Credit: 1 Unit

Duration: 17 hours

Field Study 2 is an outcome-based course designed to provide FS students with

opportunities to experience the teaching-learning process in the classroom. It is
basically an observation course intended to help the FS students observe the
application of principles of teaching and learning in actual classroom teaching. The FS
student observes how Recourse Teaching develops his/her lessons in the various
domains by the use of teaching methods and activities to attain intended learning
outcomes.

Field Study is anchored on the following Professional education subjects:

Principles of Teaching 1 and
Principles of Teaching 2
Educational Technology 1

At the end of the course, the FS student must be able to:

1. Evaluate lesson development and other practices related to teaching-learning

against time-tested principles of teaching and learning.
2. Describe lesson development following outcomes-based teaching and learning.
3. Determine alignment of learning outcomes with teaching-learning activities and
assessment task in the development of a lesson, and
4. Distinguish between teacher-centered and learner-centered teaching approach,
deductive and inductive methods of teaching.

1
My Learning Episode Overview

 This Episode is centered on time-tested principles of learning which when

applied will lead to effective learning. It is good to find out the matter and the
extent to which these principles are applied in the classroom.
My Intended Learning Outcome

 In this Episode, I must able to identify classroom practices that apply or violate
each of the principles of learning.

My Performance Criteria

 I will be rated along the following:

a) Quality of my observations and documentations
b) Completeness and depth of my analysis
c) Depth and clarity of my classroom observation – based reflections,
d) Completeness, organization, clarity of my portfolio and
e) Time of submission of my portfolio

My Learning Essentials

Here are time-tested principles of learning:

1. Effective learning begins with setting clear expectations and learning

outcomes.
2. Learning is an active process. “What I hear, I forgot; what I see, I remember:
what I do, I understand.’’
3. Learning is the discovery of the personal meaning of ideas. Students are given
The opportunity to connect what they learn with other concepts learned, with
real world experiences and with their own lives.

2
4. Learning is a cooperative and a collaborative process.
 To realize my Intended Learning Outcomes, I will work my way through these
steps:

STEP 1: STEP 2:

Guided by a I will identify evidence of

questions, I will applications/ violations of
reflect on my the principles of learning. I
experience, write can cite more than one
down my reflection evidence per principles of
learning.

STEP 4:
STEP 3:
I will review the
principles of learning I will observe a class
given in “My Learning
Essentials”.

3
 As I observe a class, I will use the Observation Sheet for a more focused
observation then analyze and reflect on my observation with the help of guide questions.

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

What did the Resource Teacher do which applies/

contradicts the learning principles?

Non – application/
Principles of Learning Application of the Contradiction of the
Principle Principles

1. Effective learning begins with the setting Teacher writes her

of clear and high expectations and intended learning outcome
learning outcomes. on the board.
2. Learning is an active process. Pupil writes letter A
instead of Teacher writing
for him/her.

3. Learning is the discovery of personal The teacher asks the pupils

meaning and relevance of ideas. about how a mother gave
birth ad how an animal
gave birth to their off
spring.
4. Learning is a cooperative and As the teacher discuss the
collaborative process topic, she occasionally as the
learners about their
Learning is enhanced in an atmosphere of experiences. She really
cooperation and collaboration. initiates the learners to share
their experiences so that they
have interaction in the class.

4
1. Which principles of learning was/were most applied?
The most applied principle in the discussion is the learning is a discovery of personal
meaning and relevance of ideas. I just really like the way the teacher ask her learners about their
experiences and connecting it to the lesson because for me the lesson can be easily understand if
you can relate to it and you easily connect yourself to it too with the use of your experience

2. Which principle of learning was least applied? Why the principles

was/were not very much applied? Give instances where this/these principles
could have been applied.
The process of learning is emotional as well as intellectual was I think to be the least
applied because as part of this principle, the teacher’s won’t able determine other factors that
could affect their learning such as if they had eaten their breakfast or not? Or are their happy or
sad?

3. How did the application of these learning principles affect learning?

According to my observation the learners affected by those learning principles though the
guide of the teachers that they can learn more and explore their own ideas with a cooperative
and collaborative skill that he/she can bring it in future.

4. How did the non-application of these learning principles affect learning?

The non-application learning principles affect the learning’s of the learners negatively,
maybe by using the wrong pattern of teaching. The learner would take hard to catch up the
lessons as well.

5. Do you agree with these principles of learning? Or have you discovered

that they are not always correct/
For me, I agree with the principles of learning. The principles are the teachers’ guide in
giving the learners activities that is appropriate for them. It also helps the learners in
understanding the lesson easily and faster. It is really a great help in the teaching – learning
process in a way that it makes the class more attentive and interactive in the class.

5
 My reflection and lessons learned on my observation of my
Resources Teacher’s/s application/non-application of these principles.

Among those practices that I observed, which practices will I adopt and
which ones will I improve on? What lessons did I learn?

Practice worth adopting

The teacher adherence of learning principles was so effective somehow, even in a short period of
time; the principles were being integrated efficiently. Based on my judgment on delivering the
lesson, principles of learning used direct the class into actual and real learning. Considering the
nature of the students, she then created a well-balanced classroom environment and made the
students motivated and interested in the discussion. Aside from that the assessment of the
presentation was good and awesome.

Practices to avoid and to improve on

Upon she applied the learning principles in the presentation of lesson; she had given the students
chance to feel their essence in learning process. She developed the learners’ ability to determine
the significance of thoughts and meanings. And for her able to let it happened teacher provided
experiential experience through conducting group task such as drawing how the cycle goes
completing the puzzle of the illustration of water cycle and sequencing the processes of water
cycle. They had giving opportunity to share their thought accepting their own individual
differences and multiple intelligences.

Lesson Learned
For the students be able to learn, teacher must first considered their individual differences and
multiple intelligences. Of course, they should have their direct purposeful experiences and reflect
on their physiological, psychological and emotional needs. The interest should always also be
considered and let us them upgrade their prior knowledge by learning itself.

6
Direction: Encircle the letter of the correct answer. Episode 1

1. Teacher Rose believes that students need not know the intended learning outcome of her
lesson. She proceeds to her learning activities at once without letting them know what they are
supposed to learn for the day. Which principle of learning does Teacher rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.

2. Teacher Emma noticed that in group work, students just leave the work to the leader and so
vowed never to give group work again. Against which principles of learning is Teacher Emma’s
decision?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ides.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.

3. In her desire to finish the content of the course syllabus, Teacher Love just lectures while
students listen. Which principle of learning does teacher love violate?
A. Learning is the discovery of the personal meaning of ideas.
B. Learning is a cooperative and collaborative process.
C. Effective learning begins with setting clear expectations and learning outcomes.
D. Learning is an active process.

4. Teacher Arielle asks her students to see the connection of their new lesson to their own
personal experiences and share the same with the class, Teacher believes in which principle of
learning?
A. Learning is a cooperative and collaborative process.
B. Effective learning begins with setting clear expectations and learning outcomes.
C. Learning is an active process.
D. Learning is the discovery of the personal meaning of ides.
5. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill
on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ides.
C. Learning is a cooperative and collaborative process
D. Effective learning begins with setting clear expectations and learning outcomes.

7
 You may wish to state the principles of learning in your own words or illustrate each
with diagrams. Feel free to choose howl

Principles of Learning in My Own Words

1. Learning should be started, experienced and practiced by the students

in own.

2. Learning is reflecting, understanding and applying the essence of

ideas and meaning in their lives.

3. Learning should be experiential as much as possible.

3. 4. Learner’s physiological, psychological and emotional stability

should be measured in acquiring learning.

5. Learning is the student’s realization that it sacrifice and hardship to be

successful.

6. Individual differences and multiple intelligences should be considered

in integrating the method and materials needed in the presentation of
lesson.

7. Individual differences and multiple intelligences should be considered

in integrating the method and materials needed in the presentation of
lesson.

