MINDANAO STATE
UNIVERSITY
FATIMA, GENERAL SANTOS CITY
COLLEGE OF EDUCATION
PORTFOLIO IN FIELD STUDY 2
IN
LAGAO NATIONAL HIGH SCHOOL
Submitted to:
Dr. Maria Theresa P. Pelones
In Partial Fulfillment of the
Requirement for Field Study 2
Submitted by:
Jessa Mae G. Jaco
BSEDFilipino
1 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g P r o c e s s
TABLE OF CONTENTS
TITLE PAGE
i
TABLE OF CONTENTS
ii
ACKNOWLEDGEMENT
iii
PURPOSE OF THE PORTFOLIO
iv
EPISODES:
Episode 1: Principles of Learning
Episode 2: Lesson Objectives as my Guiding Star
Episode 3: Organizing Content for Meaningful Learning
Episode 4: Guiding Principles in the Selection and
Use of Teaching Strategies
Episode 5: On Teaching Approaches and Methods
Episode 6: On Lesson Development
Episode 7: Effective Questioning and Reacting Techniques
EVALUATION
LETTER
ACKNOWLEDGEMENT
The author of this portfolio would like to acknowledge the following:
First of all, I would like to thank God for giving me knowledge, strength, guidance and all the things he has given and provide.
To my parents, for their love and support especially when it comes to my financial needs.
To our adviser from FS1 up until now, Dr. Maria Theresa P. Pelones, for providing this portfolio which will serve as a very useful tool and guide for us in the future.
To my cooperating teacher and resource teachers, Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad and Ma’am Marlyn M. Kellawan, for helping me making this portfolio possible and also for allowing me as well as my companions to observe in your classes.
To my cooperating school, Lagao National High School, for the cooperation and helping me in my journey as a teacher.
And last, to the other people who exert an effort on helping me with this portfolo. I am greatly thankful and appreciate you all.
PURPOSE OF PORTFOLIO
The purpose of this portfolio is to
serve as a partial fulfillment for the
requirements in one of our subject,
FS2. Its purpose is not only bound
for that but also it was serve as a
useful tool for us, future teachers,
in our teaching profession.
This portfolio will help us remember
all the things that we should need
to do when we become a teacher
and it will give guidance for us to
do, act and perform rightly in terms
classroom as well as on how us,
teachers, able them to improve and
develop.
Episode 1:
PRINCIPLES OF LEARNING
Name of FS
Student______________________________________________________________ Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating
School_______________________________________________________________
My Target
While I observe three different classes, I will be able to identify applications of the principles of learning in the teaching – learning process.
My Performance (How I will be rated)
Field Study 2, Episode 1- Principles of Learning
Focused on: Application of the principles of learning in the teaching –
learning process
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1
Observation/
Documentati All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of tasks
on: with outstanding quality; work exceeds expectations 4 were done with high quality 3 done with acceptable quality 2 were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories -Exemplary grammar and spelling. 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior. 3 Analysis questions were not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactor y 1
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1 My reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My portfolio Portfolio is complete, clear, well-organized and all supporting Portfolio is complete, clear, well-organized and most supporting Portfolio is incomplete; supporting documentatio n is organized but is lacking. Portfolio has many lacking components; is unorganized and unclear.
documentati on are located in sections clearly designated. 4 documentati on are available and/or logical and clearly marked locations. 3 2 1 Submission Before deadline. 4 On the deadline. 3 A day after the deadline. 2 Two days or more after the deadline. 1 Subtotals
Overall Score Rating based ontransmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
Transmutation of Scores to Grades/ Ratings Score 20 18-19 17 16 15 14 Grade 1.0 1.25 1.5 1.75 2.00 2.25 Rating 99 96 93 90 87 84 Score 12-13 11 10 8-9 7- below Grade 2.50 2.75 3.00 3.5 5.00 Rating 81 78 75 72 and below
My Map
I will observe at least 3 different classes. Pay close attention to what the Resource Teacher does to teach and what the learners do to learn.
To hit my Target, I will work my way through these steps:
My Tools
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Teacher Evelyn O. Castillo, Jorge A. Guntalidad, Marlyn M. Kellawan School Address: Purok Malakas, Lagao, General Santos City Date: January 28, 2015
Grade/ Year Level: 3 rd year and 4th year Subject
Area: Filipino
Principles of Learning Teaching Behavior of the Teacher/Learning Behavior of the
Learner as Proof of the Application of the Principle of Learning
1. Learning is an experience which occurs inside the learner and is activated by the learner.
Sample:
1. Teacher lets the learners do the learning activity. e.g. – pupil write letter A instead of Teacher writing or them.
Letting the learners learn by doing an activity on their own. Making them discover things through experience. 2. Learning is the discovery of the
personal meaning and relevance of ideas.
2. The discussion was integrated by a relevant and need-based curriculum through the way that arouses the interest and attention of the students.
3. Learning is a consequence of
experience. 3. The teacher assimilates thedifferent activities made the discussion experiential.
4. Learning is a cooperative and
collaborative process. 4. Teacher conduct group activitieswhere students can share their thoughts and ideas with another and work as one.
