I: The students were curious about the uses and significance of adjectives
that’s why they raise a lot of questions.
Class II: The students were aware of the fact that parents have greater
experience that’s why there were only few questions raised.

B.)

FOR THE SKILL LESSON

1. What was the skill lesson about? Which skill/s was/were target? Manipulative
skill or thinking skill?

The lesson more focused on the thinking skills of the student 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 own
experiences by reminiscing their past.
Ex. Love… places…
13 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
2. Write evidence of teacher’s encouragement of divergent thinking by the
students.

So, when we say divergent thinking, it includes fluent thinking,
flexible thinking, original thinking and collaborative thinking.
The teacher encouragement of divergent thinking by the students is
that they can think fluent related to that particular lesson. The English
lesson that we’ve observed was all about the poem “When I was one and
twenty” where in the teacher relate her students to explain it because it’s
all about love, we all know that students nowadays are teenagers who
are very aware when the topic all about is LOVE. So, the teacher let them
to relate their experiences to this poem. They construct ideas through
their experiences.

3. Which are proofs that the Resource Teacher promoted convergent thinking?

When we say convergent thinking, it is narrowing down from many
possible thoughts to end up on a single best thought or an answer to a
problem.
The other English lesson we’ve observed was promoting adjectives.
The teacher motivation was she presented a picture of different tourist
spots or different beautiful places in the Philippines. The teacher let the
students to recognize these pictures. So, students were willing to answer
and answer. Say for instance, “The Luneta Park.” A student answered “It
placed in Manila.” The other student answered “Where Jose Rizal Died”
by answering possible thoughts; the teacher can modify a thing or
describe particular things using adjectives.

4. If there was problem solving in the lesson, were the pupils taught to solve the
problem using algorithm or heuristic strategy?

Yes! Just by letting the students to reminisce their past so that they
can construct a lesson by their experiences.

14 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
5. What are the proofs that the students were encouraged to do critical thinking?

When we say critical thinking, it involves evaluating information or
arguments in terms of their accuracy and worth. Students use their
critical thinking ability through their activities not only in the common
interaction in the class but also analyzing their observation. Isn’t they had
an observation outside? So, discover approach takes place by the teacher
without guiding them; the teacher let the students to find adjectives or
modifier through observing outside and describing the surroundings.
After that, their observation leads them to group competition where in
the group who construct more sentences will won the activity.

C.)

Value/ Affective Lesson

1. What was the value lesson about?
The values lesson was all about “Following and Obeying Instructions and
Advices of Elders.”

2. Was the value taught alone or was it integrated with a cognitive or skill lesson?

The value was taught integrated with a cognitive and skill lesson.

3. How was the value lesson developed?
The value lesson developed in this way: first, the teacher tested the
reading skills of the students by reading the said poem considering correct
pronunciation of words and correct accents and stresses. Next, they analyzed
the facts and concepts within the literary work from the cognitive follow-up
questions. And lastly, there are also questions that tested their affective
domains, including giving their insights about the poem and the moral lesson
which can be deduces from the poem.

15 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
Our Analysis
A. For the Cognitive Lesson
The teacher delivered the lesson which is adjectives in way where
students will relate their experiences in giving examples. For example in giving
their example they were asked to describe the beautiful places they have
already visited.

B. For the Skill Lesson
In the lesson the thinking skill is what the teacher gave focus it is taught
by giving examples by describing pictures. While in the manipulative skill the
students were ask to list all of the things that they have observed in their
school in the blackboard.

C. For the Affective Lesson
The value lesson is taught or delivered without giving emphasis on it for
example in the second class big where they have discussed about the poem the
value lesson is not given attention or is not a big deal the poem “When I was
One and Twenty” is the one that has been mostly given attention. That is why
the value lesson is delivered within the skill and cognitive lessons.

Our Reflection
Someone said: “There are dull teachers, dull textbooks, dull films, but no
dull subjects”. Do you agree? Write you’re your reflections here.