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 Field Study 2, Episode 1- Principles of Learning
Focused on: Identifying classroom practices that apply or violate each of the principles of learning

Name of FS Student: Jun Arvin C. Dela Cruz Date Submitted: March 29,2017
Year & Section: 2nd Year Collage Course: Bachelor of General Education

Learning Exemplary Superior Satisfactory Need Improvement

Episodes 4 3 2 1.
Learning Activities All task were done All or nearly all tasks Nearly all tasks Fewer than half of tasks
with outstanding were done with high were done with were done or most
quality work exceeds quality.. acceptable quality. objective were met but
expectations. need improvement
Analysis of the All questions were Analysis questions Analysis questions Analysis questions were
Learning Episode answered completely were answered were not answered not answered.
in depth answers completely. Clear completely. Grammar and spelling
thoroughly grounded connection with Vaguely related to unsatisfactory
on theories Exemplary theories the theories
grammar and spelling Grammar and Grammar and
spelling are superior spelling acceptable
Reflection /Insights Reflection statements Reflection statements Reflection Reflection statements are
are profound and clear are clear, but not statements are unclear and shallow and
supported by clearly supported by clear shallow are not supported by
experiences from the experiences from the supported by experiences from the
learning episodes learning episodes experiences from learning episodes.
the learning
episode.
Learning Portfolio Portfolio is complete Portfolio is complete Portfolio is Analysis questions were
clear, well-recognizes clear, well-organized incomplete not answered
and all supporting most supporting supporting Grammar and spelling
documentations are documentations ar4 documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning Episode deadline deadline after the deadline more after the deadline

COMMENT/S Rating
Over-all Score (based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
GRADE 1.0 1.25 1.15 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5. 00
99 96 93 90 87 84 81 78 72 71-below

DR. ELENA L. PERALTA ______________________

Signature of FS Teacher Date

9
My Learning Episode Overview
Intended learning outcomes/lesson objectives set the direction of the lesson. For
them to serve s guiding star they must be SMART and formulated in accordance
with time – tested principles.

My Intended Learning Outcome

In this Episode, I must able to:
a) Identify the guiding principles on lesson objectives/ learning outcomes
applied in instruction.
b) Determine whether or not lesson objectives/intended learning outcomes
served as guiding star in the lessons observed.
c) Judge if lesson objectives/intended learning outcomes are SMART

My Performance Criteria
I will be rated along the following:
d) Quality of my observations and documentations
e) Completeness and depth of my analysis
f) Depth and clarity of my classroom observation – based reflections,
g) Completeness, organization, clarity of my portfolio and
h) Time of submission of my portfolio

10
 I will observe three (3) different classes
 I will reflect on the guide questions given below.
 To realize intended learning outcomes, I will follow these steps.

STEP 1: STEP 2:

Read the Learning Observe at least three (3) classes with

Essentials given above a learning partner. I will choose one
class from each of the three groups.

Group 1 – Language / Science / Math

Group 2 – Physical Education, TLE

Group 3 – Edukasyon sa pagkatao /

Araling Panlipunan

My focus this time is on lesson or

learning objectives/intended learning
STEP 5: outcomes.

Reflect on my
observation

STEP 3:

Discuss my
observation/answers
STEP 4: to the questions with
my partner.
Write down my
answers to the
questions

11
 1. As I observe a class, I will use the Observation Sheet for a more focused
observation then analyze my observations with the help of the guide
questions then reflect on my observations and answers.

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Guiding Principles Related to Lesson Teaching Behavior/s which Prove/s

Objectives/Intended Learning Observance of the Guiding Principle
Outcomes

1. Begin with an end mind 1. e.g. The Resource Teacher

began her lesson by stating her
objective.

2. Share the lesson objectives The teacher let the students’ share
with the students. their own knowledge about what a
social system is. She also ask for
examples about the social system
and how they usually operates.

3. Lesson objectives/ Intended The lesson objective provided by

Learning Outcomes Are the teacher directed the students’
Specific, Measurable, thinking into rational one. Their own
Attainable, Result – Oriented, way of describing and explaining
Time bound (SMART) was also been trained into a more
artistic way.

12
Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Guiding Principles Related to Lesson Teaching Behavior/s which Prove/s

Objectives/Intended Learning Observance of the Guiding
Outcomes Principle

1. Begin with an end mind 1. e.g. The Resource Teacher

began her lesson by stating her
objective.

2. Share the lesson objectives The resource teacher ask the

with the students. learners what they would like to be
when they grow up. She also ask
them to describe their choice and
present it to the class.

3. Lesson objectives/ Intended The teacher is very good in

Learning Outcomes Are discussing the lesson about the
Specific, Measurable, different kinds of occupation. Also,
Attainable, Result – Oriented, the learners are very attentive to
Time bound (SMART) the teacher which really proves
that the teacher is very effective in
her teaching.

13
Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Guiding Principles Related to Lesson Teaching Behavior/s which Prove/s

Objectives/Intended Learning Outcomes Observance of the Guiding Principle

1. Begin with an end mind 1. e.g. The Resource Teacher

began her lesson by stating her
objective.
2. Share the lesson objectives with The resource teacher let the
the students. students to discover the
instructional objectives of their
discussion.

3. Lesson objectives/ Intended The teacher let the students to

Learning Outcomes Are Specific, describe how water cycle goes and
Measurable, Attainable, Result – state and explain its three
Oriented, Time bound (SMART) processes. She also gave the
opportunity for the learners to
actively participate in the group
activities provided.

14
1. Why is it sound teaching practice for a teacher to “ begin with the end in
mind” and to share his/her lesson objectives or intended learning
outcomes with his/her students?
Learning objectives should be followed and should be presented to the
learners. Learning objectives serves as a guide for teachers on how to conduct a
lesson. It is said to be objectives because it is the target goal of the teachers for
that day or term. An effective teacher should follow the stated learning objectives
to achieve a great performance to the learners

2. Did you find the lesson objective/s or intended learning outcomes

SMART? Support your answer.
Yes it is, because it is followed from the curriculum basis and the teacher
Is teaching sincere with a heart

3. Do SMART objectives help the lesson become more focused?

As what I’ve observed \, that is the most powerful basis why is this
particular teacher go the respect of the learners that’s why the students are
cooperating to her always that help them to be focused in terms of listening in the
classroom.

4. Were the lesson objective/ intend learning outcomes in the cognitive,

psychomotor and effective domains? Support your answer.
Affective intended learning outcome every time the teacher did evaluate
the learners, they are always giving a feedback from the lesson and it is affective
the way they express it emotionally with matching action in every idea.

5. Is it necessary to have objectives always in the 3 domains-cog native,

psychomotor and effective? Why or why not?
Yes it is really necessary because without any of these objectives the
learners can be lack of something that maybe they can just proceed into the next
level but there is always missing.

15
 For lesson objective/learning outcomes to serve as guiding star
in lesson development, will it help if they are SMART?

Learning objectives are set of goals that the learners must cope
within a period of time. Based on my observation, the resource teachers
that I observe directed the learning to the students through the use of
the objectives. The goals are very SMART and appropriate in each
topics. It made the students more knowledgeable and equipped with
the topics. The knowledge, skills and attitudes are well developed in the
set aims and objectives.

Does integrating lesson objective/ intended learning outcomes in the

three domains (cognitive, psychomotor, and affective) or at least 2
(cognitive or psychomotor and affective) make lessons more
meaningful?

Learning objectives truly be considered as a guiding star in

developing the lesson. It is said to be excepted learning outcome of the
learners. Knowledge and learning can be controlled effectively and
efficiently through following the learning objectives. Also, the set goals
will make the delivery of the lesson be well – directed and concentrated
on the established aims and goals. Those objectives will tied up on the
success or failure of gaining learning in every presentation of the lesson.

16
DIRECTION: Encircle the letter of the correct answer.

1. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?