5. Learning is an evolutionary
process. 5. This required a long time processsince we cannot change an individual or impart all the knowledge and learning the learners need in just one day. Teachers are expected to be more patient and diligence.
6. Learning is sometimes a painful
process. 6. In learning, you cannot acquireknowledge or learn and improve
without undergoing the means sacrificing, hard work and patience. Sometimes also learning means learning from your mistakes.
7. One of the richest resources of the
learning is the learner himself. 7. The discussion was centered withthe learner’s ideas and experiences. Through the use of questioning, the teachers would be able to make students share their learning towards others.
8. The process of learning is an
emotional as well as intellectual. 8. Emotional stability of the learnerswas first observed by the teachers. We need to find ways on how to catch and motivate our student’s interest on learning.
9. The process of problem solving and the learning are highly unique and individual.
9. Students have characteristics and abilities derived from their multiple intelligences. All of them have uniqueness and differences that we, teachers, must need to consider. We need to use appropriate and variety of methods/strategies in imparting knowledge to our students.
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?
A teacher who have knowledge and aware about the principles are of greater impact in the teaching-learning process of both teachers and students. Principles of learning guided us, teachers, in teaching and using/applying teaching strategies. It creates a way to build good interaction between teachers and students inside the classroom and give or develop greater improvements in the cognitive, psychomotor and affective skills of the students. Collaboration and cooperation of both parties makes a good result more possible.
2. Which learning principle was applied most?
Learning principles like learning is a cooperative and collaborative process, learning is an experience which occurs inside the learner and is activated by the learner, learning is a consequence of experience, one of the richest resources for learning is the learner himself and learning is the discovery of the personal meaning and relevance of ideas were applied most.
3. Which learning principle was applied least or not at all applied?
The learning principles that were least applied are learning is sometimes a painful process, the process of learning is emotional as well as intellectual, learning is an evolutionary process, and the process of problem solving and learning are highly unique and individual.
4. Do you agree with these principles of learning? Or have you discovered
that they are not always correct?
Yes, because I can see that these principles just like the other kind of principles are of big help in the development and improvement of every students. It is fit to serve as a guidance in the teaching-learning process of an individual.
My Reflections
1. My reflections on my observations of my Resource Teacher’s observance
of these principles. Did my Resource Teachers adhere to these principles?
When observing my Resource Teachers, most of the principles are truly applied in their teaching process. Though it is not expose directly to
the students, still, the essence of it are experience and acquired. Unexpectedly, we began to realize that what the teachers do inside the classroom are based and guided by these principles and it is really makes, leads and enables us to be a competent and skilled teachers.
2. Lessons I have learned from my observations on the classroom
application of the principles of learning.
Applying principles of learning is important. Learning begins with knowledge acquisition. What we learn are tend to be mastered and is use to help develop ourselves. It just happened that principles of teaching are made based on the things that need to consider as a teacher, in the learner and in the environment to impose effective teaching. Thinking how we learn and progress is only a part of the result that a teacher with knowledge of teaching principles can give.
My Portfolio
Principles of Learning in My Own Words
1. Learning can be done with the learner himself.
2. Learning thus considering the needs and relating experiences of the learners.
3. Learning undergo changes in relating to experiences.
4. Learning is better when cooperating and collaborating with the others. 5. Learning takes time.
7. Learning comes from the learner.
8. Learning can be emotional and intellectual.
9. Learning has its unique and different way on imposing to learners.
Episode 2:
LESSON OBJECTIVES AS MY GUIDING
STAR
Name of FS
Student______________________________________________________________ Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating
School_______________________________________________________________
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 formation of lesson objectives are applied
Realize the importance of a clearly defined lesson objective
My Performance (How I will be Rated)
Field Study 2, Episode 2- Lesson Objective as My Guiding Star
Focused on: Application of the guiding principles on the development
of lesson objectives
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1 Observation/ Documentati on: All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality
3
Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories -Exemplary grammar and spelling. 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior. 3 Analysis questions were not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfacto ry 1
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1 My reflection Reflection statements are profound and clear, supported by experiences from the episode. Reflection statements are clear but not clearly supported by experiences from the episode. Reflection statements are shallow; supported by experiences from the episode. Reflection statements are unclear and shallow and are not supported by
4 3 2 from the episode. 1 My portfolio Portfolio is complete, clear, well-organized and all supporting documentati on are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentati on are available and/or logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components ; is unorganized and unclear. 1 Submission Before deadline. 4 On the deadline. 3
A day after the deadline. 2 Two days or more after the deadline. 1 Subtotals
Overall Score Rating based ontransmutation:
______________________________ _________________
Signature of FS Teacher above printed name
Date
Transmutation of Scores to Grades/ Ratings
Score 20 18-19 17 16 15 14 Grade 1.0 1.25 1.5 1.75 2.00 2.25 Rating 99 96 93 90 87 84 Score 12-13 11 10 8-9 7- below Grade 2.50 2.75 3.00 3.5 5.00 Rating 81 78 75 72 and below
My Map
I will observe two different classes and observe the Resource Teacher teach. I will reflect on the guide questions given below.
