FS2

Learning Experiencing the Teaching- Process

FIELD STUDY
EPISODE 1- PRINCIPLES OF LEARNING

Name of FS Student JOCHEL A. ALINGAG

Course BSE SCIENCE Year & Section 4TH YEAR

Resource Teacher LARIZA S. TERRADO

Cooperating School BILAD HIGH SCHOOL- STE

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 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: Lariza S. Terrado
School Address Grade/Year Level: Grade 10 Velasquez
Date: 11/20/21
Grade 8 Fleming Subject Area: Science

Principles of Learning Teaching Behavior of the Teacher

/Learning Behavior of the Learner
as Proof of the Application of the
Principles of Learning.
Sample
1. Learning is an experience which 1. Teacher lets the learners do he
occurs inside the learner and is activated learning activity. e.g. - Pupil writes
by the learner. letter A instead of Teacher writing for
them.
2. Learning is the discovery of the 2. The teacher instructs the learners to
personal meaning and relevance of ideas. recite a reflection on a specific topic. e.g -
The learners gather their ideas based on
what they learned in the modules.

3. Learning is a consequence of 3. The teacher gives an actual activity that

experience. they can try at their home to each learner so
they can observe and experience. e.g - The
learners participated in an activity that
required them to observe, and they gained
knowledge from the experience.

4. Learning is a cooperative and 4. Due to pandemic there is no cooperative

collaborative process. and collaborative process.

5. Learning is an evolutionary 5. As I observed in online class the teacher

process. will ask a question based on their previous
lesson on their modules and the learners ask
what they understand or what will come to
their mind, then after that, the teacher will
give the exact answer.

6. Learning is sometimes a painful 6. As I observed in the online class when

process. students participate in recitation and the
answer is wrong some of the students laugh
but the teacher always says that’s okay,
everyone commits mistake and the student
might try it again.
7. One of the richest resources for
the learning is the learner himself. 7. The teacher watched an experimental video
with her students and one student gives insight
into what he/she observed and notice in that
experiment and the learners gives the exact
answer and the teacher commend her student.
 8. The process of learning is 8. When the teacher asked how they are
emotional as well as intellectual. some learners said that they are okay and
some of them are not, because of the
pandemic the learners are now in modular
learning and they share with their teacher
sometimes they have difficulty
understanding their lesson on their
modules.
9. The process of problem solving 9. Because science is their subject and their
and learning are highly unique and topic is a Basic wave equation, their teacher
individual. gave learners a problem that they can solve
based on what the teacher taught and the
answer they may type it on the chatbox of
the Google Meet.

My Analysis
1. What is the impact of the Resource Teacher’s observance of these
principles on the teaching-learning process and on the learners?

The impact of the resource teacher's observance of the teaching-learning process principles is that
learners can participate in online class and module activities despite a lack of gadgets or a lack of stable
signal for some of the learners. Even when things are difficult, learners can improve their cognitive,
affective, and psychomotor capabilities. It combines all of this principle of teaching it will help students
learn more efficiently.

2. Which learning principle was applied most?

The most applied was the “Learning is a consequence of experience”, amidst of the
pandemic they are on modular learning and their online class was limited and teachers only
give instructions what they do on their activities on the modules and give supplementary
like tutorial video on YouTube and the learners understand/study it individually.

3. Which learning principle was applied least or not at all applied?

The learning principle not applied at all was the “Learning is a cooperative and
collaborative process”, due to pandemic there is no face-to-face class, and students are not
allowed to meet with their classmates and online collaboration is impossible because not all
students have their gadget.

4. Do you agree with these principles of learning? Or have you discovered that
they are not always correct?

I agree with all of the learning principles because, based on my observations, the
concepts that the teacher uses in her teaching are effective, and I can also see that the students
are learning, as seen by their greater participation in the online class or modular learning. I can
see that they are engaged and interested in their lesson, and I believe that this is because of the
teacher's method and technique in utilizing many kinds of learning principles

My Reflections
My reflections on my observations of my Resource Teacher’s observance of
these principles. Did my Resource Teacher’s adhere to these principles?