A. Lesson objective/intended learning outcomes must integrate 2 or 3 domains cognitive

skills and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objective intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes

2. Teacher Paz shared this lesson objective/learning outcome with her student: “Before the period
ends, all of you must be able to identify the topic sentence and supporting sentences of given
paragraph. “ Teacher Paz drilled them on subject-verb agreement to ensure that they can write
a good paragraph then gave a ten-sentence paragraph for the students to determine subject-
verb agreement before the class period ended.

Did Teacher Paz use the lesson objective/learning outcome as guide in the development of
her lesson?
A. Yes
B. No.
C. A little, because subject-verb agreement is must in paragraph writing
D. Very much, because she made use of a ten-sentence paragraph for the end of the-
period quiz.

3. Here is lesson objective: “At the end of the lesson, the students must be able to develop a
positive attitude towards work. “Is this a SMART objective?

A. Partly, it is the effective domain

B. Very much, it is specific
C. Not at all, develop is a non-behavior term
D. Yes, if the toward “develop” is replaced with “create”

17
 Give one research quotation that state significance of goals and objective.
(Don’t forget to state your source)

‘’The principle goal of education in the schools should be creating men and
woman who are capable in doing new things, not simple creating what other
generation has done.

The teacher is the one who are responsible in holding the

learners physically, mentally, socially and spiritually aspect. And
the teacher works for the better future of a learner not only for
what the child have but to develop it more.

18
 Name of FS Student: Jun Arvin C. Dela Cruz Date Submitted: March 29,2017
Year & Section: 2nd Year Collage Course: Bachelor of General Education

Learning Exemplary Superior Satisfactory Need Improvement

Episodes 4 3 2 1.
Learning Activities All task were done All or nearly all tasks Nearly all tasks Fewer than half of tasks
with outstanding were done with high were done with were done or most
quality work exceeds quality.. acceptable quality. objective were met but
expectations. need improvement
Analysis of the All questions were Analysis questions Analysis questions Analysis questions were
Learning Episode answered completely were answered were not answered not answered.
in depth answers completely. Clear completely. Grammar and spelling
thoroughly grounded connection with Vaguely related to unsatisfactory
on theories Exemplary theories the theories
grammar and spelling Grammar and Grammar and
spelling are superior spelling acceptable
Reflection /Insights Reflection statements Reflection statements Reflection Reflection statements are
are profound and clear are clear, but not statements are unclear and shallow and
supported by clearly supported by clear shallow are not supported by
experiences from the experiences from the supported by experiences from the
learning episodes learning episodes experiences from learning episodes.
the learning
episode.
Learning Portfolio Portfolio is complete Portfolio is complete Portfolio is Analysis questions were
clear, well-recognizes clear, well-organized incomplete not answered
and all supporting most supporting supporting Grammar and spelling
documentations are documentations ar4 documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning Episode deadline deadline after the deadline more after the deadline

COMMENT/S Rating
Over-all Score (based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
GRADE 1.0 1.25 1.15 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5. 00
99 96 93 90 87 84 81 78 72 71-below

DR. ELENA L. PERALTA ______________________

Signature of FS Teacher Date
above the printing Name

19
My Learning Episode Overview

Benjamin Bloom cited three (3) domains of knowledge – cognitive-,

psychomotor and effective. Kendal and Marzano also gave three (3) groups of
learning – information (declarative knowledge), metacognitive procedures
(procedural knowledge) and psychomotor procedures (motor or physical skills).
This Episode will focus on these domains of knowledge and learning.

My Intended Learning Outcomes

In this Episode, I must be able to:

 Classify the lesson/s under Bloom’s taxonomy of knowledge and Kendall’s and
Marzano’s domain of learning activities.
 Reflect on what lesson is more meaningful and relevant based on the domains of
knowledge and learning activities. `

My Performance Criteria

I will be rated along the following:

a. quality of my observation and documents,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflection,
d. completeness,organization,clarity of my portfolio and
e. time of submission of my portfolio.

20
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To hit my target, I will follow these steps:

21
 I will make use of Observation Sheets, analyze my observation my answering the given
questions then write down my reflections.

(Language/Araling Panlipunan/Science/Math)

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:________________

Kendall’s and Marzano’s Domain of Knowledge

Concrete Example/s for each Domain of

Domain of Knowledge Knowledge from my Observation (What
did your Teacher teach? What was the
focus of your teacher’s lesson?)
1. Cognitive Domain – Information
(Declarative Knowledge) – The teacher focuses about the Elements of
Vocabulary, terms, facts, concepts, the Short Story
principle, hypothesis, theory
2. Mental Procedures (Procedural The teacher asked the class to od a script
Knowledge) writing with their own desired theme and
e.g. mental skills such as writing a according to a movie they’ve watched on
paragraph their own.

Bloom’s Domain of Learning Activities

1. Psychomotor – skills The teacher also had a paly lit about a

selection in the book. And after that the
audience will identify the elements on the
performing group.
2. Affective – values, attitudes The teacher asked the class about the moral
story of the play lit and how they will going to
apply it I the real life experience.

22
 (Physical Education,ICT,TLE)
Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:________________

Kendall’s and Marzano’s Domain of Knowledge

Concrete Example/s for each Domain of

Domain of Knowledge Knowledge from my Observation (What
did your Teacher teach? What was the
focus of your teacher’s lesson?)
1. Cognitive Domain – Information
(Declarative Knowledge) – The teacher discussed about business
Vocabulary, terms. Facts, concepts, Management to the class. She presented the
principle, hypothesis, theory principles of business planning.
2. Mental Procedures (Procedural The teacher also discussed about the
Knowledge) planning cycle and how complicated can
e.g. mental skills such as writing a business can be. She also presented about
paragraph the business plan making.

Bloom’s Domain of Learning Activities

3. Psychomotor – skills She let the class have a moment of writing

about their experience in business. She let
them wander in their own thoughts for a few
minutes.
4. Affective – values, attitudes She asked the class about the importance of
learning such this things and how this will
help them in the near future.

23
Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:________________

Kendall’s and Marzano’s Domain of Knowledge

Concrete Example/s for each Domain of

Domain of Knowledge Knowledge from my Observation (What
did your Teacher teach? What was the
focus of your teacher’s lesson?)
1. Cognitive Domain – Information
(Declarative Knowledge) – The teacher taught about this social system
Vocabulary, terms. Facts, concepts, called Feudalism.
principle, hypothesis, theory
2. Mental Procedures (Procedural
Knowledge) She starts the class with an empty mind. She
e.g. mental skills such as writing a ask for their own description on what is
paragraph feudalism.

Bloom’s Domain of Learning Activities

3. Psychomotor – skills She had the class a role play activity about
Feudalism
4. Affective – values, attitudes She had this discussion about the importance
of learning about the past years in Europe
and how it is important for us to learn.

24
1. Were the lessons focused on information/cognitive domain only or mental procedures
only or psychomotor procedures only? Or were the lessons combinations of two or three?
Explain your answer.
The lessons have three combinations because there were activities that support
every domain. The teacher gave the pupils some tasks that undergo the domain of
learning activities. The pupils did the tasks with something that focuses through the
learning domains that they needed to attain knowledge from the lessons.

2. Were the lessons focused on information/cognitive content only or psychomotor content

only or affective content only? Or were the lessons combinations of two or three? Explain
your answer.
The lessons have three combinations because the content of the lesson relies to
the domains that support the learning process of every pupil in the class. The activities
given by the teacher were observed in a way that the pupils acted on it as a result of the
tasks. The pupils performed the activities in the lesson with the combination of these
domains of learning.

3. What was the effect on learning when teaching was focused on only one domain?
A lesson should have all the domains of learning because thee domains affects
the thinking skills of a learner. When teaching was focused only in one domain, there are
instances that the pupils will not understand the lesson and all of the levels of learning
will not take place. As a result, the pupils are poor enough to reach the higher thinking
skills that they needed to continue the process of education.

