Fs 2 Experiencing Teaching Learning Process BY luisito

FIELD STUDY 2
1 | P a g e
EXPERIENCING THE TEACHING LEARNING PROCESS
Course Description
This Field Study course 2 is designed to provide FS students with opportunities to
connect teaching-learning theories and principles discussed I the six-unit courses in Principles of
Teaching 1 and 2 with actual classroom practice. It is intended to help the FS student observe
how these principles of teaching and learning are applied by the resource teacher to make the
teaching-learning process interactive, meaningful, exciting and enjoyable.
Field Study can be anchored on the following Professional Education subjects.
Principles of Teaching 1 and
Principles of Teaching 2
Educational Technology 1 (partly)
GeneralObjectives
1. Arrive at an experiential knowledge and understanding of the principles of teaching and
learning.
2. Reflect on the application of the principles of teaching and learning for meaningful and
lasting learning.
3. Determine how the guiding principles in lesson objective formulation are applied in the
Teaching-learning process.
4. Acquire the skill in developing cognitive skill and value lessons meaningfully and
interestingly by an in depth treatment of the subject matter and by integrating thinking
skills.
5. Apply the guiding principles in the selection of teaching strategies.
6. Identify the teaching approach employed.
7. Trace the logical development of a lesson.

FIELD STUDY 2
2 | P a g e
8. Identify effective questioning and reacting techniques.
EPISODE 1
PRINCIPLES OF LEARNING
Name of FS Student; LuisitoM.Gomez
Course: BSEd-IIFilipino Year & Section: 2nd
Year
Resource Teacher 1 Ms:ZaldyJeanne G.Viloria Signature______________
Cooperating School: OurLadyoftheSacredHeartCollegeofGuimba.
MyTarget
When I observe three different classes. I will be able to identify application of the
principles of learning in the teaching-learning process.
Observation Sheet
Name of the Resource Teachers Observed: Ms. Zaldy Jeanne G. Viloria
School: Our Lady of the Sacred Heart College
Address: Afan. Salvador Street, Guimba Nueva Ecija
Grade/Year Level:Subject Area: Grade-8
Principles of Teaching Teaching Behavior of the Teacher/ Learning
Behavior of the Learner as Proof of the
Application of the Principles of Learning
1. Learning is an experience which occurs
inside the learner and is activated by the
learner
Valuing of what the teacher being teach, he/she
need to base his/her lesson with the experience
of the learners.
2. Learning is the discovery of the personal
meaning and relevance of ideas.
Giving new ideas for more important ways of
learning.
3. Learning is a consequence of exercises The teacher needs to be prepared anytime.

FIELD STUDY 2
3 | P a g e
4. Learning is a cooperative and collaborative
process.
The teacher needs to explain and elaborate the
main ideas of the lesson for good performance
of the learners.
5. Learning is a evolutionary process The teacher need to change his/her strategy if
some learners had difficulties with the subject
6. Learning is sometimes a painful process As a teacher, you need to identify the different
skills of your learners in terms of your
teaching.
7. One of the richest resources for the learning
is the learner himself
The learners need to develop their critical
thinking.
8. The process of learning is emotional as well
as intellectual
Some learners are independent with their
emotions as their intellectual process.
9. The process of problem solving and learning
are highly unique and individual
As a teacher, give your learners some related
topics about their uniqueness or reasoning.
My Analysis
1. What is the impact of the resource teacher observance of these principles on the teaching-
learning process and on the learners?
 In this teaching learning process the teacher needs to be aware of every step of his/her
teaching because now a day’s students are having a lot of questions so as a teacher you
need to think any aspects of their thoughts and their values that enhance their thinking
skills.
2. Which learning principles was applied most?
 I think most applied principle is cooperative and collaborative process, because most of
the students are able to perform their own skills in common tasks, they are performing
well as a group.
3. Which learning principle was applied least or not applied?
 Learning as motivation, I think this principle sometimes or least applied but not always,
because during my observation half percent of the students is passive learners even if the
teacher is very energetic or always motivated to teach.
Do you agree with these principles of learning? Or have you discovered that they are always
correct.

