Field study 2 final
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The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
Field study 2 final
- 1. Experiencing the Teaching – Learning Process PRINCIPLESOF LEARNING Name of FS Student: ________________________________ Course: _____________ Cooperating School: _________________________________________________________ At the end of this activity, you will able to identify be able to identify applications of the principles of learning in the teaching-learning process. Learning how to apply the teaching principles in a classroom setting is something you aspire for. Initially, you would need to observe and describe how it is manifested in the real classroom. To hit the target, work your ways through the steps: Step 1: observe at leastthree classes and describethe principles of teachingand learningused by the teacher. Step 2: observe the cognitive,metacognitive, and motivational processes in theclassroom. Step 3: listdown the instructional materials used by the teacher to facilitatelearning. Step 4: reflect on your experience. Episode 1 YourTarget Your Map FieldStudy FS2
- 2. As you visit a school and observe classes, use the activity forms to document your observation and write your insights or reflections. Principles of Learning Teaching Behavior of the Teacher/ Learning Behavior of the Learner as Proof of the Application of Learning 1. Learning is an experience which occurs inside the learner and is activated by the learner. 2. Learning is the discovery of the personal meaning and relevance of ideas. Tools OBSERVATION SHEET Name of the School Observed: ___________________________________________________ School Address: ________________________________________________________________ Resource Teacher 1______________________ Signature ______________Date______________ Resource Teacher 2______________________ Signature ______________Date______________ Resource Teacher 3______________________Signature______________ Date______________
- 3. 3. Learning is a consequence of experience. 4. Learning is a cooperative and collaborative process. 5. Learning is an evolutionary process.
- 4. 6. Learning is sometimes a painful process. 7. One of the richest resources for the learning is the learner himself. 8. The process of learning is emotional as well as intellectual. 9. The processes of problem solving and learning are highly unique and individual. Analysis
- 5. 1. What is the impact of the Resource Teacher’s observance of these principles on the teaching- learning process and on the learner? 2. Which learning principle was applied most? 3. Which learning principles was applied least or not at all applied? 4. Do you agree with these principles of learning? Or have you discovered that they are not always correct? Reflection My reflections on my observations of my Resource Teacher’s observance of these principles. Did my Resource Teachers adhere to these principles?
- 6. Lessons I have learned from my observations on the classroom application of the principles of learning. My Portfolio Principles of Learning in My Own Words
- 7. Your Rating for this Episode Field Study 2-Experiencing the Teaching-Learning Process Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of tasks
- 8. Documentation: 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 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 spellingare superior. 3 Analysis questionswere not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questionswere not answered. Grammar and spelling unsatisfactory 1 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 shallowand are not supported by experiences from the episode. 1 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 availableand/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 EXPERIENCING THE TEACHING- LEARNING PROCESS FS 2FieldStudy
- 9. LESSON OBJECTIVES AS MY GUIDING STAR Name of FS Student: ________________________________ Course: _____________ Cooperating School: _________________________________________________________ At the end of this activity, the students will be able: 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 Observe two different classes and observe how the Resource Teachers teach. As you visit a school and observe the teaching-learning practices, use the activity forms to document your observation and write your insights or reflections. OBSERVATION SHEET Name of the Resource Teachers Observed: 1. ____________________________________ Signature _________________________ Year Level: __________________________ Subject Area: _____________________ 2. ____________________________________ Signature _________________________ Year Level: __________________________ Subject Area: _____________________ School Address: ___________________________ Date: ___________________________ Episode 2 Your Target Your Map
- 10. 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. 2. Share lesson objective with students. 3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective.
- 11. 1. After observing your Resource Teacher teaches, write down what you think was/were her lesson objective. 2. Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in # 2. Are they same? Different? 4. Work on significant and relevant lesson objectives. 5. Lesson objectives must lead to the development of critical and creative thinking.