4. Is it really possible to teach only in one domain like affective only or cognitive only or
psychomotor only? Or based on Kendall’s and Marzano’s taxonomy? Explain your
answer.
No, because there is a connection between all of the domains that surrounds
through the mind of every learner. The lesson with three domains will be effective,
meaningful and relevant to enhance the thinking skills of a learner. Every domain played
a big role in preparing the learners to every stage of education as well as their lives. If
only one domain is present in one lesson, there may be a loss of information to every skill
of a child.

5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning

activities contradict each other? Explain your answer.
No, because the two taxonomy focuses with every domain that a learner must enhance
for their high-thinking skills. These taxonomies are indeed a help to produce quality
learners. They are differing in some aspects but as I look further between the two, they
have in common by having goal that the child will learn through every domain.

25
 Based on your observations in class and on your understanding of the
domains of knowledge and learning activities from Bloom’s, Kendall’s and Marzano, how
can you make your teaching-learning activity more meaningful and more relevant? Is
lesson more relevant when you teach only in the cognitive or when you teach in the
cognitive domain combined with the effective or psychomotor combined with the
effective?

Teaching learning activity is relevant and meaningful if all of the domains of

knowledge are combined in a single lesson. It has something to do with the behavior of the
learners on how they will learn on the topic. The domains give impact to the learners especially
to the learning process. The pupils will acquire all the learning outcomes that they must have for
the process of their learning and boost their high-thinking skills. All of the domains should be
connected to each of them to provide learners relevant and meaningful learning possibilities due
to the call of their needs. Teaching learning activities are the key to introduce to them the
domain of learning that can help them in their journey in education. The effectiveness and
power of these activities made them strong to reach their thinking skills.

With only one domain in teaching learning activity, the lesson that will be delivered is
not meaningful and relevant because the knowledge that they will absorb is limited only. The
learners will not be able to perform things on their own. They will never reach the other levels of
learning. Such activities that a teacher will give must focus to the three domains that act upon
the reflective way of learning through own process. The thinking skills of the learner process
with understanding that may result to doing things better. So, these domains played a role in
every child’s learning ability.

As a future teacher, the three domains have a great help to me to make the lessons
relevant and meaningful. These domains will secure the mind capacity of my student to learn
and establish a good performance. By these three domains, I can easily determine if they learn
from the lesson. It boosts their skills to perform things in the class.

26
DIRECTION: Read the situation then answer the questions

Teacher Mila taught the part of a microscope,demonstrated how to focus it under the
low power objective,then asked 3 students to try focused it with her guidance as the class looked
on. She asked the class if the 3 students did focus the microscope correctly and ended her lesson
citing the ‘’don’ts’’ and explaining the “why’s” behind the “don’t’s” in focusing the microscope.
Before she did all these, she asked the class if it is not important for them to learn how to focus the
microscope.

1. Based on Kendall’s and Marzano’s new taxonomy, in what domains was Teacher Mila’s
lessons?

I. Information(Declarative knowledge)
II. Mental procedures (Procedural knowledge)
III. Psychomotor procedures ( Physical skills)
A. I and II C.II and III
B. II only D. I,II and III

2. Which part of Teacher Mila’s lesson consist of mental procedure (procedural

knowledge)

I. Asking the class if the 3 students focused the microscope correctly

II. Explaining the “why’s” behind the “don’ts”
III. Focusing the microscope
A. I only C.II only
B. I,II and III D. I and II

3. Based on Bloom’s taxonomy, which part of Teacher Mila’s lesson is in the psychomotor
domain?
A. The 3 pupils focusing the microscope
B. pupils listening to the “don’ts” in focusing the microscope
C. Asking the class if it is important to learn how to focus the microscope
D. Explain the “why’s” behind the “don’ts

27
4. If teacher Mila’s lesson objective/ intended learning outcomes is “to focus
the microscope correctly”, could she have just shown the class how to do it
without explaining the parts of the microscope and their corresponding
functions?

A. No.
B. Yes, 21st Century students learn skills very fast.
C. Yes, but risky.
D. No., it is basic for students to know the function of each part. This
guides the students on how to focus the microscope.

5. If explaining and demonstrating are necessary for Teacher Mila to realize

her lesson objective/intend learning outcomes, what does this imply on
lesson planning and development for whole and meaningful learning?

A. Integrate the domains of learning activities.

B. You make lesson focus only information.
C. Plan a lesson that is exclusively for skill or for information
D. Always touch the effective domain of learning.

6. Which part of Teacher Mila’s lesson is in the effective domain?

a. Asking the students if learning to focus the microscope is important

b. The “don’ts” I focusing the microscope
c. Teacher Mila’s demonstrating to the class first how to focus the
microscope before asking the 3 to focus the same in order to avoid
accident
d. Explaining the why behind the “don’ts” in microscope focusing.

28
 Refer to the K to 12 Curriculum Guide. Based on the competencies , formulate
SMART lesson objective intended learning outcomes.

1) In the cognitive, affected and psychomotor domains (Bloom)

Cognitive Domain
 Identifies different types of puppet in the Philippines

Affective
 Appreciates the different types of puppets

Psychomotor
 Creates a puppet that have specific and unique character

2) For information (declarative knowledge), mental procedures (procedural

knowledge) and psychomotor procedures/physical or motor skills.

Information (declarative knowledge)

 Identifies colors, both in natural and man-made objects, seen in the
surrounding

Mental Procedures (procedural knowledge)

 Expresses that colors have names, can be grouped as primary, secondary and
tertiary

Psychomotor Procedures (physical or motor skills)

 Experiment on painting using different paints

29
 Field Study 2, EPISODE 3-The Three Domains of Knowledge/Learning Activities
Focused on:  Classifying the lesson/s under Bloom’s taxonomy of knowledge and Kendall’s and Marzano’
domain of learning activities
 Reflecting on what lesson is more meaningful and relevant based on the domains of knowledge and learning activities.

Name of FS Student: Jun Arvin C. Dela Cruz Date Submitted: March 29, 2017
Year & Section: 2nd Year Collage Course: Bachelor of General Education

Learning Exemplary Superior Satisfactory Need Improvement

Episodes 4 3 2 1.
Learning Activities All task were done All or nearly all tasks Nearly all tasks Fewer than half of tasks
with outstanding were done with high were done with were done or most
quality work exceeds quality.. acceptable quality. objective were met but
expectations. need improvement
Analysis of the All questions were Analysis questions Analysis questions Analysis questions were
Learning Episode answered completely were answered were not answered not answered.
in depth answers completely. Clear completely. Grammar and spelling
thoroughly grounded connection with Vaguely related to unsatisfactory
on theories Exemplary theories the theories
grammar and spelling Grammar and Grammar and
spelling are superior spelling acceptable
Reflection /Insights Reflection statements Reflection statements Reflection Reflection statements are
are profound and clear are clear, but not statements are unclear and shallow and
supported by clearly supported by clear shallow are not supported by
experiences from the experiences from the supported by experiences from the
learning episodes learning episodes experiences from learning episodes.
the learning
episode.
Learning Portfolio Portfolio is complete Portfolio is complete Portfolio is Analysis questions were
clear, well-recognizes clear, well-organized incomplete not answered
and all supporting most supporting supporting Grammar and spelling
documentations are documentations ar4 documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning Episode deadline deadline after the deadline more after the deadline

COMMENT/S Rating
Over-all Score (based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
GRADE 1.0 1.25 1.15 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5. 00
99 96 93 90 87 84 81 78 72 71-below

DR. ELENA L. PERALTA ______________________

Signature of FS Teacher Date
above the printing Name

30
My Learning Episode Overview

This Episode dwells on Bloom’s levels of cognitive processing and on the new
taxonomy of processing knowledge introduction by Kendall and Marzano.

My Intended Learning Outcome

In this Episode, I must be able to identify teaching practice/s in the different levels of
processing knowledge based on Bloom’s revised cognitive taxonomy and Kendall’s and
Mrzano’s nw taxonomy.

My Performance Criteria

I will be rated along the following:

a. Quality of my observations and documentation,
b. Completeness and depth of my analysis,
c. Depth and clarity of my classroom observation-based reflections,
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio.