To hit my Target, I will follow these steps:
My Tools
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad, Ma’am Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City Date:
Grade/ Year Level: 3 rd year and 4th year Subject Area:
Filipino
Guiding Principles in Determining and Formulating Learning Objectives
Teaching Behavior/s which Prove/s Observance of the Guiding Principle
1. Begin with the end of mind.
Sample:
1. The Resource Teacher began her lesson by starting her objective. 2. Share lesson objective with
students. 2. Letting students know what’s thelesson objective then making them discover more in their own.
3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective.
3. The Resource Teacher give his/her students individual or group activity connected to the lesson tackled in class. The teacher also, before starting her discussion, ask some questions to recap the previous lesson as well as giving quizzes in the end of the lesson.
4. Work on significant and relevant
lesson objectives. 4. The resource teacher tackledhis/her lesson in relation to every individual experiences in life, specifically his/her students. The teacher ask some questions or give an examples which students can relate, understand, and interact with the lesson provided.
5. Lesson objectives must lead to the development of critical and creative thinking.
5. By the lesson objectives given, the students able to think and/or analyze the lesson well. Furthermore, creating it more interesting and lively where everyone can brainstorming or discussing along with questioning where they can share their thoughts and ideas to one another.
2. After observing your Resource Teacher teaches, write down what you think was/were her lesson objective.
As I observe during the class of one of my resource teacher, Teacher Evelyn Castillo, I guess her lesson objective is to be able the students to write about the summary or important details/events from chapter 1-10 of the novel El Filibusterismo written by Jose Rizal.
3. Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in # 2. Are they same? Different?
The original lesson objective of Ma’am Castillo was ‘’Pagsulat ng mahahalagang impormasyon sa bawat kabanata (1-10) ng El Filibusterismo’’. From what I observe, I think my answer in question number 2 is quite the same in the real lesson objective of my resource teacher.
My Analysis
5. 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?
Though the answer in number 3 didn’t differ from the answer in number 2, yet, I believe that not all the lesson objectives in the lesson plan were always followed. As what I had learned from my report about the lesson plan, a lesson plan shouldn’t like a rules to be followed in accord to what rules that’s been state but instead, it should be use as an aid on teaching. It should serve as a guidance only for the teachers to know what will they going to teach for that day.
6. Why did you find it easy/difficult to write down the Resource Teacher’s
lesson objective for the day? Did she mention it in the beginning of his/her lesson?
I find it easy to write down the Resource Teacher’s lesson objective for that day because she did mention it in the beginning of her lesson/discussion.
7. Did you find the lesson objective SMART? Why or why not?
Yes, I consider the lesson objective of my resource teacher as SMART one because, first of all, it can be done or attain in the time allotted for that lesson. Students can easily analyze or understand what would be their lesson. It helps also in the learning of the students in terms of developing either their cognitive, psychomotor and affective domain.
8. Was the lesson objective in the cognitive or psychomotor or affective
domain? Or was it in the two or three domains? Support your answer. With that lesson objective, I see that it will fall under cognitive and psychomotor domain because as what you read in the lesson objective, it refers to the ability of the students to recall, think and analyze. It could develop also the writing skills of the students.
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?
It is said that before doing such things, you need to find out first what are your objectives. Objectives are part of the teacher’s discussion. Though it is only an objective, it plays a greater role in our teaching process. We shouldn’t underestimate its usefulness because as far as we know, lesson objectives serves as a guidance in our whole discussion. Through it, we are able to teach what we intend to teach without misleading. Yet, we should know that there are things we need to consider in making lesson objectives. That a lesson objectives must be definite, relative, developmental, and SMART. However, having a perfect or very good objective is enough. The goodness of the totality of result depends on how much you work out with your objectives.
My Portfolio
My researched quotations that state the significant of goals and objectives
(don’t forget to mention your sources)
“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
(http://www.searchquotes.com/search/That_State_Significance_Of_Goals_ And_Objectives/)
Episode 3:
ORGANINZING CONTENT FOR MEANINGFUL
LEARNING
Name of FS
Student______________________________________________________________ Course_______________________________________ Year & Section
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to:
Observe 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.
My Performance (How I will be Rated)
Field Study 2, Episode 3- Organizing content for meaningful learning Focused on: The development of a cognitive or skill or affective
lesson
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1
Observation/ Documentation :
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2
Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories -Exemplary grammar and spelling. Analysis questions were answered completely Clear connection with theories Grammar and spelling are Analysis questions were not answered completely Vaguely related to the theories Grammar and Analysis questions were not answered. Grammar and spelling unsatisfactory 23 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
4 superior. 3 spelling acceptable 2 1
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1 My reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentatio n is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline. 4 On the deadline. 3
A day after the deadline. 2
Two days or more after the deadline. 1
Subtotals
Overall Score Rating based on transmutation:
______________________________ _________________
Date
Transmutation of Scores to Grades/ Ratings
Score 20 18-19 17 16 15 14 Grade 1.0 1.25 1.5 1.75 2.00 2.25 Rating 99 96 93 90 87 84 Score 12-13 11 10 8-9 7- below Grade 2.50 2.75 3.00 3.5 5.00 Rating 81 78 75 72 and below
My Map
I will observe the three different lessons executed – cognitive, skill and affective lessons. (cognitive – Sibika; Skill – Math; Affective –
Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:
My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad, Ma’am Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City Date:
Grade/ Year Level: 3 rd year and 4th year Subject Area:
Filipino
A. For the Cognitive Lesson
1. What is the lesson about?
The lesson was about El Filibusterismo.