FIELD STUDY 2
4 | P a g e
 Not really because there’s a reason to motivate always your students to be actively
participants in every performance that you applied.
MyReflection
1. My reflections on my observation of my teacher’s observance of these principles. Did my
Resource Teacher adhere to these principles?
 During my observation I notice that my resource teacher is adhere these principle she is
always prepared and always motivated even her students is not active learners. I notice
also that she is one of the liveliest teachers which are good one with her teaching
profession.
2. Lesson I have learned from my observations on the classroom application of the principles of
learning.
 Lesson I have learned after my observation, as a future teacher someday I need to
enhance my abilities and critical thinking because it can help me a lot with my teaching
profession that leads me to handle my future learners, this observation helps me to be
able to know the reality of being a teacher someday.
EPISODE 2
LESSON OBJECTIVES AS MY GUIDING STAR
Name of FS Student: LuisitoM.Gomez_
Course: BSEd-IIFilipino Year & Section: SecondYear

FIELD STUDY 2
5 | P a g e
Resource Teacher 1Ms.ZaldyJeanne G.Viloria Signature_______________ Cooperating School:
OurLadyoftheSacredHeartCollege,Inc._
MyTarget
In this Episode, I must be able to:
- Deduce the lesson objectives after observing my Resource Teachers teach.
- See how the guiding principles in the formulation of lesson objectives are applied
- Realize the importance of a clearly defined lesson objective.
1. As I observe a class, I will use the observation Sheet for a more focused observation.
Observation Sheet
Name of the Resource Teachers Observed: Ms: Zaldy Jeanne G. Viloria
School: Our Lady Of the Sacred Heart College of Guimba, Inc.
Address: Afan. Salvador Street Guimba, Nueva Ecija
Grade/Year Level: Subject Area: Grade-8 Filipino
Guiding Principles in Determining and
Formulating Learning Objectives
Teaching Behavior which prove/s
Observance
of the Guiding Principle
1. Begin with the end in mind No need to memorize, it’s time to understand.
2. Share lesson objective with students Prove that your objective is well attained.
3. Lesson objectives must be in the 2 or 3
domains – cognitive, skill and affective or
cognitive and affective or skill and affective
As a teacher, the three domains should be
connected by your objectives.
4. Work on significant and relevant lesson
Objectives.
The objective is relevant with your subject
matter and it should be understood.
5. Lesson objectives must lead to the
development of critical and creative thinking
The lesson objective is helps to improve their
psychomotor skills, and valuing lessons.

FIELD STUDY 2
6 | P a g e
2. After observing your resource teacher teach, write down what you think was/ were her lesson
objective.
 The lessonobjective of the teacher. The student should be able to;
 Analyze the ideas of the topic at the end of discussions.
 Know the different types of short story.
 Understand the subject matter after the discussion and they are performing
different task.
 Recall their knowledge about the subject.
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 the same? Different?
 Understand the different kinds of punctuation marks.
 Analyze the proper use of punctuation mark.
 Level the use of punctuation mark.
 Recalling the subject after discussion.
 The objectives in number two are the same lessonobjectives of my resource teacher.
MyAnalysis
1. If answer in # 3 above is different, what is your conclusion regarding written lesson objective
and actual lesson development? Are the lesson objectives in the lesson plan always followed?
 Yes, the lessonobjective in the lessonplan is always followed, because my resource
teacher is always target the learning centered of the students using the three
important domains.
Do they really serve as guiding star?
 Yes, because the teacher and most especially the learners should be able to
understand the subject matter, because of lessonobjectives they must be guided
before and after the discussions started.
2. Why did you find it easy/ Difficult to write down the resource teacher’s lesson objective for
the day? Did he mention it at the beginning of the lesson?