- 12. 1. 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? 2. Did you find the lesson objective SMART? Why or why not? Your Analysis
- 13. 1. Any lessons learned or insights gained from your observation focused on lesson objectives? Write them down here. 2. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson objectives sometimes forgotten as the lesson develops? Portfolio My researched quotations that state the significant of goals and objectives (don’t forget to mention your sources) Your Reflection
- 14. Your Rating for this Episode Field Study 2-Experiencing the Teaching-Learning Process Tasks Exemplary 4 Superior 3 Satisfactory 2 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 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 spellingare superior. 3 Analysis questionswere not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questionswere not answered. Grammar and spelling unsatisfactory 1 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 shallowand are not supported by experiences from the episode. 1 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 availableand/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
- 15. Overall Score Rating based on transmutation: ______________________________ _________________ Signature of FS Teacher above printed name Date Experiencing the Teaching- Learning Process Organizing content for meaningful learning Name of FS Student: ________________________________ Course: _____________ Resource Teacher: __________________________________ Signature: __________ Cooperating School: _________________________________________________________ At the end of this activity, the students will be able to identify the lesson objectives, learning activities, instructional materials and assessment tools used by the teacher and draw insights from the teacher as to the reasons of their use in such learning activities. Now work your way towards a closer look at the methods, strategies and approaches of teaching and learning, as well as the instructional materials and assessment tools used. FS 2 Episode 3 Your Target Your Way FieldStudy
- 16. Step 1: • observe a class and identify the lesson objectives, the learning activities, instructional materials and assessment tools used by the teacher. Step2: • interview the teacher on the reason behind the use of observed learning activities and instructional materials. Step 3: • reflect on the reasons given by the teacher reviewed. To hit your target, work your way through these steps: For the visit, document your observations and responses to the interviews you conduct by using the activity forms provided for you. A. For the Cognitive Lesson 1) What is the lesson about? 2) What are the examples of facts mentioned in the lesson Your Tools
- 17. 3) Did the lesson end with facts? Or did these facts lead to misunderstanding of concepts? Prove your answer. 4) Write down instances of treating the topic in depth (giving examples, examining cause-effect relationships, relating ideas or concepts to one another.)
- 18. 5) Cite instance/instances when students were encouraged to ask questions, to talk about and reflect on what they learned. B. For the Skill Lesson 1) What was the skill lesson about? Which skills was/were target? Manipulative skill or thinking skill? 2) Write evidence of the teacher’s encouragement of divergent thinking by the students. 3) Which are proofs that the Resource Teacher promoted convergent thinking?
- 19. 4) If there was problem solving in lesson, were the pupils taught to solve problem using algorithm or heuristic strategy? 5) What are proofs that the students were encouraged to do critical thinking? C. Value/Affective Lesson
- 20. 1) What was the value lesson about? 2) Was the value taught alone or was it integrated with cognitive or skill lesson? 3) How was the value lesson developed? For the Cognitive Lesson How did my Resource Teacher teach the cognitive content meaningfully and interestingly? Your Analysis
- 21. For the Skill Lesson How was the skill taught meaningfully and interestingly? For the Affective Lesson 1) Is it possible to teach a value lesson without any cognitive basis at all? Explain your answer. 2) A cognitive or a skill lesson is a vehicle for value education. Do you agree?