I agree with this statement because the subjects whom we are taking are
all interesting the only thing that is making it dull is the way they are delivered
to us. The dullness of subjects is because of teachers who don’t know how to
deliver their lessons in an interesting way. Dull films also are the reason why
some subjects become uninteresting. So in sum I can say that there are no dull
subjects in fact it is the way that these subjects are delivered that will show or
become that reason whether the subject is delivered interestingly or
uninteresting.
16 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s

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  • 1. Pampanga Colleges MACEBEBE, PAMPANGA (EXPERIENCING THE TEACHING-LEARNING PROCESS) _____________________________ SUBMITTED TO: _______________________________________ Ms. Marcelina T. Laxina Instructress _____________________________ BY: GROUP 2 Diana Mae F. Cunanan Irvin Kent Q. Guintu Judy Anne O. Isip Alvin R. Lim Raymon D. Masangcay Maricar B. Tolentino Linart N. Tolentino Sarah Jane S. Tullao Niberato B. Tolentino _____________________________ COURSE-YEAR: BSEd-II 1|Field Study 2 - Experiencing the Teaching - Learning Process
  • 2. ACKNOWLEDGEMENT The group 2 of BSED-II (Bachelor of Secondary Education, second year) taking up their Filed Study 2 subject, are sincerely appreciates and gratefully acknowledge the cooperation and assistance of the following persons in our observation in Sta. Maria High School (SMHS) To Ms. Marcelina T. Laxina, our instructress, for her guidance, teachings, and instructions accorded for; To Mrs. Ruby Rosa C. Sagum, the principal of SMHS for permitting and letting us to conduct our observation in their school; To the faculty members and staff of our cooperating school, for their cooperation and assistance; To the students of Sta. Maria High School. While the reporters have done their best to make this report a good one; they do that this report is far from being a perfect so they welcome criticisms and suggestions for the improvement of each study. Finally, they would like to offer their labor or love to their beloved families, instructors and instructresses, friends who served as their inspiration in all the tasks that they do. Most of all to our Almighty God who bestowed their talents and wisdom to make their report a reality. I.Q.G. A.R.L R.D.M. L.N.T N.B.T. D.F.C J.O.I. M.B.T 2 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n S.S.T o c e s s g Pr
  • 3. TABLE OF CONTENTS xi INTRODUCTION ……………………………………………………… Episode 1 Principles of Learning………………. …………… 1 Episode 2 Lesson Objectives as my Guiding Star…………. 4 Episode 3 Organizing Content for Meaningful Learning …………………………………………….. 8 CONCLUSION …………………………………………………………... APPENDIX ……………………………………………………………… . xiii xiv 3|Field Study 2 - Experiencing the Teaching - Learning Process
  • 4. INTRODUCTION “To be teacher, in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learners”, one of the very nice saying and insights we’ve learned from our FS instructress. And this quotation means, that as a future teacher, we must practice to put ourselves in their places so that we may understand what they understand and the way the students understand it. Last February 4,5, and 6 (Monday, Tuesday, and Wednesday), we had our observation in Sta. Maria High School (SMHS), as our cooperating school, with all the sophomores taking up Bachelor of Secondary Education (BSEd), as a part of the requirements in our subject Field Study (FS) 2.The classes of II-Prudence and IIIGenerosity was both assigned to us. Our main concerns on that observation are all about: a) Principles of Learning b) Lesson Objectives as My Guiding Star c) Organizing Content for Meaningful Learning Within our report, we identified the significance of the study of the various learning principles which can truly helps on how will you deal and interact with student’s diversity. It includes also the essence and impact of objectives in implementing the teaching process and the different factors to be considered in selecting meaningful and useful learning materials or contents, as manifested in the actual classroom setting. We observed and reflected on the different approaches employed by the teachers in dealing with the learners in the different stages of development. And also, we analyzed how the teaching and learning process should be conducted. And now it’s your turn to be a part of our report, as a reader and also as a judge. We hope that after you read and understand the essence of our work, you will acquire, you will gain and learn something. Thank you! THE REPORTERS  4|Field Study 2 - Experiencing the Teaching - Learning Process
  • 5. Episode 1 Principles of learning Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino; Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane Tullao Course: ______BSEd_Major in English________________ Year: ____Second Year___________ Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________ Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________ Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________ Our Tools As we observe a class, we will use the Observation Sheet for a more focused observation. OBSERVATION SHEET Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___ School Address: Sta. Maria, Macabebe, Pampanga Year Level: 2nd Year and 3rd Year Date: February 4, 2013___________ Subject Area: English II and English III_________________ Principles of Learning Teaching Behavior of the Teaching/Learning Behavior 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.  Mrs. Dizon lets the learners do the learning activity. Like for example, instead of writing the meaning of the adjectives in the board, what she did is that she made a group activity and let the learners find out what is meant by that. 2. Learning is the discovery of the personal meaning and relevance of ideas.  Instead of giving directly the meaning of adjectives, Mrs. Dizon showed some pictures and let the students to give their own interpretation. 5|Field Study 2 - Experiencing the Teaching - Learning Process