FIELD STUDY 2
7 | P a g e
 Yes, but sometimes I notice that she mentioned the objective in the middle of the
discussion at the end and also during performance tasks.
3. Did you find the lesson objective SMART? Why or why not?
 Yes, because the lesson objectives are showing the specific knowledge to the learners
that is measurable that they achievable at the end of class, and its relevant to them
eventhe time oriented for recalling information and the students must be
understand it in a different ways.
4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in
two or three domains? Support your answer.
 Yes, in psychomotor and affective domain because this two domain help the learners
and also the teacher to modify the objectives of the lessons, to provides higher
creativity and values through the learners.
MyReflections
Any lesson learned or insights gained from your observations focused on lesson objective.
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.
 What is parable? In this lessonthe objectives must be understood because of
affective learning, the student should be able to make their own reflection about
some topics in parable like the Good Samaritan woman, what is all about, the
situation for the topic, the student is making his/her own explanation about it. And
for me the lessonobjective was attainable to them as a guiding star.
Episode 3
ORGANINZING CONTENT FOR MEANINGFUL LEARNING

FIELD STUDY 2
8 | P a g e
Name of FS Student: LuisitoM.Gomez_
Course: BSEd-IIFilipino Year& Section: SecondYear
Resource Teacher 1Ms.ZaldyJeanne G.Viloria Signature______________
CooperatingSchool: Our Lady of the Sacred Heart College of Guimba
MyTarget
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.

FIELD STUDY 2
11 | P a g e
MyTools
OBSERVATION SHEET
School: Our Lady of the Sacred Heart College of Guimba_
Address: Afan. Salvador St.. Guimba Nueva Ecija Date: _________________
Grade/ Year Level: Grade-8 Peace_ Subject Area: Edukasyon sa Pagpapahalaga_
A. For the Cognitive Lesson

FIELD STUDY 2
12 | P a g e
1. What is the lesson about? _The lessonis all about parables in this lessonthe student
knowable the Importance and good words of God, in this lessonI think that cognitive
domain is showed because the students is able to perform their own understanding about
the subject matter.
2. What are the examples of facts mentioned in the lesson? The importance and good words of
God because during the discussion it is the good influence among the learners to know the
news about god words and to studied it and reflect the message of the Gospel with
everyone.
3. Did the lesson end with facts? Or did these facts lead to understanding of concepts? Prove
your answers. _Yes, of course through the fact the students lead the understanding about it
why because during the discussion the students should be able to reflect with their own
lives the facts that the lessonis all about forgiveness and sacrificing.
4. Write down instances of treating the topic in depth (giving examples, examining cause – effect
relationships, relating ideas or concepts to one another) _when the teacher recalling the main
ideas in the lessonlike for example knowing the influence of studying parables what is all
about the teacher should be able to perform the instances of relationship between The good
Samaritan woman what is the role, what is the message about the situation of Samaritan
woman in this case knowing what is the cause and making concepts that the students is
make a new depth ideas about the topic.
5. Cite an instance/s when students were encouraged to ask questions, to talk about and reflection
what they learned. _The instances like for example when the students is relatable about the
topic, when they are have more ideas about it, some students askeda question related to the
topic and some of them asking what is it called (topic), why I need to learn something about
that, and the instances also when the student is curious in some ideas in the topic they are
encourage to ask more questions, their thoughts.
B. For the Skill Lesson
1. What was the skill lesson about? Which skill/s was/were target? Manipulative skill or thinking
skill? _The skill lessonis all about development of their vocabularies in terms of some
depth words in the topic, the skill is to enhance their critical thinking about forgiving
reasons to one situations they are more became reasonable the students are targeting the
skill of how they can depend their answers.
2. Write evidence of teacher’s encouragement of divergent thinking by the students. _Evidence
like, the student should be able to share their ideas evensome of them are passive learners
the teacher encourage the students in a way of asking different easy question that is related