2. What are the examples of facts mentioned in the lesson?
The teacher mentioned about the situation of the Filipinos during the time of Spanish colonization. How people differ in economic status. The politics and livelihood.
3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove your answers.
Yes, the lesson ends with facts. Stating facts as examples sometimes helps in understanding the lesson. It clarify things in its own way, add knowledge and opens the mind of the learner on the things that surround him/her.
4. Write down instances of treating the topic in depth (giving examples, examining cause – effect relationships, relating ideas or concepts to one another)
Instance like relating the topic on some situations or events that are happening in our society and community.
5. Cite an instance/s when students were encouraged to ask questions, to talk about and reflect on what they learned.
Students, as what I observed, encouraged to ask or actively participate in the discussion in the time that they have relate to it or it caught their interest or attention. Of course, with a good classroom atmosphere and
students approach as well as having a sense of humor, discussion would surely enjoyable.
B. For the Skill Lesson
1. What was the skill lesson about? Which skill/s was/were target? Manipulative skill or thinking skill?
Skill targeted in this lesson was the thinking skill.
2. Write evidence of teacher’s encouragement of divergent thinking by the students.
Giving students group activity or report. Asking (situational) questions then let the students provide an answer for it.
3. Which are proofs that the Resource Teacher promoted convergent thinking? Conducting a quiz or having an oral recitation. Asking question with specific answer can be done also.
4. If there was problem solving in the lesson, were the pupils taught to solve the problem using algorithm or heuristic strategy?
The students use the algorithm strategy.
5. What are the proofs that the students were encouraged to do critical thinking?
Asking student to explain the given problem.
C. Value/ Affective Lesson
1. What was the value lesson about?
The values that wants to imply by this lesson are to make the students enlighten about the reality, aware and widen their understanding on the things that is happening in their surroundings. To be more patriotic/nationalistic.
2. Was the value taught alone or was it integrated with a cognitive or skill lesson?
The value taught along or integrated with a cognitive or skill lesson. 3. How was the value lesson developed?
The value lesson eventually develop and acquired depend on how the students take it and how effective the teacher taught it.
A. For the Cognitive Lesson
9. How did my Resource Teacher teach the cognitive content meaningfully
and interestingly?
My Resource Teacher teach the cognitive content meaningfully and interestingly through giving an examples related to the topic and asking situational questions where students encourage to answer. Explaining the concepts have been done also. Sometimes the teacher relate concepts through life experiences or events where students could relate from it and for further understanding as well.
B. For the Skill Lesson
1. How was the skill taught meaningfully and interestingly?
In terms of skill, the teacher taught it through giving students topics to report. Asking them to explain the given problems or interpret it depending on how they understand it. Conducting group activity.
C. For the Affective Lesson
1. Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer.
No, because using the mind for understanding things is a way of learning. Cognitive targets the brain. What we teach came from the information our brain collects, understand and recall. Without cognitive basis, we cannot teach what we ought to teach and we cannot learn what we need to learn. One skill cannot be taught, learn and acquire without the help or use of the other skill.
10. A cognitive or skill lesson is a vehicle for value education. Do you agree?
Yes. As I’ve said above, to learn things, it is either two or more skills will be use. Values have cognitive dimensions as well as affective and behavioral. When we teach values, we need to make our students understand what and how important it is and reflect with it. Teaching values also means connecting facts, skills and concepts to the life of students.
My Reflections
1. Someone said: “There are dull teachers, dull textbooks, dull films, but no dull subjects”. Do you agree? Write you’re your reflections here.
I agree to the phrase written above. When we say dull teachers, it means that teachers are just a human being who’s not perfect. They are teachers whom sometimes have lack of skills or abilities that needs an improvement. Teachers also sometimes make mistakes. Just like teachers, textbooks and films are the same. We can say that these educational tools and materials can be useful for the learning of the students but knowing that nothing in the world stays longer or forever, these things that we used today will slowly reduce its value as time passes by. Teacher teaches lessons and books and films are made of topics. Lessons and topics are subjects based on the ideas or thoughts what world can bring us. No dull subjects. It depend on us how we will broaden it or use it creatively to share with everyone and increase their knowledge.
2. How should you organize subject matter (be of cognitive skill or value lesson) so that teaching will always be fresh and interesting?
In organizing subject matter,
My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that integrates a value/s. Paste it here! You may want to refer to “Integrating Values and Subject Matter”, in the Principles of Teaching 2, 2006 by Copuz B., G. Salandanan and D. Rigor, pp. 91 – 92.) an outline of the lesson development will do.