31
I will observe four (4) different classes.
I will reflect on the guide questions given below.
To hit my target, I will follow this step:

32
I will observe 4 Resource Teachers with the use of Observation Sheets, anlyze
then reflect on my obsrrvation.

Bloom’s Levels of Processing Cognitive Activities

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Bloom’s Level of processing What learning activity/ies in the classroom

cognitive activities did I observe in each level?
1. Remembering The students were asked to recall the lesson
they had last meeting.
2. Comprehending The teacher asked the class to interpret the
symbolism in the parable that she read.
3. Applying The teacher had presented scenarios where
the learners can see how a certain behavior
can affect one’s life
4. Analyzing The teacher asked the students to distinguish
the good behavior to bad behavior
5. Evaluating The students answered their books.
6. Creating Learners were asked about other behavior
that weren’t mention that are considered good
things to be done to others.

33
 Write down instances where Teacher
Levels of processing made learners to do any of these.
1. Retrieval Information – Students gave
information asked.
 The teacher asked the learners
about how they help their parents
in their house.
Mental Procedures – Students
determined it information is accurate
or inaccurate
 Students also were asked the
difference of good behavior and
bad behavior.
Psychomotor procedures/ Motor or
physical skills – Student/s
executed/performed procedures.
 The teacher asked one of the
learners to demonstrate the way
they help their parents at home,
like sweeping the floor and
arranging things.

2. Comprehension Student/s constructed symbolic

representation of information
 The learners were asked to draw
the way they help their parents.
Student/s integrated information,
paraphrased information
 The learners also elaborate how
they help their parents.

34
 Student/s stated generalizations.
 The learners conclude that doing
bad things is not acceptable to
God and they can hurt their
parents.
Student/s identified factual/logical
errors.
 Learners had found out that when
they do good deeds they will be
rewarded and when then they do
bad deeds they will be punished.
Student/s did classifying
 The learners are able classify the
good things from the bad things.
Student/s matched, identified
similarities and differences
 The learners are able to compare
and contrast the cause and effects
of each deeds they’ve done.

4. Knowledge Utilization Student/s tested hypothesis

 The teacher is presenting
scenarios that corresponds to
each deeds that the learners are
doing and practicing.
Student/s experimented
 The teacher made them act what
they usually do and ask them if it
is consider bad or good.
Student/s solved problems given by
the teacher
 The made
Student/s teacher are helping them to
a decision
sort out the problem
 The teacher is giving and guiding
them
them to their judgement.
additional scenarios and events to
help them have their own
judgments and conclusion.
5. Meta-cognitive system Students specified their learning
goals
 As what I observed, the teacher
didn’t specified the lessons
according to each learner. She
made it wholesome and general to
all the learners.

35
 Students monitored their own learning
 The teacher is always monitoring
the learners’ activity and
involvement in the class by giving
the learners’ points as an oral
recitation.
Students monitored the clarity and
accuracy of their own learning
process.
 Through the scores the teacher
provided, she can tell if they really
learn something from the
discussion.
6. Self-system Students believed in the importance
of what they learn
 The teacher really emphasizes the
importance of learning the new
topic.
Students were convinced in their
ability to learn.
 The teacher also encourage the
class to do good deeds and avoid
doing bad deeds.

Students were motivated to learn and

felt good about learning tasks
 The teacher motivated the class in
following Christ’s works and be
good children of the Lord.

36
1. Where all Bloom’s levels of processing information demonstrated by the
learners in class? Why or why not?

Bloom’s level of processing was mostly presented in the class. I can see that the
teacher is doing things according to the level of processing. She also had the ability to
make the learners’ motivated and attentive to the class. I can also see that she is really
doing her best to keep the class entertaining and enjoyable.

2. Which level/s of processing cognitive information in Bloom’s taxonomy was

most displayed? Least demonstrated? Give proofs.

The most displayed level of processing cognitive information in Bloom’s taxonomy is

remembering. The teacher encourages the class to remember the activities each
learners’ are doing in their own houses and classifying them if it’s a good deed or a bad
deed. She presented lots of scenarios that are very common to each learner and
according to their level of thinking. The level of processing cognitive information that is
least used is the creating. She is more in the remembering.

3. Where all of Kendall’s and Marzano’s levels of processing of information, mental

and physical procedures demonstrated by the learners in class? Why or why not?

. As for the Kendall’s and Marzano’s level of processing information, I think most of it
are presented and used in the class. The teacher is guiding the class in making decisions;
she also presented scenarios that are very common in each learner’s everyday life.

4. Which levels of Kendall’s and Marzano processing information was most

demonstrated least demonstrated? Give proof.

I think Bloom’s level of processing is very similar to Kendall’s and Marzano’s level of
processing because it focuses on the learner’s cognitive capacity to process information. Also, in
Bloom’s. It is generalizing compare to Kendall’s and Marzano’s that is specific. But all in all they
are similar and familiar with each other.

37
Analysing the levels of processing that were demonstrated by students
in classes that you observed, what conclusion can you draw regarding the
level of processing of information that takes place in schools? (Are all the
higher levels of processing information done in classrooms? Or
classrooms limited mostly to the lower levels of information processing
such as remembering or retrieval?

Analyzing the learning of level of development, I found out that

having the Bloom’s and Kendall’s and Marzano’s level of development is
very helpful because it can be our guide in delivering the proper lesson to
the learners. It can be a great help on how we are going to transfer the
knowledge to the learners. Through this level of developments given as a
guide, we can trace the learners’ development and progress in learning and
studying.

Write your reflections on the level of information processing among

students in class. Does teacher contributes to the level of processing that
students do in school? If students are engaged only in low level
information processing. Can teacher be blame for such?

The teacher is the greatest contributor to a learner’s level I n processing. If

the learners’ are presented questions that are in high order thinking skills,
the learner is very much likely answer in a more critical way. And if the
learner is asked questions that are in the lower order thinking skill, of course
the answer would be the obvious things, like answering the 4 W’s questions.
It’s simple as that, that’s why the teacher have this kind of guiding
principles to be able to give out lessons that the learners can understand
easily.
38
Direction: Choose the letter of the correct answer:
1. Teacher Ruben wanted his students to rate their own work using the scoring rubric
which he explained to the class before the students began with their task. Based on
revised Bloom’ taxonomy, in which level of cognitive processing are the student?
a. Evaluating c. Applying
b. Synthesizing d. Analysing

2. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom’s revised taxonomy, in which level of cognitive
processing are you?
a. Analysing c. Applying
b. Creating d. Evaluating

3. Teacher Danny requires his class to conduct research, write a research report and
defend the same before a panel of experts. In which level/s of processing will the
students be engaged?
I. Retrieval
II. Comprehension
III. Analysis
IV. Knowledge utilization

A. I,II,III and IV C. II, III and IV

B. Iii and IV d. I, iii and iv

4. Teacher Bing encourages her students to make the intended learning outcomes their
own and explained that she expected them to monitor now and then their own progress
toward the intended learning outcome and act accordingly. In which level of processing
will Teacher Bing’s student act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system

39
 Field Study 2, Episode 4 –The New Taxonomy of Educational Objectives: The Levels of Learning Activities

Name of FS Student: Jun Arvin C. Dela Cruz Date Submitted: March 29,2017
Year & Section: 2nd Year Collage Course: Bachelor of General Education

Learning Exemplary Superior Satisfactory Need Improvement

Episodes 4 3 2 1.
Learning Activities All task were done All or nearly all tasks Nearly all tasks Fewer than half of tasks
with outstanding were done with high were done with were done or most
quality work exceeds quality.. acceptable quality. objective were met but
expectations. need improvement
Analysis of the All questions were Analysis questions Analysis questions Analysis questions were
Learning Episode answered completely were answered were not answered not answered.
in depth answers completely. Clear completely. Grammar and spelling
thoroughly grounded connection with Vaguely related to unsatisfactory
on theories Exemplary theories the theories
grammar and spelling Grammar and Grammar and
spelling are superior spelling acceptable
Reflection /Insights Reflection statements Reflection statements Reflection Reflection statements are
are profound and clear are clear, but not statements are unclear and shallow and
supported by clearly supported by clear shallow are not supported by
experiences from the experiences from the supported by experiences from the
learning episodes learning episodes experiences from learning episodes.
the learning
episode.
Learning Portfolio Portfolio is complete Portfolio is complete Portfolio is Analysis questions were
clear, well-recognizes clear, well-organized incomplete not answered
and all supporting most supporting supporting Grammar and spelling
documentations are documentations ar4 documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning Episode deadline deadline after the deadline more after the deadline

COMMENT/S Rating
Over-all Score (based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
GRADE 1.0 1.25 1.15 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5. 00
99 96 93 90 87 84 81 78 72 71-below

DR. ELENA L. PERALTA ______________________

Signature of FS Teacher Date
above the printing Name

40
My Learning Episode Overview

 The K to 12 Law made explicit the pedagogical approach for the K to 12

Curriculum. This Episode revolves around this pedagogical approach.