According to what I've observed, the Resource teacher follows the different learning principles.
Even though some principles are not clearly presented in the manner she teaches, I can see that her
teaching is effective because of the learning principle she applied together with the techniques and
approaches she employed. She always asks her students questions and allows them to respond based on
their existing knowledge; she also allows them to complete their tasks independently and teaches them
intellectually, emotionally, and to become self-sufficient. Observing this in practice, I can confidently
state that the Resource teacher has demonstrated what a true modern teacher is, and that the students are
learning effectively and productively in their online class and modular activities

5. Lessons I have learned from my observation on the classroom application of the

principles of learning.

I've learned that putting all of these learning principles into practice is critical to make a class or
teaching–learning process effective and fruitful. I found that learners learn best when they visually
observed, when they answer questions based on their own experiences, and when they are taught not only
intellectually but also emotionally. All of these ideas are quite beneficial in helping learners enhance and
expand their learning.

My Portfolio
Principles of Learning on My Own Words

1. The process of learning is progressive. It's a step-by-step process.

2. Every individual can learn differently.
3. Learning entails more than just thinking; it also entails emotion.
4. Learning is a process that lasts a lifetime.
 5. Learning can be a difficult process at times.
6. Learning requires engagement.
7. Learning is a result of good teaching.
8. Learning entails both positive and negative reinforcement.
9. Learning has different styles.

FS2 Experiencing the Teaching- Process

Learning
EPISODE 2- LESSON OBJECTIVES AS MY GUIDING STAR

Name of FS Student JOCHEL A. ALINGAG

Course BSE SCIENCE Year & Section 4TH YEAR

Resource Teacher LARIZA S. TERRADO

Cooperating School BILAD HIGH SCHOOL- STE

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 objective.

My Tools
1. As I observe a class, I will use the Observation Sheet for a more focused
 observation.
OBSERVATION SHEET
Name of the Resource Teacher Observed: Lariza S. Terrado
School Address Grade/Year Level: Grade 10 Velasquez Date: 11/20/21
Grade 8 Fleming Subject Area: Science

Guiding Principles in Determining Teaching Behavior/s which Prove/s

and Formulating Learning Observance of the Guiding Principle
Objectives
1. Begin with end in mind. 1. The teacher began her lesson by setting
a clear vision on the objectives of the
lesson.
2. Share lesson objective with 2. The teacher starts by stating and
students. elaborating on the objectives.

3. Lesson objectives must be in the 2 3. The teacher not only explains or states the
or 3 domains – cognitive, skill and lesson's definition or meaning, but she also
affective or cognitive and affective or encourages students to express what comes to
skill and affective. their mind when they see the picture or words
that the teacher shows.

4. Work on significant and relevant 4. The teacher's objectives are indeed

lesson objectives. related to the students' daily lives. She used
an example that the students could relate to
and observe.
5. Lesson objectives must lead to the 5. Orally, the teacher asked the students a
development of critical and creative question or what they observed. Students
thinking. can learn how to think critically and
creatively as a result of this.

2. After observing your Resource Teacher teach, write down what you think was/
were her lesson objective.

After observing the class I think her lesson objectives are:

 Students can define Biotechnology.
 Students will know the history of Biotechnology.
 Students grasp the importance of Biotechnology in our lives.
 Students will know what are the differences of Traditional and Modern Biotechnology.
3. Ask permission from 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?

At the end of the lesson, the student expected to;

 Define Biotechnology
 Trace the history of development of Biotechnology;
 Understand the importance of Biotechnology in human life; and
 Differentiate Traditional Biotechnology and Modern Biotechnology.
 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 guiding star?

There is a similarity between the number 3 or lesson objectives and the teacher's lesson. The
lesson objectives are truly a backbone for the learners' learning growth. Even if the teacher does not
follow the lesson objectives, students can still learn if the teacher teaches topics that are connected to the
lesson objectives.

2. Why did you find it easy/difficult to write down the Resource Teacher’s lesson
objective for the day? Did she mention it at the beginning of her/his lesson?