An Integrated Lesson Plan in English V I.Objective
I. Subject Matter
Arranging events in logical order to make a story. References: RBEC 7.2
English for All Times V page 94 Science for Daily Use V page 146
Materials: Charts with written exercises, set of pictures that will make a story, picture of a turtle and forest
Related Skill:
Speaking: Use the simple present form of the verb. Values: Preserving the life of the sea animal.
II.Procedure
A. Preliminary Activity Game: Hidden Colors
Directions: Find the name of a color hidden in each sentence. B. Developmental Activities
1. Pre-reading Activities
a. Motivation (Presenting the picture of a forest.)
b. Describing the reptile animals based on the given picture. c. Using the Simple Present Tense of the Verb
d. Prediction Skills (Showing the picture of a turtle) d. 1. Group Activity
2. While-reading Activities
a. Silent Reading of the selection about Turtles a. 1. Checking of the exercise
3. Post reading Activities
a. Comprehension Questions:
1. Why are turtles classified as reptiles? 2. Describe the appearance of a turtle. 3. How many years did turtles exist? 4. Where can you find turtles?
5. Can a turtle survive without food?
6. Why did mother turtles doesn’t have to feed, teach or protect young turtles?
b. Completing the KWL chart
c. Discussion (Identifying the different events that happened in the story.)
c. 1. Parts of events in a story c. 2. Infusion of Values
How will you preserve the life of the sea animals? d. Generalization
How do you arrange a set of events in logical order? e. Application (Group Activity)
III.Evaluation
Arrange the following events in logical order to make a story by writing 1-5 before each letter.
_____ a. Ever since he was a small boy, he enjoyed reading.
_____ b. He has become a fast reader. He would read not onlyhis textbooksbut other books as well.
_____ c. Arnie’s parents are very proud of him. He is anintelligent and diligent student.
_____ d. He also writes poems and short stories in his freetime. _____ e. He dreams of becoming a famous writer in the future.
IV.Assignment
Arrange the following events in logical order. Number them 1-5.
_____ a. Fernando Maria Guerero studied law at the Universityof Sto. Tomas.
_____ b. He was sent to U.S. to help work for Phil.Independence. _____ c. He finished his college education at the Ateneo deMla. _____ d. He was made an officer by Gen. Antonio Luna.
_____ e. He worked for La Independencia.
[Demonstrator: Janice A. Perante]
Episode 4:
GUIDING PRINCIPLES IN THE SELECTION AND
USE OF TEACHING STRATEGIES
Name of FS
Student______________________________________________________________ Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to:
Write evidence of application of some guiding principles in the selection use of teaching strategies
My Performance (How I will be Rated)
Field Study 2, Episode 4- Guiding Principles in the Selection and Use of
Teaching Strategies
Focused on: The application of some guiding principles in the
selection and use of teaching strategies
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1
Observation/ Documentation :
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2
Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly Analysis questions were answered completely Clear Analysis questions were not answered completely Vaguely Analysis questions were not answered. Grammar and spelling 33 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
grounded on theories -Exemplary grammar and spelling. 4 connection with theories Grammar and spelling are superior. 3 related to the theories Grammar and spelling acceptable 2 unsatisfactory 1
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1 My reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 My portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline. 4 On the deadline. 3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
______________________________ _________________
Signature of FS Teacher above printed name
Date
Transmutation of Scores to Grades/ Ratings
Score 20 18-19 17 16 15 14 Grade 1.0 1.25 1.5 1.75 2.00 2.25 Rating 99 96 93 90 87 84 Score 12-13 11 10 8-9 7- below Grade 2.50 2.75 3.00 3.5 5.00 Rating 81 78 75 72 and below
My Map
I will observe at least three Resource Teachers, analyze and reflect on my observations.
To hit my Target, I will follow the following steps:
My Tool
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad, Ma’am Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City Date:
Grade/ Year Level: 3 rd year and 4th year Subject Area:
Filipino
Guiding Principles in the
Selection and Use of Strategies Teaching Behavior/s of theResource Teacher that Applies the Principles
1. Learning is an active process. 1. Making the learners learn through learning by doing or hands-on way. Here, the teacher let his/her students actively participate in an activity or answer questions in their own.
2. The more senses are involve, the
more and the better the learning. 2. Using instructional materials as atool and part of the teacher’s discussion. These are usually done through the use of powerpoint with projector, visual aids, or even with the use of materials for student’s activity. 3. A non – threatening environment
enhances learning. 3. Ensuring the harmless environmentfor students through guidance or assessment and imposing rules and regulations in the school and inside the classroom. Good interaction and relationship with one another can contribute to a good atmosphere. 4. Emotion has the power to
increase retention and learning. 4. The teacher usually uses somequestions or even give an events as an example which students can relate
and eventually catches their attention.
5. Good teaching goes beyond recall
of information. 5. The teacher ask some questionsrelated to the last topic they’d discuss or the lesson they just done discussing in that day to know if the students understand it or if they can recall from it. Giving a quiz or an activity is a great help also.
6. Learning is meaningful when it is connected to the students’ everyday life.
6. Relating students everyday life in the discussion as a means of imparting knowledge without being inconsiderate to what should be the right teaching would. Making them reflect themselves on the lesson along with learning.