- 22. My Reflection 1) Someone once said: “There are dull teachers, dull textbooks, dull films but no dull subjects”. Do you agree? Write down your reflections he 2) How should you organize subject matter (be it cognitive skill or value lesson) so that your teaching will always be fresh and interesting? Your Portfolio Research on/or come up with a lesson plan (cognitive or skill) that integrates a value or values. Paste it here! (You want to refer to “Integrating Values with Subject Matter”, in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D. Rigor, pp. 91-92.)An outline of the lesson development will do. My Lesson Plan
- 23. Your Rating for this Episode Field Study 2-Experiencing the Teaching-Learning Process Tasks Exemplary 4 Superior 3 Satisfactory 2 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 Analysis Analysis questions were answered completely; in depth answers;thoroughly grounded on theories -Exemplary grammar and Analysis questions were answered completely Clear connection with theories Grammar and Analysis questionswere not answered completely Vaguely related to the theories Grammar and spelling Analysis questionswere not answered. Grammar and spelling unsatisfactory
- 24. spelling. 4 spellingare superior. 3 acceptable 2 1 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 shallowand are not supported by experiences from the episode. 1 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 availableand/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 Experiencing the Teaching- Learning Process GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES Name of FS Student______________________________________________________________ Resource Teacher 1______________________ Signature______________Date______________ Resource Teacher 2______________________ Signature______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School______________________________________________________________ FS 2FieldStudy EPISODE 4 Episode 4:
- 25. Step 1 : Review Selection and Use of Teaching Strategies inthe Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandalan, pp. 52 - 68. Step2 : Observe at least 3 Resource Teachers. Step 3 Accomplish Observation Sheet. Step 4: Analyze your observations. Step 5: Reflect onyour observations. Target In this Episode, students must be able to: Write evidence of application of some guiding principles in the selection use of teaching strategies Observe at least three Resource Teachers, analyze and reflect on your observations. To hit my Target, follow the subsequent steps: Target Map
- 26. Asyou observe aclass, use the ObservationSheetfor a more focusedobservation. OBSERVATION SHEET Name of the Resource Teachers Observed:_________________________,________________________,___________________ School Address:_________________________________________________Date:___________________ Grade/Year Level:_________________________________ SubjectArea:_________________________ Guiding Principles in the Selection and Use of Strategies Teaching Behavior/s of the Resource Teacher that Applies the Principles 1. Learning is an active process. 1. 2. The more senses are involved, the more and the better the learning. 2. 3. A non – threatening environment enhances learning. 3. Tool
- 27. 4. Emotion has the power to increase retention and learning. 4. 5. Good teaching goes beyond recall of information. 5. 6. Learningis meaningful when it is connected to the students’ everyday life. 7. An integrated teaching approach is far more effective than teaching isolated bits of information.
- 28. Are these principles in accordance with brain – based teaching and learning? Reflections What is the best method of teaching? Is there such thing? Analysis
- 29. My Portfolio Illustrate your reflection on the best method of teaching creatively on this page.
- 30. Your Rating for this Episode Field Study 2-Experiencing the Teaching-Learning Process Tasks Exemplary 4 Superior 3 Satisfactory 2 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 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 spellingare superior. 3 Analysis questionswere not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questionswere not answered. Grammar and spelling unsatisfactory 1 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 shallowand are not supported by experiences from the episode. 1 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 availableand/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
- 31. Step 1 : Review "Different Approaches and Methods" in Principles of Teaching 1, 2007 byCorpuz, B. and G. Salandalan, pp. 52 - 68. Step2 : Observe at least 3 Resource Teacher. Step 3 Accomplish ObservationSheet. Step 4: Analyze myobservations. Step 5: Reflect onmyobservations. Overall Score Rating based on transmutation: ______________________________ _________________ Signature of FS Teacher above printed name Date Experiencing the Teaching- Learning Process ON TEACHING APPROACHES AND METHODS Name of FS Student______________________________________________________________ Resource Teacher 1______________________ Signature______________Date______________ Resource Teacher 2______________________ Signature______________Date______________ Resource Teacher 3______________________Signature______________ Date______________ Cooperating School______________________________________________________________ In this Episode, students must be able to determine the teaching approach or method used by the Resource Teacher. Observe at least three Resource Teachers, analyze and reflect on your observations. To hit your Target, follow the following steps: Target FS 2FieldStudy EPISODE 5 Episode 4: Map
- 32. As you observe a class, use the Observation Sheet for a more focused observation. OBSERVATION SHEET Name of the Resource Teachers Observed:__________________________,___________________________,_______________________ School Address:_________________________________________________Date:___________________ Grade/Year Level:_________________________________ SubjectArea:_________________________ 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. 2. Inductive Method 2. 3. Demonstration Method 3. Tools
- 33. 4. Problem Solving 4. 5. Discovery Method 5. 6. Project Method 6. 7. Constructivist Approach 7.