Because her teaching technique appears traditional, I find it easy to predict the lesson objective.
When the students see or read the pictures/words, she asks them what comes to mind or what they
understand. Although the teacher did not state the lesson objectives at the start of class, the way she
handled the topic made it clear what they were.
3. Did you find the lesson objective SMART? Why or why not?

Her learning objectives were SMART, to be sure. It can be quantified and achieved in such a way
that the learner understands the meaning of Biotechnology and its relevance, as well as providing an
observable video lab experiment.

4. Was the lesson objective in the cognitive or psychomotor or affective

domain? Or it was in the two or three domains? Support your answer.

The lesson is in the Cognitive domain because it encourages students to think ,

analyze, and explain the concept.

5. Was the lesson objective in the cognitive or psychomotor or affective

domain? Or it was in the two or three domains? Support your answer.
 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?

I learned that lesson objectives must be in two or three domains of knowledge, and that
they should be correlated to the student's experiences and knowledge so that they can relate to
them easily. I also learned that we can share the lesson objectives with the students, that they
must be encountered at the end of the lesson in order to advance on to the next topic, and that the
teacher must begin each lesson with a specifically stated lesson objective. Finally, lesson
objectives serve as a guide for us to determine or evaluate whether or not our teaching is
beneficial.

My Portfolio
My researched quotations that state the significance of goals and objectives (Don’t forget to
state your source)

"If you’re bored with life – you don’t get up every morning with a burning desire to do things – you don’t
have enough goals." –Lou Holtz

 “Your goals are objectives that only you can attain. If there's a cost to pay, be prepared.”- Hermann J
Steinherr

 “And I believe in having an administration that has clearly defined goals, objectives and time lines such
that it and its people can be held accountable.”-Erskine Bowles

 “You can Never Give Up and Never Quit because if you really think about it, there are a multitude of
other people who are relying on you to excel and succeed in achieving your goals and objectives.” -
Unknown
 FS2
Learning Experiencing the Teaching- Process
FIELD STUDY3- ORGANIZING CONTENT FOR
EPISODE
MEANINGFUL LEARNING

Name of FS Student JOCHEL A. ALINGAG

Course BSE SCIENCE Year & Section 4TH YEAR

Resource Teacher LARIZA S. TERRADO

Cooperating School BILAD HIGH SCHOOL- STE

My Target
In this Episode, I must be able to:
 observe the teaching of a dominantly cognitive or skill or affective lesson
(cognitive lesson-Sibika; Skill-Math; affective-Values Education).
 trace the development of a cognitive, skill and affective lesson.

OBSERVATION SHEET
Name of the Resource Teacher Observed: Lariza S. Terrado
School Address Grade/Year Level: Grade 10 Velasquez
Date: 11/20/21
Grade 8 Fleming Subject Area: Science

My Tools
As I observe a class, I will use the Observation Sheet for a more focused
observation.

A. For the Cognitive Lesson

1. What is the lesson about?

In grade 8 Fleming discussed the students about Biotechnology.

 2. What are examples of facts mentioned in the lesson?

During the discussion, the teacher discussed about the definition of biotechnology, a technology
that involves the use of living organisms. These is the fact mentioned.

3. Did the lesson end with facts? Or did facts lead to understanding of
concepts? Prove your answer.

According to my observations, facts contributed to a better grasp of concepts. For a better

comprehension of concepts in Biotechnology, such as differences of Traditional Biotechnology and
Modern Biotechnology, the teacher provided data and the concept was pretty easy to understand.

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 relevant examples to elaborate the concept during the discussion, she
handled the topic in depth. It's when she applies the topic to real-life situations or shows a video lab
experiment. Students will grasp the concept better since they have seen what was described in the
concept.

5. Cite an instance/instances when students were encouraged to ask

questions, to talk about and reflect on what they learned.

Students are usually asked to clarify topics and ask questions after the discussion. They are often
asked to offer their thoughts on the topic and what they have learned. During on my observation, the
teacher inquired as to which part of the module the students are having difficulty with. She encourages
students to address questions so that they might be answered.

