FIELD STUDY OBSERVATION

EDUC 3203

Activity Sheet

Name of FS Student Ellen Grace T.Dela Pena Year and Section B SED- Science 3

ORGANIZING CONTENT FOR MEANIGFUL LEARNING

(Brenda Corpuz, PhD.)
My Target:

1. Observe a lesson demonstration with – cognitive, skill and affective lessons.

2. Trace the development of a cognitive, skill and affective lesson for one subject in your field of
Specialization
3. Accomplish the observation sheet
4. Write down your reflections.

My Tools

A. For the Cognitive Lesson (Facts/Information)

1. What is the lesson all about?
March 8, 2020, the primary intern discussed the learners about panghalip na pangturo
(dito, diyan, at doon) together with the integrated lesson pagmamalasakit sa kapwa.
2. What are the examples of facts mentioned in the lesson?
During the discussion, the primary intern discussed about the different elements of the
story that leads to the understanding of panghalip na pangturo. The panghalip was
discussed after the elements of the story in order for the students to satisfy the curiosity.
Through this internalization, the lesson leads to the different utilization of panghalip na
pangturo like, “Dito siya nakatira.” It was further discussed on how to use the different
panghalip na pangturo in every sentence.
3. Did the lesson end with the facts? Or did these facts lead to understanding of concepts?
Prove your answer.
Based on my observation, the facts lead to the understanding of the concepts. Because,
as the intern teacher discusses about the elements of the story which is likely to be their
past lesson. The recent lesson that they had was the internalization for introducing the
 panghalip na panturo. In the discussion proper, the intern furtherly gives examples to
emphasize what is the lesson is all about for that day.
4. Write down instances of treating the topic in depth (giving examples, examining cause-
effect relationships, relating ideas or concepts to one another.
When the teacher presented examples to elaborate the notion during the conversation,
she treated the topic in depth. It's when she connects the topic to her own life. The intern
gives and shows a picture of different places and a poem which emphasize the panghalip
na pangturo. He briefly shows a picture and let the students and learners to describe it.
Through the utilization of pictures, the learners can easily describe the place and how to fit
the panghalip na pangturo in each sentence. Students will grasp the notion better since
they have seen what was mentioned in the notion.
5. Cite an instance/ instances when students were encouraged to ask question, to talk about
and reflect on what they learned.
Students are usually requested to clarify topics and ask questions after the discussion.
They are sometimes asked to offer their thoughts on the issue and what they have learned.
During our observation, the teacher inquired of the pupils as to which part of the lesson
they found challenging. She encouraged them to ask questions so that they may get
answers.
B. For the Skill Lesson (Psychomotor/formation/More complex skills?
1. What was the skill lesson about? Which skills was/were target? Manipulative skill or
thinking skill?
The skill lesson is about identifying the different panghalip na pangturo in each
sentence that the students used. The learners utilized the thinking skills because they infer
to their own reasoning and hypothesis on why a certain panghalip na pangturo was used in
the sentence. These skills are under the thinking skills.

2. Write evidence of the teacher’s encouragement of divergent thinking by the students.

a. Divergent thinking concentrates on generating a large number of alternative responses

including original, unexpected, or unusual ideas.

Example: How can we promote peace in the world? Thus, divergent thinking is

associated with creativity. 
 When the teacher presented examples to elaborate the notion during the
conversation, she treated the topic in depth. It's when she connects the topic to her own
life. In MTB- MLE lesson, it is important to use a demonstration and picture in order to
connect the lesson easily. Also, the demonstration of pictures will be easily understood
by the learners which is still under in primary school. The pictures are a very stimulating
medium for the students because it will help them understand what is the lesson is all
about. Students will grasp the notion better since they have seen what was mentioned
in the notion. During the MTB-MLE class, divergent thinking was used. The teacher
encouraged the pupils to generate ideas regarding their topic as the lesson began. As
the students discussed their various views, they used fluent thinking. Also, because
several pupils offered their own understanding, there is original thought.

b. Convergent thinking involves finding only the single correct answer, conventional to a

well-defined problem.)