- 34. 8. Metacognitive Approach 8. 9. Integrative Approach 9. Analysis Answer the following questions:
- 35. 1. Which approaches/methods will be grouped together? Why? e.g. direct method and deductive method 2. Which approaches/methods are more interactive? Less interactive? 3. When should be the direct method be used? 4. When should be the indirect method be used?
- 36. 5. When approaches/methods promote “learning to live together”? YourReflections If I decide on my teaching approach/method, I will consider, (Continue the sentence. Begin writing NOW!)
- 37. YourPortfolio 1. By means of a graphic organizer show the characteristics of a constructivist and a metacognitive approach. Constructivist Approach ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ Metacognitive Approach ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________
- 38. 2. Do seriousresearchondifferentteachingstrategiesandcomplete this Table on Methods. The first is done for you. Method Advantage/s When to Use 1. Deductive Directteachingso I can accomplish more withinagivenperiodof time. Time islimited;subjectmatteris verydifficult;learnersdon’t know much aboutthe lesson; teacherisnot yetskilledinthe facilitatinglearningskills.
- 39. Your Rating for this Episode Field Study 2-Experiencing the Teaching-Learning Process Tasks Exemplary 4 Superior 3 Satisfactory 2 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 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 spellingare superior. 3 Analysis questionswere not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questionswere not answered. Grammar and spelling unsatisfactory 1 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 shallowand are not supported by experiences from the episode. 1 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 availableand/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
- 40. Step 1: Review "Appropriate LearningActivitiesinthe different Phases of the Lesson" in Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandalan, pp. 95 - 99and instruction in Educational Technology 1, 2007 by Corpuz, B. P. I. Lucido pp. 36 - 43 and Principles of Teaching2, by Corpuz,B. et al pp. 51 - 90. Step2 : Observe 1 Resource Teacher onhowhe/she go through lesson development and infer their reasons. Step 3 Accomplish Observation Sheet. Step 4: Analyze your observations. Step 5: Reflect onyour observations. Experiencing the Teaching- Learning Process ON LESSON DEVELOPMENT Name of FS Student______________________________________________________________ Resource Teacher 1______________________ Signature______________Date______________ Cooperating School______________________________________________________________ Target In this Episode, students must be able to trace how their Resource Teacher develops his/her lesson. Map Observe one Resource Teachers, analyze and reflect on your observations. To realize your Target, follow the following steps: FS 2EPISODE 6 Episode 4: FieldStudy
- 41. Tool OBSERVATION SHEET Name of the Resource TeachersObserved:_________________________________________________ School Address:_________________________________________________Date:___________________ Grade/Year Level:_________________________________ SubjectArea:_________________________ 1) Describe how the teacherbeganhis/herlesson.Whydoyouthinkdidshe/he dothat? 2) What activity/esdidthe Resource Teacheraskthe learnerstodoaftershe/he introducedthe lesson?Whydoyou thinkshe/he didsuch? 3) How didshe endhis/herlesson?Whydoyouthinkshe/he didthat?
- 42. 4) Didyou notice anassessmentof learninginthe processof teaching?If yes,how wasitdone? 5) Didyou observe if Resource Teachercheckedlearningatthe endof herlesson? 6) Checklist-Of the following,whichdidyouobserve?Please checkif youobservedthe item. Analysis 1) How should a lesson begin and end? Teaching Behavior Check here! 1) Connectinglessontopastlesson 2) Introducingthe lessonforthe day 3) Sharingthe lessonobjective forthe day 4) Motivatingthe students 5) Studentsdoinglearningactivity 6) TeachergivingLecture 7) Teachercheckingforunderstanding 8) Teacher/StudentsSummarizing
- 43. 2) Did you observe any part of the lesson development to have been out of place? Explain your answer. My Reflections “Tell them what you want to tell them; tell them what you told them.” Relate this statement to lesson development.