FIELD STUDY 2
13 | P a g e
to the lesson, the teacher giving an activity individually one questions with divergent
answers of the students.
3. Which are proofs that the Resource Teacher promoted convergent thinking? _When the
teacher recalls some important ideas that is already tackled, she is asking questions in past
lessons that is related to the new lesson.
4. If there was problem solving in the lesson, were the pupils taught to solve the problem using
algorithm or heuristic strategy? Yes, because algorithm strategy helps the student to think of
the problems easily and logically.
5. What are the proofs that the students were encouraged to do critical thinking? When the
teacher implement an encouraging activity that shows their critical thinking like for
example doing their own formal writing having a drawing and the student need to reflect it
trough their parents, critical thinking of uniqueness and also creativity. _
C. Value/ Affective Lesson
1. What was the value lesson about? The value lessonis all about reflection of self- attitude
understanding of good things and encouraging everyone to learn about the message of the
topic.
2. Was the value taught alone or was it integrated with a cognitive or skill lesson? Yes, because
value can influence the reality of life most especially the learners must be able to relate it,
to skill lessonthey are doing good in something enjoyable.
3. How was the value lesson developed? The value developed in a centered learning of the
students the main ideas in the topic is relay to their thinking and making responses through
the value of the lessons.
MyAnalysis
A. For the Cognitive Lesson
1. How did my Resource Teacher teach the cognitive content meaningfully and interestingly?
My resource teacher teach the cognitive in a way of asking many questions about the main
ideas, recalling ideas related to the past and future lessons, exploring the concepts of the
topic it should be interesting and actively perform.

FIELD STUDY 2
14 | P a g e
B. For the Skill Lesson
1. How was the skill taught meaningfully and interestingly? _the lessonskill is meaningfully
taught in a way that my resource teachers are doing much motivational activity that also
enhance and to develop the skills of the learners.
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 when you teach a value lessonyou need also to implement cognitive that helps
the students to understand the value, with the basis of cognitive the student should be able
to recognize, analyze or explain the ideas in value lesson.
2. A cognitive or skill lesson is a vehicle for value education. Do you agree? _Yes, I agree
because cognitive is a centered of learning, to identify the value of different subject matter,
it is the way of providing comprehensions.
MyReflections
1. Someone said: “There are dull teachers, dull textbooks, dull films, but no dull subjects”. Do
you agree? Write you’re your reflections here Yes, because subject is one of the reasons why
we are still recognize when the teacher are dull , textbooks and many things, but if anyone
said that his/her subject is dull it depends with your acceptance to be motivated to learn
about your subject.
2. How should you organize subject matter (be of cognitive skill or value lesson) so that teaching
will always be fresh and interesting?
__ I should recognize the subject matter to be a cognitive skill because when the topic starts
with the cognitive the students should be Able to understand first the topic and after that
followed by knowing the value of the lessonin this kind of subject matter your discussion is
always interesting by using the three domain in terms of teaching.

FIELD STUDY 2
15 | P a g e
Episode 4
GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES
Name of FS Student: LuisitoM.Gomez
Resource Teacher 1 Ms.ZaldyJeanneG.Viloria Signature____________
Cooperating School: OurLadyoftheSacredHeartCollegeofGuimba

FIELD STUDY 2
18 | P a g e
MyTool
As I observe a class, I will use the Observation Sheet for a more focused observation.
OBSERVATION SHEET
Name of the Resource: Ms. Zaldy Jeanne G. Viloria
School: Our Lady of the Sacred Heart College Address: Afan. Salvador St. Guimba Nueva
Ecija Date: January 26, 2017
Grade/ Year Level: Grade-8 Subject Area: Filipino