B. For the Skill Lesson

1. What was the lesson about? Which skills was/were target? Manipulate skill or
thinking skill?

The skill lesson is all about understanding the differences between Traditional Biotechnology and
Modern Biotechnology and also the importance of Biotechnology in human life. These lessons
emphasize comprehension, observation, and critical thinking. These abilities were classified as thinking
abilities.

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

students.
 During Science class, students were encouraged to use divergent thinking. The teacher leads
students to create opinions about their topic as soon as the lesson begins. Fluent thinking was used as the
students discussed their different thoughts. Also, because some students expressed their own
understanding, there is original thinking.

3. Which are proofs that the Resource Teacher promoted convergent

thinking?

As the discussion progressed, responses from diverse perspectives were neatly categorized to a
more particular response. The topic became clearer as a result of the discussion. At this point,
Convergent thinking is demonstrated.

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

There is no problem solving.

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

Based on my observation, critical thinking is applied. Although the teacher does not tell the
students to do it, the topic necessitates critical thinking. They must distinguish between Traditional and
Modern Biotechnology. And Observing is also important when it comes to video lab experiment.

C. Values/Affective Lessons
1. What was the value lesson about?

The value lesson focuses on perseverance and hard work. It was not explicitly taught, but was
conveyed throughout the class. These two values are critical for good learning, particularly in the
sciences.

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

Science is a broad tsubject that can be difficult to convey using values. The subject is in a state of
cognitive. As far as I can tell, the value lesson was combined with the cognitive lesson.

3. How was the value lesson developed?

The value lesson was generated by exposing the student to a real-life scenario or experiment in
Science.
 My Analysis

A. For the Cognitive Lesson

How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?

My Resource Teacher made the cognitive content meaningful and exciting by extending concepts
with examples, facts from real-life situations, and as clear a discussion as feasible.

B. For the Skill Lesson

How was the skill taught meaningfully and interestingly?

The skill lesson had already been part of Science. My Resource Teacher presented skill content in
a meaningful and exciting way by giving real-life problems, problem solving, and showing students how
to solve them in a step-by-step procedure.

C. For the Affective Lesson

1. Is it possible to teach a value lesson without any cognitive basis at all?

Value lessons and cognitive lessons, in my opinion, go hand in hand. Teaching values is similar to
teaching students how to apply what they've learned in the classroom to real-world situations, which is
cognitive. Values can't be taught without facts, because facts are the foundation for the values that
learners will form.

2. A cognitive or a skill lesson is a vehicle for values education. Do you

agree?

Yes, I completely agree. When cognitive and skill lessons are valued and applied to the learners'
everyday lives, we might call it value education.
 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!

The dullness of anything, in my opinion, is determined by our perspective. Some things may
interest you, but they do not interest me, and vice versa. The subjects could be interesting or not.
Nevertheless, it really is dull when something doesn't help to the development of the learners.

2. How should you organize subject matter (be it cognitive skill or value
lesson) so that your teaching will always be fresh and interesting?

A well-organized subject matter is expected to keep teaching fresh and interesting at all times. To me, the
best way to do this is to combine the three domains because it involves the mind, heart, and hands in
learning.
 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.

SEMI-DETAILED LESSON PLAN IN SCIENCE

Science 10

I. OBJECTIVES
At the end of the discussion the students are expected to:
 Understand the ecosystem and its capacity to sustain life; and
 Understand what population density is and how it varies the carrying capacity of an
ecosystem.