  • 6. 3. Learning is a consequence of experience.  This no. 3 principle has something to do with or is similar to “Learning is an experience which occurs inside the learner and is activated by the learner.” This is based in my observation because Mrs. Dizon let the learners to apply what they have learned. Like for example, they conducted an activity which involve describing, through that experience they’ve learned something. 4. Learning is a cooperative and collaborative process.  Learners will learn more if they are 5. Learning is an evolutionary process.  Learning especially if this means 6. Learning is sometimes a painful process.  This means that learning requires sacrifices, hard work and patient studies. For example, a great leader had many setbacks on the past. He learned from his mistakes. The process was very painful, yet he survived, yet he wants to learn they endure the pain consequently, leadership was developed. given chances to work together and share ideas. Make use of group activities. a change in behavior does not happen in a click. This requires time and diligence. So as teachers and students, be patient. 6|Field Study 2 - Experiencing the Teaching - Learning Process
  • 7. 7. One of the richest resources or the learning is the learner himself.  This means that learning will not take place unless the learner him/herself allows, in totality, in his/her mind. It is not primarily controlled by the teacher, rather on the learner’s wants, interest and motives to learn. 8. The process of learning is an emotional as well as intellectual.  As a teacher, let us appeal to our student’s intellect as well as to their emotions. 9. The process o problem solving and the learning are highly unique and individual.  Each student has their own special way in learning and solving a problem. Our Analysis Based on our observation, learning is the discovery of the personal meaning and relevance of ideas was the principle applied most. This is because before a teacher conducts another lesson he/she first makes a recall about their past lessons. And then, after that he/she didn’t directly give or explain what seems to be their topic on a particular day. Instead he/she might give either activity or a short poem which involves in a given topic. In that way, the learners found out that the learning is the discovery of personal meaning and relevance of ideas. Our Reflection The lesson we have learned from our observation on the classroom application of the principles of learning is that for a teacher to be effective, one first thing to do is to get the learners attention in order to have a better interaction between the learner and the teacher. Other than that, make the students feel that learning is a must most especially on the part of the learners. Always motivate them to learn and pursue their studies and never easily give-up until they reach whatever their goals in life. 7|Field Study 2 - Experiencing the Teaching - Learning Process
  • 8. Episode 2 Lesson objectives as my guiding star Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino; Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane Tullao Course: ______BSEd_Major in English________________ Year: ____Second Year___________ Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________ Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________ Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________ Our Tools As we observe a class, we will use the Observation Sheet for a more focused observation. OBSERVATION SHEET Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___ School Address: Sta. Maria, Macabebe, Pampanga Year Level: 2nd Year and 3rd Year Date: February 5, 2013____________ Subject Area: English II and English III_________________ Guiding Principles in Determining and Formulating Learning Objectives 1. Begin with the end of mind. Teaching Behavior/s which Prove/s Observance of the Guiding Principle  Based on our observation, Ms. Jillian Gonzales, a third year English teacher ensures that her lesson objectives are SMART. Based in our interview with her, she shared her technique in planning objectives. She said that excellent lesson objectives must be Specific, Measurable, Attainable, Result Oriented and Time-Bound. 8|Field Study 2 - Experiencing the Teaching - Learning Process