- 44. Portfolio Re-construct your Resource Teacher’s Lesson Plan. Your lesson plan must have the parts of a lesson plan. A lesson plan outline may do, provided all parts of a lesson are covered.
- 45. Your Rating for this Episode Field Study 2-Experiencing the Teaching-Learning Process Tasks Exemplary 4 Superior 3 Satisfactory 2 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 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 spellingare superior. 3 Analysis questionswere not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questionswere not answered. Grammar and spelling unsatisfactory 1 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 shallowand are not supported by experiences from the episode. 1 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 availableand/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
- 46. Step 1: Review "Effective Questioning and eacting Techniques" on pp. 161 - 171 in Principles of Teaching 1, 2007 by Corpuz, B. and G. Salandalan. Step2 : Observe one Resource Teacher as she/he teaches with the use of an Observation Sheet. Step 4: Analyze your answers with the aid of questions. Step 5: Reflect on my observations. Experiencing the Teaching- Learning Process EFFECTIVE QUESTIONING AND REACTING TECHNIQUES Name of FS Student______________________________________________________________ Resource Teacher 1______________________ Signature______________Date______________ Cooperating School______________________________________________________________ Target In this Episode, students are expected to determine their Resource Teacher’s questioning and reacting techniques and identify those that promote interaction. Map Observe your Resource Teachers’ questioning and reacting techniques based on your past lesson on “Effective Questioning and Reacting Techniques”. To realize your Target, do the following steps: FS 2FieldStudy EPISODE 7 Episode 4:
- 47. Tools Score the Resource teachereverytime she/he demonstratesanyof the followingquestioningbehaviors. Questioning Behavior Tally of Use Frequency 1) Varyingtypesof questions 2) Askingnon-directed questions 3) Callingonnon-volunteers 4) Rephrasing 5) SequencingLogically 6) Requiringabstractthinking 7) Askingopen-ended questions 8) Allowingsufficientwait time 9) Involvingasmany as possible Write samplesof questionedaskedundereach type. Types of question Sample questions Asked 1) ConvergentQuestion 2) DivergentQuestion 3) Low-Level Question 4) High-Level Question
- 48. Reacting Techniques Score the Resource teachereverytime he/she makesuse of anyof the techniques. Reacting Behavior Tally of Use Frequency 1) Providingacceptance feed-back 2) Providingcorrective feed-back 3) Givingappropriate praise 4) Repeatingthe answer 5) Explainingthe answer 6) Rephrasingthe question 7) Askingfollow up questions 8) Redirectingquestionsto otherpupils 9) Solicitingstudents questions 10) Encouragingthrough non-verbal behavior 11) Criticizingresponding studentforhis/her answer 12) Scoldingformisbehavior or not listening 13) Overusingexpressions such as “Okay”,“Right”, etc.? My Analysis 1) Whichquestioningandreactingtechniquesencouragedteacher-studentinteraction?Which onesdidnot? 2) What didNeil Postmanmeanwhenhe said:“Childrengotoschool as questionmarks andleave school as periods”?Doesthishave somethingtodowitha teacher’squestioningandreacting techniques?
- 49. Reflections What do I resolve todoand NOTdo in myquestioningandreactingtechniquessoasto encourage teacher-studentinteraction? My Portfolio I promote higher-order-thinking skills(HOTS) and interaction for learning by the kind of questions that I ask. Here are learning objectives.Formulate at least two examples of questions that promote divergent thinking and HOTS. Junior High School 1) At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive system. Write you two divergent questions here! I promote class interaction by my favorite remarks. Here are five examples of expressionsI must use (Product of my research) to inspire my students to be involved in class interaction. e.g. “You are on the right track!”
- 50. Field Study 2-Experiencing the Teaching-Learning Process Tasks Exemplary 4 Superior 3 Satisfactory 2 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 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 spellingare superior. 3 Analysis questionswere not answered completely Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questionswere not answered. Grammar and spelling unsatisfactory 1 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 shallowand are not supported by experiences from the episode. 1 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 availableand/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
- 51. 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