7. An integrated teaching approach is far more effective than teaching isolated bits of information.
7. Knowing the right strategies to use for the students are important. It is really good to keep the class discussion a lively one, interesting, and have student-centered learning.
My Analysis
11. Are these principles in accordance with brain – based teaching and learning?
Yes, because these principles follows the right way of how to impart learning to the students. That the teacher should not focus only on the lesson but also on the students. Students’ best learn through experience. As what quote says that, ‘’what I hear, I forget. What I see, I remember. What I do, I understand.’’ This means that the more senses involved, the more and better the learning. These principles leads us to the right strategies we should use. It can help us to creatively make our students discover and learn things on their own. Of course, we, teachers, should do our best also to gain effective result in teaching.
My Reflections
For me, all methods of teaching are best in their own way. They all have their own purposes and uses that can be shown and appreciated depending on how it will be use as a tool for learning.
Up until now, the use of traditional method in teaching are still part of the teacher’s strategies. But unlike before, teaching strategies and methods have been upgraded due to changes the modern world brought. The use of visual aids were replaced by powerpoint presentations and educational videos. Technology, nowadays, plays a special role in the child’s learning. How students are into technology so as teachers. However, these tools are nothing if it doesn’t bring improvement on the students’ part. No matter how useful technology or how good strategy or method can be, still, we can’t vary only in terms of its usefulness but on the effectiveness it will give when it is applied.
For me, a good method of teaching are those which responds to and take students’ abilities, skills, interests, and needs into consideration. A method that doesn’t pressure and force learners to improve but in way that they progress as well as they’re enjoying and encouraging.
My Portfolio
Illustrate your reflection on the best method teaching creatively on this page. Needs Interests Characteristics 39 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g P r o c e s s Students Teaching Approach and strategies Along with: Creative skills & productivity Sense of Humor Use of technology/ Hypermedia Along with: Creative skills & productivity Sense of Humor Use of technology/ Hypermedia Good classroom atmosphere Collaboration between teacher and students as well as good
Episode 5:
ON TEACHING APPROACHES AND METHODS
Name of FS
Student______________________________________________________________ Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating
My Target
In this Episode, I must be able to determine the teaching approach or method used by the Resource Teacher.
My Performance (How I will be Rated)
Field Study 2, Episode 5- On Teaching Approaches and Methods
Focused on: Determining the teaching approach or method used by the
Resource Teacher
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1
Observation/ Documentation :
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories -Exemplary grammar and spelling. 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior. 3 Analysis questions were not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory 1
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1 My reflection Reflection statements are profound and clear, supported by experiences from the episode. Reflection statements are clear but not clearly supported by experiences from the episode. Reflection statements are shallow; supported by experiences from the episode. Reflection statements are unclear and shallow and are not supported by experiences from the
episode. 41 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g
4 3 2 1 My portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline. 4 On the deadline. 3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
Overall Score Rating based on transmutation:
______________________________ _________________
Signature of FS Teacher above printed name
Date
Transmutation of Scores to Grades/ Ratings
Score 20 18-19 17 16 15 14 Grade 1.0 1.25 1.5 1.75 2.00 2.25 Rating 99 96 93 90 87 84 Score 12-13 11 10 8-9 7- below Grade 2.50 2.75 3.00 3.5 5.00 Rating 81 78 75 72 and below
My Map
I will observe at least three Resource Teachers, analyze and reflect on my observations.
To hit my Target, I will follow the following steps:
My Tool
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad, Ma’am Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City Date:
Grade/ Year Level: 3 rd year and 4th year Subject Area:
Filipino
Approach/ Method Description of Teaching Behavior that Proves Use of Teaching Approach/Method (What did my Resource Teacher do as she used this approach/method? )
1. Deductive Method 1. The teacher will use a direct instruction. In his/her discussion/lesson, he/she begin by giving the objective goes to generalization, principle then giving an examples and concrete details. 2. Inductive Method 2. The teacher will preferably give
more examples about or related to the topic/lesson for that day to the students, intentionally making them notice and understand the lesson on their own.
3. demonstration Method 3. The teacher shows all the activities given in the lesson to the students as an action and explains the important points before them during demonstration. So here, during discussion, the teacher introduced
lesson by question and answer or lecturing. He/she then demonstrate each and every aspects of the lesson and develop it through activities followed by assimilation and after that, asking some evaluative question.
4. Problem Solving 4. This strategy employs scientific method in searching for information. Mostly, it is use on the subject of science and math. The teacher here do activities like experimentation or solving equations.
5. Discovery Method 5. Facts and concepts are explained in an objective manner. Can be done by investigative process. The teacher treat students as an independent one where the teacher let them formulate their own hypothesis and discover things by themselves.
6. Project Method 6. The teacher give students a project which they could finish in a period of several days or weeks.
7. Constructivist Approach 7. Giving each of the students’ topics which will serve as an individual and assigned report. Sometimes what teacher does is stating a problem, ask questions and facilitates free probe into a particular subject. Both the teacher and students engage in open discussions and dialogue, honest exchange of ideas and collaboratively draw conclusions.
8. Metacognitive Approach 8. Use of divergent questions and open-ended inquiries. Conducting an essay test/quiz then allowing them to
read their answer.