My Intended Learning Outcome

 In this Episode, I must able to:

a) Determine the teaching approach used by the Resource Teachers
b) Identify instances where the pedagogical approaches of the K to 12
Curriculum contained in the law are observed.

My Performance Criteria

 I will be rated along the following:

a) Quality of my observations and documentations
b) Completeness and depth of my analysis
c) Depth and clarity of my classroom observation – based reflections,
d) Completeness, organization, clarity of my portfolio and
e) Time of submission of my portfolio

41
I will observe one Resource Teacher teach, analyze and reflect on my observations.

To realize my Target/Intended Learning Outcomes, I will follow the following steps.

.
3

4.

• Reflect on my observations
5.

42
 I will observe one Resource Teacher with the use of an Observation sheet for greater focus. I will
analyze my observation with the help of guide questions then reflect on my observations and analysis.

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Teacher – Centered Student – Centered

Did teacher lecture all the time? Were students involved in the teaching –
learning process? How? Or were they
mere passive recipients of instruction?

 The students are involve in the

 The teacher give lecture at the discussion, like for example, the
same time giving activities to the teacher would asked about their
class. experiences.
Was the emphasis mastery for the Was the emphasis the student’s
lesson for the test? Prove. application of the lesson in real life?
Give proofs.
 The teacher made it clear from  The learners are able to
the beginning the importance in understand why they need to
studying the lesson and how it know those kinds of things and
will affect their lives if they try to how it will affect them in the near
follow it. future.
Was class atmosphere competitive? Was class atmosphere collaborative?
Why. Why?

 I can sense a bit of  The class is also collaborative at

competitiveness from the Grade the same time. They are also
2 learners. They are very much helping one another to answer
engage in the discussion that the questions the teacher are
they want to answer everything asking to them.
on it.

43
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

 The teacher put emphasis lots of  The teacher had able to connect
discipline in the discussion. She it to the other lessons and she
tries to connect it to the other also gave some examples for
subjects so that her discussion is better understanding.
variety.

What teaching-learning practice show that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners
constructed new lesson meanings.

 The teacher tries to make the learners remember past experiences and
happenings and tries to connect it to the new concept that they are able
discuss that day.
b) Inquiry – Based

 The teacher pose some questions and scenarios related to the new topic
and aske the learners’ opinions and ideas about it.
c) Developmentally appropriate – learning activities fir the developmental stage
of children
 She presented examples that are appropriate and exactly for the grade 2
learners’ cognitive capacity and concrete.
d) Reflective
 She asked the class to be in a moment of silence to reflect what have they
learned new today and how it will help them in the new future.
e) Inclusive – no learner was excluded; teacher taught everybody.
 The teacher made everyone involve in learning. She made it pretty clear
that she wants everybody to pay attention to the class and she had activities
that can make everyone busy and attentive at the same time.
f) Collaborative – Students worked together.
 She gave activities that requires working together, like partners activities.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts
were taught.
 She tried to connect it in other subjects to make the learners’ understand
more.

44
1. Based on your observations, as a whole was instruction teacher-centered
or students centered?
Base on my observation the whole instruction is student – centered. The whole time the
class is going on; the students are involved and interacting in the class. They are very
attentive and alive in the discussion. They are involving themselves in the discussion.

2. Were there instances when the students could have been involved in class
proceedings but were not? Give example?
If the teacher is discussing purely subject matter in the classroom, I guess the learners’
will be very intelligent academically but poor in the value integration and social
orientation. It is the responsibility of the teacher to make the learners’ healthy in all
aspects. We are the one of the factors in molding the child for the betterment of the
world that’s why we need to teach them the right thing to do and how things work.

3. What are possible consequences of teaching purely subject matter for

mastery and for the test?
The consequences of teaching purely are can lead you to be professional and in and out
of you Personality while for the test, sometimes the learners can experience of failing but
if the teacher will guide the learner maybe the leaner won’t take it as negative
experiences but maybe take it as a challenge or an inspiration to study well next time
and to avoid failed again.

4. If you were to reteach the class, would you be teacher-centered or student-

centered? Why?
If I can teach them, I’m going to teach them as learner centered because they are the
lesson why there is a teacher and I have base on their ability on how they would be
capable of my lesson.

45
 \

For me, using both strategies maybe very difficult considering

that the learners today are very complicated and attach to the
technology. We need to choose one only and I suggested to use the
student-centered way of teaching. Using the student-centered teaching
is far better than the teacher-based teaching because you will focus
more on the ability of the child’s learning and understanding. You need
to cater every aspects of that learner. Also, you need to consider some
of the aspects of the learners because not all learners learn in the same
style. Each learner has its own unique learner style that’ why we need
the student-centered approach so that the learners will understand
more the presented lesson.

46
Direction: choose the letter of the correct answer.

1. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom’s
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing

2. You are required to formulate your own philosophy of education in the course, the Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are you?
A. Analyzing C. Applying
B. Creating D. Evaluating

3. Teacher Danny requires his class to conduct research, write a research report and defend the
same before a panel of expert. In which level/s of processing will the students be engaged?
I. Retrieval
II. Comprehension
III. Analysis
IV. Knowledge utilization
A. I, II , III and IV C. II, III , and IV
B. III and IV D. I, III, and IV

4. Teacher Bing encourage her students to make the intended learning outcome their own and
explained that she expected them to monitor now and then their own progress toward the
intended learning outcome and act accordingly. In which level of processing will Teacher Bing’s
student act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system

5. Teacher Ann sees to it that her class sees the importance of the grammar lessons in English and
so gets intrinsically motivated to learn. In which level of processing is the class expected to act?
A. Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system

47
1. A student-centered approach is very interactive. Research on at least 3
teaching-learning activities/ techniques that can be used at the beginning
or end of a lesson. Put them here.

48
 Field Study 2, EPISODE 5- Teaching Approaches and the K to 12 Curriculums

Name of FS Student: Jun Arvin C. Dela Cruz Date Submitted: March 29,2017
Year & Section: 2nd Year Collage Course: Bachelor of General Education

Learning Exemplary Superior Satisfactory Need Improvement

Episodes 4 3 2 1.
Learning Activities All task were done All or nearly all tasks Nearly all tasks Fewer than half of tasks
with outstanding were done with high were done with were done or most
quality work exceeds quality.. acceptable quality. objective were met but
expectations. need improvement
Analysis of the All questions were Analysis questions Analysis questions Analysis questions were
Learning Episode answered completely were answered were not answered not answered.
in depth answers completely. Clear completely. Grammar and spelling
thoroughly grounded connection with Vaguely related to unsatisfactory
on theories Exemplary theories the theories
grammar and spelling Grammar and Grammar and
spelling are superior spelling acceptable
Reflection /Insights Reflection statements Reflection statements Reflection Reflection statements are
are profound and clear are clear, but not statements are unclear and shallow and
supported by clearly supported by clear shallow are not supported by
experiences from the experiences from the supported by experiences from the
learning episodes learning episodes experiences from learning episodes.
the learning
episode.
Learning Portfolio Portfolio is complete Portfolio is complete Portfolio is Analysis questions were
clear, well-recognizes clear, well-organized incomplete not answered
and all supporting most supporting supporting Grammar and spelling
documentations are documentations ar4 documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning Episode deadline deadline after the deadline more after the deadline

COMMENT/S Rating
Over-all Score (based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
GRADE 1.0 1.25 1.15 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5. 00
99 96 93 90 87 84 81 78 72 71-below

DR. ELENA L. PERALTA ______________________

Signature of FS Teacher Date

49
My Learning Episode Overview

After a Learning Episode on Teaching – Learning Approach, the FS students

gets acquainted with methods of teaching. A teaching method is the
practical realization or application of an approach.