FIELD STUDY 2
19 | P a g e
Observation Sheet
Address: Afan. Salvador St. Guimba Nueva Ecija
Grade/Year Level: Grade-8 Subject Area: Filipino
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. Encouragement and motivational activity
2. The more senses are involve, the more and
the better the learning.
Being aware of their ideas and questions.
3. A non – threatening environment enhances
learning.
Not crowded, notice if your students are
comfortable thru their places.
4. Emotion has the power to increase
retention and learning.
Reflecting through everyday life must the
teachers engaged.
5. Good teaching goes beyond recall of
information.
Always doing feedback for the past lessons.
6. Learning is meaningful when it is
connected to the students’ everyday life.
Asking of how the student making reflections
according to their life experience.
7. An integrated teaching approach is far
more effective than teaching isolated bits of
information.
Determining the goals of the teacher and also
to visualize different skills.
MyAnalysis
1. Are these principles in accordance with brain – based teaching and learning? _Yes, because
these principles are briefly explained the goal of learning’s in terms of different
approaches and strategies these principles must be able to connect with capabilities of all
learners to learn intellectual or either emotional.
MyReflections
What is the best method of teaching? Is there such thing? _For me is formulating and
determining goals in terms of learning because in this kind of approach or method the
students should be able to learn more things ,most especially by implementing the three

FIELD STUDY 2
20 | P a g e
important domain, cognitive- skill, psychomotor and affective- values in this case such
things in terms of learning are the best one._
MyPortfolio
Illustrate your reflection on the best method teaching creatively on this page.

FIELD STUDY 2
21 | P a g e
Cooperative and Collaborative learning because student can handle their abilities in terms of
understanding in a way of collaborating their ideas and opinion to the others, how they adapt
learning that they are able to interact in many ways.
Episode 5
ON TEACHING APPROACHES AND METHODS
Resource Teacher 1 Ms:ZaldyJeanne G.Viloria Signature _____________
Cooperating School: OurLadyoftheSacredHeartCollege
MyTarget
In this Episode, I must be able to determine the teaching approach or method used by the
Resource Teacher.

FIELD STUDY 2
25 | P a g e
MyTool
Observation Sheet
Name of the Resource Teachers Observed: Ms: Zaldy Jeanne G. Viloria
Address: Afan Salvador St. Guimba Nueva Ecija
Grade/Year Level: Subject Area: Grade-8 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 Checking of seat works and assignments.
2. Inductive Method Assessing group research
3. Demonstration Method Giving examples or guidelines of making
4. Problem Solving Giving some specific problems.
5. Discovery Method Library works by using references like news
paper
6. Project Method Promoting criteria in their creativity and
uniqueness of making
7. Constructivist Approach Using instructional materials, like videos
8. Metacognitive Approach Individual accountability
9. Integrative Approach Represent social skills of learners
MyAnalysis
I will answer the following questions:

FIELD STUDY 2
26 | P a g e
1. Which approaches/methods will be grouped together? Why? e.g. direct method and
deductive method
 Project method because these approach can be used to improve the
cooperative and collaborative learning of the students in a way of forgiving
task like research project in this kind of method the students should be able
to work together in common task like this a direct method because it stepby
step procedure._
2. Which approaches/methods are more interactive? Less interactive? __Demonstration is one
of the interactive method in teaching like for example when teacher demonstrate the
situation on the story in a way of asking question, in this case the student are more
interactive, unlike in problem solving method students are less interactive because of some
difficulties on the process of answering.
3. When should be the direct method be used? _In Meta cognitive method because direct
method can develop in every steps by doing task like explanation, summarizing, and also
reflecting the lessonin their own lives.
4. When should be the indirect method be used? __ It can be used in assessing some test
questions that had no determinants, in indirect it can also use in problem solving, the
students are have difficulties to find the final answer because of some indirect solutions.
5. When approaches/methods promote “learning to live together”? _Project Method because
usually the student can learn in one common task like doing projects, in this method the
student should be able to learn by each other, giving their own ideas, opinion and thoughts
together for having a better output._
MyReflections
If I decide on my teaching approach/method, I will consider, (Continue the sentence. Begin
writing NOW!) ___Deliberation Method because it can helps the students to enhance their
critical thinking and it also helps to improve their vocabularies, speaking skills and

FIELD STUDY 2
27 | P a g e
reasoning so if I decide on my teaching approach I think these one can be helpful, like for
debate, reporting, recitation and group speech._
MyPortfolio
1. By means of a graphic organizer show the characteristics of a constructivist and a
metacognitive approach.