9. Integrative Approach 9. The teacher integrates the subdisciplines like listening, reading, writing, speaking, and viewing within a subject area. One example is storytelling.
My Analysis
I will answer the following questions:
12. Which approaches/methods will be grouped together? Why? e.g. direct method and deductive method.
Direct Approach
Expository method: directive method, deductive method, demonstrative method.
Indirect Approach
Exploratory method: inductive method, exploratory method, reflective, constructivism, problem solving, laboratory, inquiry, and metacognitive.
13. Which approaches/methods are more interactive? Less interactive?
The approaches/methods like collaborative, learner-centered, integrated and interactive approach are more interactive than teacher-centered, subject-matter teacher-centered, constructivist, banking and direct approach.
14. When should be the direct method be used?
Direct method is used when teaching knowledge acquisition involving facts, rules, and action sequences.
15. When should be the indirect method be used?
Indirect method is used when teaching concepts, abstraction or patterns; learning process is inquiry-based, the result is discovery and the learning context is a problem.
16. When approaches/methods promote “learning to live together”? Approaches/methods as a tool for learning to live together is when it used to promotes peace and shows awareness about
interdependence and risks and challenges the future brings. Teaching is use also to induce people to implement common projects and to manage the inevitable conflicts in an intelligent and peaceful way. Making students understand diversity and respect one another.
My Reflections
If I decide on my teaching approach/method, I will consider, (Continue the sentence. Begin writing NOW!)
If I am going to decide about my teaching approach/method, I would consider on try using and applying all of it as part of my teaching strategies as far as I can because I believe that there’s no single approach to teaching that works best. What we do in the classroom depends on our capabilities, the kind of students we are going to teach, what topic we are going to teach, etc. Considering also the facts that students learn in their own unique and different way along with their learning weaknesses, issues and problems makes it difficult to find the right strategy. Yet, looking and thinking of ways that could prompt students to think more deeply about course concepts and the learning process through prompts which make students analyze, reflect, relate and question are a big help for choosing the right approach or method to be use.
My Portfolio
1. By means of a graphic organizer show the characteristics of a constructivist and a metacognitive approach.
47 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g P r o c e s s Can construct knowledge and meaning on their own. Equal share of power between learner and teacher (learner-Culturally and socially relevant in approach.
Episode 1: Principles of Learning
2. Do serious research and complete this Table on Methods. The first is done for you.
Method Advantage/s When to Use
1. Deductive Direct teaching so I can accomplish more within a given period of time.
Time is limited; subject matter is very difficult; learners don’t know much about the lesson; teacher is not yet skilled in the facilitating learning skills.
Construct ivist Approach Apply learning through discovery. between learner and teacher (learner-centered)
Not pace driven.
Metacogni tive Approach Apply strategies Monitor performance.
Assess the task.
Evaluate strengths and weaknesses. Reflect and adjust if needed. Do planning.
2. Inductive Method Indirect teaching; the learners develop more their high-order-thinking-skills (HOTS) where the use of teaching-learning process is done.
If you want to let students discover and really understand the lesson on their own; more time accommodated.
Episode 6:
ON LESSON DEVELOPMENT
Name of FS
Student______________________________________________________________ Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating
School_______________________________________________________________
My Target
In this Episode, I must be able to trace how my Resource Teacher develops his/her lesson.
My Performance (How I will be Rated)
Field Study 2, Episode 6- On Lesson Development
Focused on: How many Resource Teacher develops his/her Lesson
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1
Observation/ Documentation :
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality
3
Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories -Exemplary grammar and spelling. 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior. 3 Analysis questions were not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory 1
Tasks Exemplary4 Superior3 Satisfactory2 Unsatisfactory 1
statements are profound and clear, supported by experiences from the episode. 4 statements are clear but not clearly supported by experiences from the episode. 3 statements are shallow; supported by experiences from the episode. 2 statements are unclear and shallow and are not supported by experiences from the episode. 1 My portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline. 4 On the deadline. 3
A day after the deadline.
2
Two days or more after the deadline.
1
Subtotals
Overall Score Rating based ontransmutation:
______________________________ _________________
Signature of FS Teacher above printed name
Date
Transmutation of Scores to Grades/ Ratings
Score 20 18-19 17 16 15 14 Grade 1.0 1.25 1.5 1.75 2.00 2.25 Rating 99 96 93 90 87 84 Score 12-13 11 10 8-9 7- below Grade 2.50 2.75 3.00 3.5 5.00 Rating 81 78 75 72 and below
My Map
I will observe at least two Resource Teachers, analyze and reflect on my observations.
My Tool
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource Teachers Observed:
Ma’am Evelyn O. Castillo, Sir Jorge A. Guntalidad, Ma’am Marlyn M. Kellawan
School Address: Purok Malakas, Lagao, General Santos City Date: _________________
Grade/ Year Level: 3 rd year and 4th year Subject Area:
Filipino
17. Describe how the teacher began his/her lesson. Why do you think he/she do that?
Before the teacher began to discuss his/her new lesson, he/she’ll ask a few questions first about the last topic they’d tackled last meeting as a means of recap. Yet sometimes, the teacher began his/her lesson after the prayer, greetings and checking of attendance. I think that this routine may help the students enhance their values and respect towards other people as well as to improve their behavior.