  • 9. 2. Share lesson objective with students.  For this second guiding principle in determining and formulating learning objectives, I noticed that Ms. Gonzales imparts her lesson objectives including plans and purpose of lesson for her students. 3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective.  Based on the totality of the lesson discussed, the lesson is holistic and complete because it dwells on knowledge, skills, and values. The lesson for that day of Ms. Gonzales was about a poem entitled “when I was one and twenty”, throughout the lesson, they showed their skills in reading, as they read each stanza of the poem with correct pronunciation considering their accents and pausing. After reading literary piece. Questions are followed to check the student’s comprehension and understanding about the poem and lastly, with the concern in the affective domain, there is also a question that tested their reasoning skills in which afterwards they interpret the true meaning and essence of the poem that leads for the development to their values. 4. Work on significant and relevant lesson objectives.  Ms. Gonzales present a poem entitled “when I was one and twenty”. She asked her students on what they understand in the title and to the stanzas of the poem. And there is a line that comes from the poem where in Ms. Gonzales asked her students on what is their point of view about it. Some students raised their hands and gave their own thoughts, ideas, and comments and after that, she raised again a question and she asked her students 9|Field Study 2 - Experiencing the Teaching - Learning Process
  • 10. if they already fall in love. Some of them were too ashamed to answer. 5. Lesson objectives must lead to the development of critical and creative thinking.  Based on what I observed, Mrs. Dizon gave a group activity to perform outside the classroom. She asked her students to observe their school campus and list down the words that may described about it. 1. After observing your Resource Teacher teaches, write down what you think was/were her lesson objective. To appreciate the meaning of a poem. 2. 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 same? Different? “To deduce and appreciate the meaning of a poem” Yes ! They are the same. Our Analysis 1. Why did you find it easy/difficult to write down the Resource Teacher’s lesson objeve for the day? Did she mention it in the beginning of his/her lesson? We found it easy to write the objective of our Resource Teacher’s lesson for the day. Because she mentioned it at the beginning of her lesson and this lesson objective when shared and possessed by our students will become their personal target. When our students set their own personal target, we are certain that they will become self- motivated. 10 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
  • 11. 2. Did you find the lesson objective SMART? Why or why not? Yes, the objectives of the teacher are excellently SMART (Specific, Measurable, Attainable, Result-oriented, and Time-bounded). Because it is quite easy to find out the end of a lesson of you attained your objectives. And there is a big chance to match our instruction and assessment. Our Reflection 1. 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? Learning objectives are of key importance when creating lesson plans. They provide students with information about what they are going to be learning while giving them an indication of how their learning will be measured. There are a few rules to writing excellent learning objectives that should be followed. Unfortunately, many teachers do not spend the time to create effective, measurable lesson objectives before they write their lesson plans. We know that once you started making the objectives specific and measurable you will found that you were able to use them like a blueprint to keep you on task as you teach your lessons in class. 11 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
  • 12. Episode 3 Organizing content for meaningful learning Name of FS Students: Irvin Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino; Niberato Tolentino; Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane Tullao Course: ______BSEd_Major in English________________ Year: ____Second Year___________ Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature: _____________________ Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________ Cooperating School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________ Our Tools OBSERVATION SHEET Name of the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___ School Address: Sta. Maria, Macabebe, Pampanga Year Level: 2nd Year and 3rd Year A.) Date: February 6, 2013_____________ Subject Area: English II and English III_________________ FOR THE COGNITIVE LESSON 1. What is the lesson about? Class I: Adjectives Class II: Poem “When I was one and twenty” 2. What are the examples of facts mentioned in the lesson? Class I: There were picture presented and the students are asked to describe this picture. Class II: The students were asked on how they handle the advices of their guardian or other elder people. 12 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
  • 13. 3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your answers. Class I: In the First lesson the students have learned the use of adjective. Class II: The students understand the importance of listening to their parents’ advice. 4. Write down instances of treating the topic in depth (giving examples, examining cause – effect relationships, relating ideas or concepts to one another) Class I: The teacher presented pictures where in, in describing these pictures they gained their examples of adjectives. Class II: The students were asked about the advices they were given by their parents and on how they act upon this advices. 5. Cite an instance/s when students were encouraged to ask questions, to talk about and reflect on what they learned. Class I: The students were curious about the uses and significance of adjectives that’s why they raise a lot of questions. Class II: The students were aware of the fact that parents have greater experience that’s why there were only few questions raised. B.) FOR THE SKILL LESSON 1. What was the skill lesson about? Which skill/s was/were target? Manipulative skill or thinking skill? The lesson more focused on the thinking skills of the student 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 own experiences by reminiscing their past. Ex. Love… places… 13 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