II. SUBJECT MATTER

TOPIC: Biodiversity
SUB. TOPIC: The Ups and Downs of Population Growth
CONCEPT: Definition, Differentiate and Identify the Characteristic
TIME ALLOTMENT: 1 hour
MATERIALS: Power Point, Activity Sheet, Paper, Flour or any kind of powder,
Water
STRATEGIES: Flexible learning and Reflective learning

III. PROCEDURE
A. CUSTOMARY ACTIVITIES
a. Prayer
The teacher will call a student to lead a prayer.
b. Attendance
The teacher will check attendance.
B. REVIEW
The teacher will recall about the past lesson.
C. MOTIVATION
The teacher will conduct a mini experiment and let the students observe.
D. PRESENTATION
a. The teacher will explain to the students that density of a population is connected to how
much an ecosystem can hold.
b. The teacher will divide the class into 4 groups and let the student explore outside and
get different materials with various sizes.
c. The teacher will discuss the components of a sustainable ecosystem and how does this
limit the population it carries.
d. The teacher will give the student the resources of a sustainable ecosystem and re-
arrange the paper to how much it can carry.
 e. The teacher will let his/her students choose whether they live in a jungle and have the
resources by hand that you are the one to hunt it or live in a shelter that provides food
for a month.
E. GENERALIZATION
a. The teacher will recall the lesson by asking his/her students how an ecosystem is
capable of sustaining life.
b. Some volunteer will what they have learned to the lesson.
F. APPLICATION
a. The students will have an awareness regarding The Ups and Downs of Population
Growth
b. The student will have appreciated the Human activities to the environment.

IV. ASSESSMENT
The students will give scenarios to where they can reflect and make an essay about it.

V. ASSIGNMENT
a. Count how many are you at home living. Do you have pets?
b. Identify what resources do you need to live in a week.

Prepared by:
Jochel A. Alingag
Science Teacher
 FS2
Learning Experiencing the Teaching- Process
FIELD STUDY4- GUIDING PRINCIPLES IN THE SELECTION
EPISODE
AND USE OF TEACHING STRATEGIES
Name of FS Student JOCHEL A. ALINGAG

Course BSE SCIENCE Year & Section 4TH YEAR

Resource Teacher LARIZA S. TERRADO

Cooperating School BILAD HIGH SCHOOL- STE

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

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: Lariza S. Terrado
School Address Grade/Year Level: Grade 10 Velasquez
Date: 11/20/21
Grade 8 Fleming Subject Area: Science

Guiding Principles in the Selection Teaching Behavior of the Resource

and Use of Strategies Teacher that Applies the Principle
1. Learning is an active process. I observe the principle was significantly used
in this class. As the class starts, the teacher
shows an image. The teacher asked the learner
to describe and comment on it. Leading up to
it, the teacher presented the idea of
"Biotechnology" to the group. The teacher read
and explained several concepts during the class
 discussion, and she asked select students to
respond based on their understanding.
2. The more sense that are involved, Two senses are employed throughout the
the more and the better the learning. discussion, according to my observations. The
first is sight. To make the discussion clear, the
teacher used visual aids, pictures, and textual
examples. Students' sense of hearing is also
tested since, as she mentioned, they listened
intently to the teacher's new material. Even
though only two senses are engaged, it is far
superior to involving only one sense. Better
learning is possible with them.
3. A non-threatening atmosphere The learning atmosphere encompasses not only
enhances learning. the physical but also the social well-being of
the students. Noise, bullying, and prejudice are
examples of threats, but the teacher lessened or
even eliminated such risks by enforcing rules
and maintaining the class's peace control,
resulting in a non-threatening environment.
Furthermore, the teacher modeled the
appropriate attitude toward her students,
resulting in improved understanding and
learning.
4. Emotion has the power to increase Students that experience positive emotions are
retention and learning. more likely to understand what they are
learning. It is not just displayed when the
mentor criticizes the students for their
mistakes. It also requires remaining cheerful
during the class. Despite the fact that students
are unable to see the teacher's face, she
manages to keep the mood of the class
discussion vibrant, which will undoubtedly
stimulate students to participate in the
discussion. Praise will undoubtedly touch the
hearts of the students.
5. Good teaching goes beyond recall The teacher, as I had seen, asked a student to
of information. answer the question and defend his response.
So, although Higher Order Thinking Skills
(HOTS) are being formed, there is still recall,
but it goes beyond that by allowing students to
apply the principles and other pertinent
information. It's also a wonderful way to assess
if students really comprehend what's being
discussed.
6. Learning is meaningful when it is The teacher always gets it to the point where
connected to student’s everyday life. she may relate the lessons to the student's life
to make the topic more meaningful to them.