Example: Who is our university President?

Students are usually invited to clarify ideas and ask questions following the
discussion. They are occasionally instructed to offer their thoughts on the subject and
what they have learned. The teacher asked the pupils which part of the lesson they
found challenging during our observation. She urged them to ask questions in order to
get answers. As the discussion progressed, responses from diverse concepts were
whittled down to a more particular response. The topic became clearer as a result of the
conversation. At this point, divergent thinking is demonstrated.

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

My Resource Teacher made the cognitive content exciting and meaningful by extending
topics using examples, elements of the story, poems, and making the dialogue as clear as
possible.

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

Based on my observation, heuristic strategy was used. Because, the educator guided the
students through guessing to arrive at the correct answer. Throughout the lesson, heuristic
strategy was utilized to arrive at a single understanding about the subject matter. A
heuristic method is used to quickly arrive at a solution that is believed to be as close as
 possible to the best feasible response, or 'optimal solution.' Heuristics can be defined as
"rules of thumb," "informed guesses," "intuitive judgments," or "common sense." It's a
general approach to problem-solving.

5. What are proofs that the students were encouraged to do critical thinking?

Critical thinking is used throughout the class. Although the teacher does not tell the
students to do it, the topic necessitates critical thinking. Throughout the lesson, the
educator employed on the critical thinking skills of the students to arrive at a single
conclusion. Through this, the students was also able to easily comprehend the subject
matter and on how to use the different panghalip na pangturo.

C. Value/ Affective Lesson (Values/Transformation

1. Was the value taught alone or was it integrated with a cognitive or skill lesson and how was
it developed?
The value lesson focuses on perseverance and hard work. It was not explicitly taught,
but was conveyed throughout the class. These two parameters are critical for effective
learning, particularly in MTB-MLE. MTB- MLE is tough to teach with values alone. The
focus is on cognitive abilities. As far as I can tell, the value lesson was combined with the
cognitive lesson. The value lesson was created by exposing the pupils to MTB-MLE related
scenarios. This is known as the deuteron-learning effect.
D. MY ANALYSIS

1. How do you describe the differences of the ability levels of the students in the class. How
did the teacher handle the students’ differences in abilities? How did the students respond
to the teacher?

The rate at which a student may learn is usually determined by his or her academic
competence. A student's poorer ability, and hence his or her slower rate of learning, is in no
way a predictor of future failures. Teachers should be mindful that a kid with less ability
may flourish in more particular areas than his or her peers. The teacher started the lesson
slowly, from introducing the new concepts of the lesson which is directly related to the
learner’s past lesson, the educator was able to scaffold the learning of the students. Then,
introducing compacting for high achievers and providing choices. Next, bake assessments
to every class and providing high and no tech scaffolding for reading. Lastly, offer right and
precise scaffolding to the students for better understanding and learning. The student’s
response was very chromatic and accurate. The very core of objective was easily
 understood and they were able to gather information. The students guessed and concluded
the lesson very well.

2. How did the classroom impact on the learning of the students?

Surprisingly, research suggests that a student's physical surroundings can have such
an impact on them that it can impair their academic success by up to 25%. In contrast,
overcrowding and a high student-to-teacher ratio often result in decreased student
achievement and a negative attitude. Classroom design can have a positive or negative
impact on students' motivation and well-being. Additionally, classroom design can help
children with particular needs, such as ADD, ADHD, and certain learning difficulties, learn
more effectively.

3. What instructional materials were used in teaching?

The instructional material used for learning are the print, visual and audiovisual.

4. For the Cognitive Lesson

How did the teacher teach the cognitive content meaningfully and interestingly?