My Intended Learning Outcome

 In this Episode, I must able to:

a) Identify the teaching method used by my Resource Teachers
b) Distinguish between deductive (direct) and inductive (indirect)
method of teaching.
My Performance Criteria

 I will be rated along the following:

a) Quality of my observations and documentations
b) Completeness and depth of my analysis
c) Depth and clarity of my classroom observation – based reflections,
d) Completeness, organization, clarity of my portfolio and
e) Time of submission of my portfolio

50
Group 1-Language/Araling Panlipunan/science/math
Group 2- physical education, ICT,TLE
Group 3-Edukasyon sa pgpapakatao/literature 51
 I will observe 2 classes by using Observation sheet for greater focus then analyze
my observation with the help of guide questions. I will write down my reflection on my
observations and experiences.

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Observe how the Resource Teacher began, developed and ended her/his lesson.

Start of the Lesson

 The teacher presented the lesson directly by telling them the new
topic which is the Calendar.
Development of her Lesson
 She make use of the LED TV in the classroom for the learners to view
a video clip about the calendar. She made that as the introduction of
the lesson.
Ending of her Lesson
 She had the generalization about the calendar and she gave them an
evaluation by answering some exercises from the book.

52
Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Observe how the Resource Teacher began, developed and ended her/his lesson.

Start of the Lesson

 She had a story about her favorite cartoon character. She asked the
learners what they want to be in the future.
Development of her Lesson
 She gave examples and scenarios about the different kinds of
occupation. She also asked the learners about their parents and their
desire in life.
Ending of her Lesson:
 At the end of the lesson, she asked the class what are they discussing
based on the examples and scenarios that were given to them. She
proceeds to explain how they arrive at that certain conclusion that
they are discussing about the different types of occupation.

53
1. Did the Teachers use the deductive or inductive method? Prove your
answer.

For the first class that I observed, I noticed that the teacher used the
deductive method. She told the class about their new topic of the day and
she gave examples before she had the generalization. For the second class
that I observed, the teacher used the inductive method because she
presented first the examples and scenarios before they had known the topic
of the day.

2. In which teaching method were students more involved in the teaching-

learning process?

I observed that the learners’ are more interacting in the deductive way
of learning because they knew what they are talking about and they know
where they going in the discussion. In the inductive method, the teacher
needs greater demand of questioning and organizing skills because you will
let your learners discover the new lesson without directly giving them the
answer. You will let them discover it on their own.

3. Which method had greater demand from the teacher in terms of

questioning and organizing skills? Why?

4. Was there an instance when the teacher taught the lesson

deductively/inductively when it could have been better if she taught it
inductively/deductively? Explain your answer.

There are also instances that the teacher taught the lesson inductively
while it needs to be taught deductively. Teaching inductively is quite handful
and using the deductive method is much easier than using the inductive
method
54
 Which is more effective teaching method-deductive or inductive?

Two very distinct and opposing instructional approaches

are inductive and deductive. Both approaches can offer certain
advantages, but the biggest difference is the role of the
teacher. In a deductive classroom, the teacher conducts lessons
by introducing and explaining concepts to students, and then
expecting students to complete tasks to practice the concepts;
this approach is very teacher-centered. Conversely, inductive
instruction is a much more student-centered approach and
makes use of a strategy known as ‘noticing’. Let’s take a closer
look at the differences between inductive and deductive
instruction, and find out how noticing can be used in the
language classroom to better facilitate student learning.

55
A deductive approach to teaching language starts by giving learners rules, then
examples, then practice. It is a teacher-centered approach to presenting new content.
This is compared with an inductive approach, which starts with examples and asks
learners to find rules, and hence is more learner-centered.

Example

The form and use of the third conditional is explained to learners, then they have a gap-
fill exercise to complete, then prepare their own examples.

56
 Field Study 2, Episode 1- Principles of Learning
Focused on: Identifying classroom practices that apply or violate each of the principles of learning

Name of FS Student: Jun Arvin C. Dela Cruz Date Submitted: March 29,2017
Year & Section: 2nd Year Collage Course: Bachelor of General Education

Learning Exemplary Superior Satisfactory Need Improvement

Episodes 4 3 2 1.
Learning Activities All task were done All or nearly all tasks Nearly all tasks Fewer than half of tasks
with outstanding were done with high were done with were done or most
quality work exceeds quality.. acceptable quality. objective were met but
expectations. need improvement
Analysis of the All questions were Analysis questions Analysis questions Analysis questions were
Learning Episode answered completely were answered were not answered not answered.
in depth answers completely. Clear completely. Grammar and spelling
thoroughly grounded connection with Vaguely related to unsatisfactory
on theories Exemplary theories the theories
grammar and spelling Grammar and Grammar and
spelling are superior spelling acceptable
Reflection /Insights Reflection statements Reflection statements Reflection Reflection statements are
are profound and clear are clear, but not statements are unclear and shallow and
supported by clearly supported by clear shallow are not supported by
experiences from the experiences from the supported by experiences from the
learning episodes learning episodes experiences from learning episodes.
the learning
episode.
Learning Portfolio Portfolio is complete Portfolio is complete Portfolio is Analysis questions were
clear, well-recognizes clear, well-organized incomplete not answered
and all supporting most supporting supporting Grammar and spelling
documentations are documentations ar4 documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning Episode deadline deadline after the deadline more after the deadline

COMMENT/S Rating
Over-all Score (based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
GRADE 1.0 1.25 1.15 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5. 00
99 96 93 90 87 84 81 78 72 71-below

DR. ELENA L. PERALTA ______________________

57
 Signature of FS Teacher Date

My Learning Episode Overview

This Learning Episode is about the guiding principles in the selections

and use of teaching method. It comes after the FS student has been
introduced to methods of teaching.

My Intended Learning Outcome

 In this Episode, I must able to identify the applications of some

guiding principles in the selection and use of teaching strategies.

My Performance Criteria

 I will be rated along the following:

a) Quality of my observations and documentations
b) Completeness and depth of my analysis
c) Depth and clarity of my classroom observation – based
reflections,
d) Completeness, organization, clarity of my portfolio and
e) Time of submission of my portfolio

58
I will observe at least 3 Resource Teachers, analyze and reflect on my
observations.

To reach my Target, I will follow the following steps:

STEP 1- Reading Learning Essentials above.

STEP2-Observation one Resource Teacher.

STEP 3-Accomplish Observation Sheet.

STEP 4-Analyze my observations.

STEP 5- Reflection on my observations.

59
 I will observe one class by using Observation sheet for greater focus then analyze
my observation with the help of guide questions. I will write down my reflection on
my observations and experiences.

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

Guiding Principles in the Selection Teaching Behavior of the

and Use of Strategies Resource Teacher that Applies
the Principles

1. The more senses that are involved, the e.g. Teacher used video on how digestion takes
more and better the learning. place and a model of human digestive system.