7. An integrated teaching approach is As I observed, the teacher emphasizes the

far more effective than teaching isolated importance of individual differences, such as
 bits of information. learning styles and developmental levels, by
designing and implementing a variety of
activities that cater to the learners' uniqueness,
and by doing so, I can confidently say that the
approach she used is an integrated approach.

My Analysis
Are these principles in accordance with brain-based teaching and
learning?

Not all of the principles are appropriate for brain-based learning. These ideas are also in line with
the emotional development of students as they learn. These principles, such as brain-based teaching and
emotional teaching, can be helpful for students since their cognitive and affective capacities are related.
They will most likely learn a variety of things, including the advantages and disadvantages of scenarios
they have experienced, and they will learn some essential aspects that will help them learn and possess
the expertise to carry situations and apply what they have learned to make life decisions as they progress
through their lives.

My Reflections
What is the best method of teaching? Is there such a thing?

No, I don't believe there is a best method of teaching since the best method depends on the group
of students you're teaching. When deciding which approach to utilize, the teacher must take into account
the students' unique differences as well as their learning capacities. A method that should be employed
must be successful for all students and capable of improving their listening abilities and class
performance.
 FS2
Learning Experiencing the Teaching- Process
FIELD STUDY
EPISODE 5- ON TEACHING APPROACHES AND METHODS
Name of FS Student JOCHEL A. ALINGAG

Course BSE SCIENCE Year & Section 4TH YEAR

Resource Teacher LARIZA S. TERRADO

Cooperating School BILAD HIGH SCHOOL- STE

My Target
In this Episode, I must be able to determine the teaching approach or method used
by the Resource Teacher.

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: Lariza S. Terrado
School Address Grade/Year Level: Grade 10 Velasquez
Date: 11/20/21
Grade 8 Fleming Subject Area: Science

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 generalization is given by the teacher at the
start of the class. After the teacher has introduced
and reduced the various parts, the student is
allowed to present an idea and an example.
2. Inductive method Students' noticing is used in the inductive
method. Instead of describing a topic, the teacher
provides students with several instances that
demonstrate how different concepts are used.
3. Demonstration method The teacher does a good job of demonstrating
what has to be done. She then goes over the dos
and don'ts before getting into the actual activity
to prevent any unnecessary errors.
4. Problem Solving The teacher demonstrated how a certain formula
would work to get the value of wavelength,
frequency, and speed of light, and then offered
additional problem that might be answered using
the formula she had given.
5. Discovery method The teacher allows the students to find things on
their own using educational tools and materials
such as books and the internet for them to be able
to respond and extend their ideas about a
particular topic.
6. Problem solving method The teacher gave a problem solving activities and
let her student to answer it by following the
method she taught to her students.

7. Project method The day I observe , the teacher never used such
method, but she assigned her student a
homework.

8. Constructivist method The teacher connects the students' concepts and

past knowledge to the current learning activity,
which is an important aspect of learning
effectively. The teacher led her students through
activities that allowed them to come up with their
own ideas.
9. Metacognitive approach The teacher encourages students to think openly
by allowing them to discuss what is on their
minds and their opinions on a given topic.

10. Integrative approach The teacher integrates new information with

prior knowledge that is linked to the topic she is
teaching.
 My Analysis
I will answer the following questions:

1. Which approaches/methods will be grouped together? Why?

The Deductive , Demonstration, Metacognition and Integrative Method should be in

one group, while in other group Inductive, Problem Solving , Project an Discovery and
Constructivist Method. I created this group since the first group has fewer interactions and
is teacher-centered, focusing on the student's mental activity. The second is more student-
centered, with more hands-on activities and a focus on exploration learning.

2. Which approach/methods are more interactive? Less interactive?

The Deductive and Direct methods are less engaging in the case of students are really just waiting
for information to be given to them. Discovery and Problem-Solving, on the other hand, are more
engaging since they focus on the student's experiences. As a result, the teacher's knowledge is required to
supplement the demands of the students.