18. What activity/activities did the Resource Teacher ask the learners to do after he/she introduced the lesson? Why do you think he/she did such?
After the discussion, the teacher gave a quiz, moreover, an activity either group or individual to test and enhance the cognitive, psychomotor, and affective skills of the learners.
19. How did he/she end his/her lesson? Why do you think he/she did that?
The teacher end his/her lesson by asking his/her students questions related to the topic that they want to be clear about. If they have some part of it that they don’t understand or if they really understand the lesson.
20. Did you notice an assessment of learning in the process of teaching? If yes, how was it done?
Yes. It was done through oral recitation/questioning, classroom presentations/reports, quizzes, individual or group activities and giving an assignments.
21. Did you observe if Resource Teacher checked learning at the end of his/her lesson?
Yes, through questioning, giving a quiz or an activity.
22. 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 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 the lesson begin and end?
Before beginning the lesson, it’s still good to do the traditional routine like having a prayer, greetings and checking of attendance. Then after that, I will either recap the previous lesson, give a quiz about it or do some icebreaker which will help them to actively participate on the discussion. Followed by the discussion then ends with asking your
students some questions for clarifications. Having a quiz or giving an activity at the end of the lesson would be precise.
2. Did you observe any part of the lesson development to have been out of place? Explain your answer.
No, because the way I see it, what the teacher taught was just exactly what lesson should he/she is going to teach though there are times that he/she uses some examples or situations during the discussions, yet it doesn’t affect to the lesson development the teacher’s trying to imply about.
My Reflections
“Tell them what you want to tell them; tell them, tell them what you told them.” Relate this statement to lesson development.
During the process of learning of the students, there are times that they need to depend to their teachers. That is why the role of being teacher is way too difficult as what we expected. As a teacher, we have to be more knowledgeable, resourceful, confident and prepared all the time. We should teach students what they have to learn, at the same time, we should develop them in the way that we are not the only one who’s encouraging but they are also for the needs of their improvements and development.
Along the actions for students development and improvement are the task on lesson development. We tend to enhance our skills and strategies on teaching in order to satisfy the needs and interests of the learners. We should be aware also that every students have their unique way of learning which we matches or uses different kinds of techniques as well. Learning is a long process. Sometimes what we say or taught might be forgotten easily by the students especially to those who don’t take education seriously. Sometimes, they hardly or easily understand it. That is why also lesson development is so important because if you think you taught no good or unsatisfactorily before then
now might be time the time that you do greater than what you have done before.
My Portfolio
1. Reconstruct 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.
Banghay Aralin sa Pagtuturo ng Filipino IV Para sa Ika-apat na Taon
I. Layunin: Sa pamamagitan ng aralin, ang mga estudyante ay inaasahang:
a. Nakapagbibigay reaksyon sa isang tiyak na modelo. b. Nakilala ang iba’t ibang uri ng liham pangangalakal. II. Paksa: Liham Pangangalakal
III. Materyal na Gagamitin: tape, chart
Aklat: Makabagong Filipino IV IV. Proseso ng Pagkatuto
A. Panimulang Gawain:
Pagganyak: Pagpaparinig ng mga nairecord na anunsyong may kinalaman sa paghahanap ng trabaho.
Pagkakaroon ng dugtungang-talakayan sa paggawa ng liham.
B. Pagbabasa sa mga tiyak na halimbawa. 1. Liham pag-aaplay
2. Liham pahintulot 3. Liham pagtatanong
C. Pangkatang Gawain: Pag-uulat ng bawat pangkat
Pangkat 1 at 2: Ano ang inaasahan ng unang liham? Ano-anong impormasyon ang nakapaloob dito?
Pangkat 3 at 4: Tungkol saan ang ikalawang liham? Ano-ano ang mahahalagang anyo?
Pangkat 5 at 6: Ano naman ang isinasaad sa ikatlong liham? Isa-isahin ang mahahalagang impormasyong nakasaad ditto.
D. Pagbabahaginan ng bawat pangkat
E. Pagpapalalim ng kaalaman batay sa tiyak na impormasyon.
Paisa-isang kilalanin ang mga katangian ng bawat liham. F. Pasalitang Pagsusuri: Pagpapagawa ng reaksyon sa tatlong
halimbawa ng liham pangangalakal.
G. Pagpapalahad ng buod sa tulong ng cue card o susing salita.
H. Takdang Aralin: Gumupit ng isang anunsyo tungkol sa pangangailangan ng trabaho.
Episode 7:
EFFECTIVE QUESTIONING AND REACTING
TECHNIQUES
Name of FS
Student______________________________________________________________ Course_______________________________________ Year & Section
_____________________
Resource Teacher 1______________________ Signature ______________Date______________ 57 | F i e l d S t u d y 2 : E x p e r i e n c i n g t h e Te a c h i n g - L e a r n i n g Tiyak na kahilingan Posibleng maging Angking kakayahan at katangian Tiyak na impormasyon