2. Learning is an active process. The teacher presented video clip about the
months in a year. In this. She presented the
learners what she intended for them to learn and
what she intended to teach.
3. A non-threatening atmosphere enhances Just like what I stated above, the video clip
learning. makes the learners developed their sense in
listening in recognizing the song. We all know
that we learn more with what we see than with
what we simply hear.
4. Emotion has the power to increase Students learn fast when they fell comfortable.
retention and learning. They can absorb the lesson fast if they are at
ease and at peace. Also, if the teacher is very
friendly and approachable. As what I observed,
the teacher is friendly and the learners love her.
5. Good teaching goes beyond recall of The teacher asked lower order thinking skills to
information higher order thinking skills. She also asked the
learners to recall information’s and she also
asked them about comprehension.
6. Learning is meaningful when it is The teacher asked the learners activities that
connected to student’s everyday life. they are doing in a certain day. Like for example,
she asked them the day they are going to church,
the month we celebrate Valentine’s Day,
Christmas Day and such. She connects it to the
learner’s daily activities.
7. An integrated teaching approach is far The teacher generalizes some of the things she
more effective than teaching isolated bits discusses. She made it somewhat related to

60
 of information. each other so that the learners won’t be confuse
and for them to understand correctly.

1. Brain – based learning is motivated by the general belief that learning can be
accelerated and improved if educators base how and what they teach on the
science of learning, rather than on past educational practices, established
conventions, or assumptions about the learning process. It was commonly
believed that intelligence is fixed characteristic that remains largely unchanged
throughout a person’s life. However, recent discoveries in cognitive science have
revealed that the human brain physically changes when it learns, and that after
practicing certain skills it becomes increasingly easier to continue learning and
improving those skills. This finding – that learning effectively improves brain
functioning, resiliency, and working intelligence – has potentially far – reaching
implications for how schools can design their academic programs and how
teachers could structure educational experiences in the classroom.

2. All that is listed in the table are brain – based teaching and learning. They motivate
and encourage the learners in learning more and expanding their knowledge.
Relating the lesson to a learner’s life is an example of these strategies. They
encourage the learners to become attentive to the class and more responsive.
Using brain – based learning makes teaching much easy and entertaining. Catering
the learners need is a must and using the brain – based strategies can help.

61
 The best method in teaching for me, is relating the lesson to a child’s life. Nobody

can learn for us in the same way just like nobody can eat for us, nor live for us, nor die

for us. Everybody has a way of learning. Now using this as a strategy of the learner’s to

learn more is the best thing. An easy way to help students feel personally connected to

what they’re being taught is to talk about how they can apply the material in real life. For

example, when the learner learn by interacting with their environment, they are said to be

inquiring. They are asking about something to obtain information and processing that

information. As more and more substantiations unravel they compare classify, analyze,

and evaluate collected observations. Depending on the weight and relevance of the

evidence, they formulate their own conclusion. In that sense, the learner is learning on

his/her own way through the experience.

62
63
Are the pedagogical approaches to K to 12 as stipulated in the Enhanced Basic Education Act of 2013
based on these principles of teaching-learning? (Refer to R.A. 10533, Sec. 4 for the pedagogical
approaches). Come up with a Table like this one.

Pedagogical Approach of K to 12 Principle of Teaching

1. Constructivist 1. Good Teaching goes beyond

recall of information

2. Learning is meaningful when it is

connected to student’s everyday
life.
2. Inquiry – based 3. Good teaching goes beyond
recall of information

3. Developmentally appropriate 4. Emotions has the power to

increase retention and learning

4. Reflective 5. Learning is meaningful when it is

connected to student’s everyday
life.
6. An integrated approach is far
more better than teaching
isolated bits of information
5. Inclusive 7. The more senses involved in
learning, the more and the better
the learning.
8. Learning is a collaborative
process.
6. Collaborative 9. Learning is a collaborative
process.
10. Learning is meaningful when it is
connected to student’s everyday
life.
7. Integrative 11. Learning is meaningful when it is
connected to student’s everyday
life.
12. An integrated approach is far
more better than teaching
isolated bits of information

64
 Field Study 2-Episode 7-Guiding Principles in the Selection and Teaching Methods

Name of FS Student: Jun Arvin C. Dela Cruz Date Submitted: March 29,2017
Year & Section: 2nd Year Collage Course: Bachelor of General Education

Learning Exemplary Superior Satisfactory Need Improvement

Episodes 4 3 2 1.
Learning Activities All task were done All or nearly all tasks Nearly all tasks Fewer than half of tasks
with outstanding were done with high were done with were done or most
quality work exceeds quality.. acceptable quality. objective were met but
expectations. need improvement
Analysis of the All questions were Analysis questions Analysis questions Analysis questions were
Learning Episode answered completely were answered were not answered not answered.
in depth answers completely. Clear completely. Grammar and spelling
thoroughly grounded connection with Vaguely related to unsatisfactory
on theories Exemplary theories the theories
grammar and spelling Grammar and Grammar and
spelling are superior spelling acceptable
Reflection /Insights Reflection statements Reflection statements Reflection Reflection statements are
are profound and clear are clear, but not statements are unclear and shallow and
supported by clearly supported by clear shallow are not supported by
experiences from the experiences from the supported by experiences from the
learning episodes learning episodes experiences from learning episodes.
the learning
episode.
Learning Portfolio Portfolio is complete Portfolio is complete Portfolio is Analysis questions were
clear, well-recognizes clear, well-organized incomplete not answered
and all supporting most supporting supporting Grammar and spelling
documentations are documentations ar4 documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations
Submission of Submitted before the Submitted on the Submitted a day Submitted two days or
Learning Episode deadline deadline after the deadline more after the deadline

COMMENT/S Rating
Over-all Score (based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
GRADE 1.0 1.25 1.15 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5. 00
99 96 93 90 87 84 81 78 72 71-below

DR. ELENA L. PERALTA ______________________

Signature of FS Teacher Date
above the printing Name

65
My Learning Episode Overview

This Episode tackles lesson development, the OBTL way. The K to 12

Curriculum and teacher education curriculum are focused on the outcomes, standards
and competencies. This means that lessons must be delivered with focus on outcomes.

My Intended Learning Outcome

 In this Episode, I must able to:

a) Trace the development of the lesson of my Resource Teacher/s
b) Determine whether or not the lesson development was in accordance with
outcomes-based teaching and learning
c) Outline a lesson in accordance with Outcome-Based Teaching-Learning

My Performance Criteria
 I will be rated along the following:
a) Quality of my observations and documentations
b) Completeness and depth of my analysis
c) Depth and clarity of my classroom observation – based reflections,
d) Completeness, organization, clarity of my portfolio and
e) Time of submission of my portfolio

66
 1. I will read Learning Essentials above
2. I will observe one class of a Resource Teacher

STEP 1: STEP 2:
Read Learning Observe one
Essentials above. Resource Teacher.

STEP 3:
STEP 4:
Accomplish
Analyze My
Observation Sheet
Observation

STEP 5:

Reflect on my
observation.

67
 I observe a class by using Observation Sheet for greater focus then analyze my observations with the help
of guide questions. I will write down my reflections on my observation and experiences.

Resource Teacher: Mrs. Bernadette C. Carignia Teacher’s Signature: __________School:Abar 1st Elementary School

Grade/Year Level: Grade 4 Subject Area: Filipino Date:

1. Did the teacher state the learning objectives/ intended learning outcomes (ILOs) at the
beginning of the class? Did she share them with the class? How?

 She didn’t share her class objectives in the class. She automatically begin her
discussion without presenting her objectives, I can tell what her objectives are
based on how she asked questions to the class and based on her discussion.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives/ILOs? Explain your answer.

 She had a coloring activity in her class. She asked the learners to color their
book after answering the exercises in the book. I can say that see somewhat
achieved her objectives because the learners can answer her questions.

3. What assessment task/s did Teacher employ? Is/are these aligned to the lesson
objectives/ILO?

 The teacher made the class answer the exercises from the book. For me, it is
aligned to her objectives because it corresponds to the lesson she is discussing
but I don’t think the coloring part is connected to her lesson .This somewhat
confused me a little.

68
69