3. When should the direct method be used?

When a lesson or discussion necessitates the teacher's proper and adequate expertise, especially when
it involves a broad set of facts, the direct method should be employed. It may also be utilized to make the
most of your time and prevent wasting it.

4. When should the indirect method be used?

When the teacher asks everyone a question that has anything to do with what the teacher wants the
students to know, the indirect method is used. It's employed when a teacher wants his or her students to
be allowed to respond to a question on their own initiative.

5. Which approaches/methods promote “learning to live together”?

It is the Project Method, in my opinion, since it allows students to be grouped, collaborate, and share
their thoughts to their group mates.
 My Reflections
If I decide on my teaching approach/method, I will considered Discovery Method (Continue
the sentences. Begin writing NOW!)

Now we can’t able to conduct a face-face class this method is so applicable it will encourages
students to be active participants in their own learning. They learn how to be inquisitive and how to
answer their own inquiries. When they discover things, they are ecstatic. They take on the role of
"leadership" and love sharing their joy with the others.

My Portfolio

1. By means of a graphic organizer show the characteristics of a

constructivist and a metacognitive approach.

Learning through problem solving

New learning depends on current

Constructivist Lesson are activity centered
on current understanding
Approach

Learning is facilitate by social Learners construct understanding

interaction.
 Monitor the learning process

Encourage learners to predict the

Explore learner’s prior knowledge
outcome
Metacognition Approach

Select strategies to carry out Analyze effective strategies

research

1. Do serious research and complete this Table on Methods. The first is done for
you.

Method Advantage/s When to Use

Deductive Direct teaching so I can Time is limited; subject
accomplish more within a matter is very difficult;
given period of time. learners don’t know much
about the lesson; teacher
is not yet skilled in
facilitating skills
 Inductive method Learning becomes more Use in developing
interesting at outset and it helps perceptual and
to the development of learners observational
higher order thinking. skills and also in
data gathering.
Discovery Method Support an active engagement of Use during problem solving
the learner in the learning exercises and educational
process, foster curiosity , programs. Also in terms of
enables the development of answering controversial and
lifelong learning skills and tricky questions asking people
highly motivational what they think, and generally
discussing things.
Demonstration Method Its serves as model laboratory When there is enough time.
instruction. It also permits the When getting the students to
teaching theory along w/ learn “learn by doing” and when
practice. teacher shows how to operate
and manipulate an equipment.
Problem Solving Method Students are actively involved. In formulating solutions and
Use also to develop the HOTS developing skills in employing
the science processes. It
demands a work from pupils.
Use also when the student
require representing in concrete
form the learning concept or
principle,
Project Method It helps in developing social The students choose their
norms and social values among situation on their own then they
the learners. It is also learning plan to execute the project
by doing. collectively. In this style of
teaching the teacher works as a
guide and not a dictator but a
working partner.
 FS2
Learning Experiencing the Teaching- Process
FIELD STUDY 6- ON LESSON DEVELOPMENT
EPISODE

Name of FS Student JOCHEL A. ALINGAG

Course BSE SCIENCE Year & Section 4TH YEAR

Resource Teacher LARIZA S. TERRADO

Cooperating School BILAD HIGH SCHOOL- STE

My Target
In this Episode, I must be able to trace how many Resource Teacher develops her/his
lesson.

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: Lariza S. Terrado
School Address Grade/Year Level: Grade 10 Velasquez
Date: 11/20/21
Grade 8 Fleming Subject Area: Science

1. Describe how the teacher began his/her lesson. Why do you think
did she/he do that?

The teacher started her lecture by giving motivation. She will show the students a four-picture
set and ask them to guess what the answer is. This was done by the teacher in order to capture
her students' attention and stimulate their interest in learning.
 2. What activity/es did the Resource Teacher ask the learners to do
after she/he introduced the lesson? Why do you think she/he did such?

She gives a recitation to the students after she introduces the lesson and asks them what
their insight or comprehension of the topic is.