  • 14. 2. Write evidence of teacher’s encouragement of divergent thinking by the students. So, when we say divergent thinking, it includes fluent thinking, flexible thinking, original thinking and collaborative thinking. The teacher encouragement of divergent thinking by the students is that they can think fluent related to that particular lesson. The English lesson that we’ve observed was all about the poem “When I was one and twenty” where in the teacher relate her students to explain it because it’s all about love, we all know that students nowadays are teenagers who are very aware when the topic all about is LOVE. So, the teacher let them to relate their experiences to this poem. They construct ideas through their experiences. 3. Which are proofs that the Resource Teacher promoted convergent thinking? When we say convergent thinking, it is narrowing down from many possible thoughts to end up on a single best thought or an answer to a problem. The other English lesson we’ve observed was promoting adjectives. The teacher motivation was she presented a picture of different tourist spots or different beautiful places in the Philippines. The teacher let the students to recognize these pictures. So, students were willing to answer and answer. Say for instance, “The Luneta Park.” A student answered “It placed in Manila.” The other student answered “Where Jose Rizal Died” by answering possible thoughts; the teacher can modify a thing or describe particular things using adjectives. 4. If there was problem solving in the lesson, were the pupils taught to solve the problem using algorithm or heuristic strategy? Yes! Just by letting the students to reminisce their past so that they can construct a lesson by their experiences. 14 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
  • 15. 5. What are the proofs that the students were encouraged to do critical thinking? When we say critical thinking, it involves evaluating information or arguments in terms of their accuracy and worth. Students use their critical thinking ability through their activities not only in the common interaction in the class but also analyzing their observation. Isn’t they had an observation outside? So, discover approach takes place by the teacher without guiding them; the teacher let the students to find adjectives or modifier through observing outside and describing the surroundings. After that, their observation leads them to group competition where in the group who construct more sentences will won the activity. C.) Value/ Affective Lesson 1. What was the value lesson about? The values lesson was all about “Following and Obeying Instructions and Advices of Elders.” 2. Was the value taught alone or was it integrated with a cognitive or skill lesson? The value was taught integrated with a cognitive and skill lesson. 3. How was the value lesson developed? The value lesson developed in this way: first, the teacher tested the reading skills of the students by reading the said poem considering correct pronunciation of words and correct accents and stresses. Next, they analyzed the facts and concepts within the literary work from the cognitive follow-up questions. And lastly, there are also questions that tested their affective domains, including giving their insights about the poem and the moral lesson which can be deduces from the poem. 15 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s
  • 16. Our Analysis A. For the Cognitive Lesson The teacher delivered the lesson which is adjectives in way where students will relate their experiences in giving examples. For example in giving their example they were asked to describe the beautiful places they have already visited. B. For the Skill Lesson In the lesson the thinking skill is what the teacher gave focus it is taught by giving examples by describing pictures. While in the manipulative skill the students were ask to list all of the things that they have observed in their school in the blackboard. C. For the Affective Lesson The value lesson is taught or delivered without giving emphasis on it for example in the second class big where they have discussed about the poem the value lesson is not given attention or is not a big deal the poem “When I was One and Twenty” is the one that has been mostly given attention. That is why the value lesson is delivered within the skill and cognitive lessons. Our Reflection Someone said: “There are dull teachers, dull textbooks, dull films, but no dull subjects”. Do you agree? Write you’re your reflections here. I agree with this statement because the subjects whom we are taking are all interesting the only thing that is making it dull is the way they are delivered to us. The dullness of subjects is because of teachers who don’t know how to deliver their lessons in an interesting way. Dull films also are the reason why some subjects become uninteresting. So in sum I can say that there are no dull subjects in fact it is the way that these subjects are delivered that will show or become that reason whether the subject is delivered interestingly or uninteresting. 16 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a c h i n g - L e a r n i n g P r o c e s s