My Resource Teacher made the cognitive content exciting and meaningful by

extending topics using examples, elements of the story, poems, and making the
dialogue as clear as possible.

5. For the Skill Lesson

How was the skill taught meaningfully and interestingly?

MTB- MLE already included a skill instruction. My Resource Teacher made skill
content meaningful and entertaining by providing students issues and showing them
how to solve them in a step-by-step method.

6. For the Affective Lesson

a. Is it possible to teach a value lesson without any cognitive basis at all? Explain your
answer.
Value and cognitive lessons, in my opinion, go hand in hand. Teaching values is
similar to teaching pupils how to put what they've learned (cognitive) into practice.
Values cannot be taught without providing facts (cognitive), as these are the
foundation for the learners' values to be established.
 b. A cognitive or a skill lesson is a vehicle for value education. Do you agree?
Yes, I concur. When cognitive and skill lessons are valued and applied to the
learners' everyday lives, we might call it value education.

E. 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.
I agree that there are dull teachers, textbooks and films. However, there’s no dull
subject. Because I believe, learning and enjoyment are both of the same classical
notations. When you enjoy the subject no matter who is the teacher or what is the
textbook, there has been never one that can easily fulfill the enjoyment and interaction
of a simple subject. If a student really loves and enjoy the subject, other things really
don’t matter anymore because learning can be sought through different medium.
Nowadays, learners have been able to access internet and can quickly search for their
favorite subjects. For pupils, teachers may seem boring, but what they teach will never
be since they use a variety of teaching methods. They use these teaching approaches
every time they teach in order to create a continual and active relationship between
themselves and their students. Teachers come across a variety of students in the
classroom. A teacher should be aware of each student's unique personality and
abilities. Every day that the teachers educate, they employ a variety of teaching
methods in order to connect with their students. They choose teaching approaches with
care and wisdom in order to satisfy the learning demands of his or her students.
2. How should you recognize subject matter (be it cognitive skill or value lesson) so that
your teaching will always be fresh and interesting?
Students must understand why the content of a course important, whether they
are taking it because it is a requirement or because they think it would be fascinating.
This has an impact on their motivation as well as their comprehension of how this
course links to other knowledge and abilities. As educators, we are passionate about
our subject matter, believe it is important, and believe that students will benefit from
taking our classes. However, we recognize that not all of our pupils will share this
viewpoint. We also recognize that if we want our students to learn, we must involve
them in course work and enable them to take charge of their own education. We need
to establish an environment that encourages intrinsic motivation.
Internalization
1. How will I construct my objectives for effective learning?
First, identify the level of knowledge necessary to achieve the objective. In this
step, utilize the ASK which stands for attitude, skills and knowledge. Second, select the
appropriate action verb. Then, create the very own objective. Lastly, check the objective
using A, B, C, and D which stands for audience, behavior, condition, and degree of
mastery.
2. How will I sequence my objectives for efficient learning?
Job performance order, chronological order, critical sequence, simple to
complicated order, comparative sequence, linkages between objectives, and part to
whole are the seven sequencing approaches. To sequence the learning objectives in a
logical teaching order, you can utilize one method or a mixture of strategies.
Final Thoughts
1. How did the teaching demonstration challenge you as a future educator?
Teacher demonstrations are valuable because they provide students with hands-
on encounters with real-world events, phenomena, and processes, which aids their
learning. motivate and pique the interest of students allow you to draw pupils'
attention to a specific phenomenon or event, such as a food starch test. In
education, there are different types of abilities and strategies. Throughout the
decades, students have been continuously developing and improving their skills to
attain greater knowledge and understanding. As an observer, I was greatly
challenged because teaching is not the only process for the students to attain
learning. So, in other words, teaching have different strengths and weaknesses but
as a future educator I need to be diverse and well versed in order for the students to
understand the lesson very well.
2. Show a symbol of you feeling after watching the teaching demonstration?

Prepared by: Sister Mary Martha Fe, OSF