3. How did she end her/his lesson? Why do you think she/he did that?

The teacher ended the class by asking some students what they had learned and if they
completely properly understood the topic. I believe she does this so that if a student doesn't
understand something, she may repeat it and offer a summary of the topic.

4. Did you notice an assessment of learning in the process of teaching?

If yes, how was it done?

Yes, there is a learning assessment in the teaching process that I had observed. It's a type
of recitation, and recitation was a big part of their online class. She gave the students a problem
to answer, which was to find the value of wavelength.

5. Did you observe if Resource Teacher checked learning at the end of

her lesson?
No, it’s was given orally.

6. Checklist – Of the following, which did you observe? Please check if

you observed 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 ✔

My Analysis
I will answer the following questions:

1. How should a lesson begin and end?

The lesson must start with the teacher's lesson objectives for that day, so that the teacher
may be certain that what the teacher wants to accomplish that day will be completed, and, of
course, for the benefit of the students learning. A class, on the other hand, should close with
questions from the students to explain what they are thinking and, more importantly, for a deeper
and broader understanding of the lesson.

2. Did you observe any part of the lesson development to have been out of
place? Explain your answer.

No, the teacher was on track and did not explore any topics that were off the road. It's because the
discussion is well-structured, and the teacher is skilled at ensuring that the students comprehend the topic.
In addition, the teacher benefited from the lesson plan since it served as a guide for the discussion.
 My Reflections
“Tell them what you want to tell them; tell them what you told them.”
Relate this statement to lesson development.

The statement, in my opinion, refers to the entire lesson creation process. It depicts the start and
finish of the lecture. The “ Tell them what you want to tell them” It is at the start of the class when
motivation is given and the learners are informed of the day's lesson objective. It is used to introduce the
lesson or topic. The order line “tell them” It's when the teacher discusses the subject with the class. It's
where students compare and abstract knowledge in order to learn what they need to know and, of course,
to achieve the day's goal. The last line “tell them what you told them” is expanding the range of the topic
It's a simplified and generalized version of what you've already discussed. It is the provision of a
summary of the topic under discussion.
 My Portfolio

1. Re-construct your Resource Teacher’s lesson plan. Your lesson plan must
have the parts of a lesson plan. A lesson plan outline may do, provided all the
parts of a lesson are covered.

SEMI-DETAILED LESSON PLAN IN SCIENCE

Science 10

VI. OBJECTIVES
At the end of the discussion the students are expected to:
 Explained the electromagnetic waves
 Describes the amount of electromagnetic waves
 Explained the spectrum of electromagnetic waves
 Describe the characteristics each spectrum of electromagnetic waves

VII. SUBJECT MATTER

TOPIC: Electromagnetic Waves
CONCEPT: Definition, Differentiate and Identify the Characteristic
TIME ALLOTMENT: 1 hour
MATERIALS: Power Point
STRATEGIES: Lecture, FAQ

VIII. PROCEDURE
A. CUSTOMARY ACTIVITIES
a. Prayer
The teacher will call a student to lead a prayer.
b. Attendance
The teacher will check attendance.
B. REVIEW
The teacher will recall about the past lesson.
C. MOTIVATION
The teacher will show a 4 picture and the student guess the answer.
D. PRESENTATION
a. Explain the theory of an electromagnetic waves.
b. Explain characteristic of the electromagnetic waves.
c. Describe the movement of electromagnetic waves.
d. Explain the spectrum of electromagnetic waves.
e. Describe the characteristic of each spectrum of electromagnetic waves.
f. Explain the propagation velocity of electromagnetic waves
E. GENERALIZATION
a. The teacher will recall the lesson by asking his/her students how we benefits
in electromagnetic waves
b. Some volunteer will what they have learned to the lesson.
F. APPLICATION
a. The teacher gives problems to be done by leaners

G. ASSESSMENT
The students will give scenarios to where they can reflect and make an essay
about it.

H. ASSIGNMENT
Give an problem solving.

Prepared by:
Jochel A. Alingag
Science Teacher