FIELD STUDY 2
28 | P a g e
CONSTUCTIVIST
APPROACH
Intellectual
functioning
Modern
teaching
Exploration
and
presentation
General
abilities
Assessment
Collaboration

FIELD STUDY 2
29 | P a g e
2. Do serious research and complete this Table on Methods. The first is done for you.
METACOGNITIVE
APPROACH
Self-
regulatory
Thinking
processes
Monitoring
Planning

FIELD STUDY 2
30 | P a g e
Approach/ Method Advantage/s When to Use
1. Deductive Method 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.
2. Inductive Method More centered learning, so
the lesson can follow the
ideas behind.
In Extensive learning during
the discussion, it
accommodates the important
ideas.
3. Demonstration Method It can be realistic by using
materials.
When, its need to explain the
lesson well.
4. Problem Solving Abilities to resolve
problems
When the problem is very
difficult, the students are
miserable to find the answer.
5. Discovery Method Learning by situational
questions and answers
When the students need to
find a better answers in the
question, during exploration
of subject.
6. Project Method A common goal in one
learning
When to engage the abilities
of the students to work thru
their classmates.
7. Constructivist Approach More on constructing ideas When the subject must be
idealistic one.
8. Metacognitive Approach Improving social skills
with in understanding
When using dept. questions
related in the topic.
9. Integrative Approach Combining ideas or
recalling information
When using in feed backing
some important key points in
the past lessons.

FIELD STUDY 2
31 | P a g e
Episode 6
ON LESSON DEVELOPMENT
Resource Teacher 1 Ms.ZaldyJeanne G.Viloria Signature _____________
MyTarget
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
33 | P a g e
MyTool
Observation Sheet

FIELD STUDY 2
34 | P a g e
School: Our Lady of the Sacred Heart College of Guimba
Address: Afan. Salvador St, Guimba Nueva Ecija
1. Describe how the teacher began his/her lesson. Why do you think he/she do that? _During my
observation the teacher began her lessonin a way of asking the students to arrange their
chairs and cleaning the room before the teachers began to her lessonbecause usually the
room are not good learning environment, I think she do that for having a better interaction
and that is the routine before the discussion._
2. 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? _One of the activities are drawings in having a
formal writing underneath in such any kind of drawing and describe it in their own,
another is research, and I think she did such activities for a better learning about the
subject matter or lesson.
3. How did he/she end his/her lesson? Why do you think he/she did that? _She ends to her
lessons in a way of asking her students if there have any question about the discussion,
homework or about their project and she always end the lessonby reminding and
finalizing all given activities and requirements._
4. Did you notice an assessment of learning in the process of teaching? If yes, how was it done?
__Yes, like giving a reminder or planning for the examination for pointers to review and
also they are reminded if any case like having a long quiz tomorrow, this kind of
assessment the students are prepared and expected that they are performing well during
the exam or quiz.
5. Did you observe if Resource Teacher checked learning at the end of his/her lesson? _Yes, at
the end of time the teacher must be checking if his/her students attained the lessonwell._
6. Checklist – Of the following which did you observe? Please check if you observed the item.
Teaching Behavior Check Here
1. Connecting lesson to past lesson 
2. Introducing the lesson for the day

3. Sharing the lesson for the day 
4. Motivating the students 
5. Students doing learning activity 

FIELD STUDY 2
35 | P a g e
6. Teacher giving lecture 
7. Teacher checking for understanding 
8. Teacher/students Summarizing 
MyAnalysis
I will answer the following questions:
1. How should the lesson begin and end? __Before the lessonbegin the teacher checked the
environment of the classroom, if it is good to use during discussion, and if it’s not crowded
for everyone, the chairs tables, and all learning materials, after that the teacher starts the
lessonwith a prayer, and it also ends with a prayer but usually during end time the teacher
must focus on the learning of the students she gave an activity if any case homework that
submitted next meeting._
2. Did you observe any part of the lesson development to have been out of place? Explain your
answer. __None, because the teacher are always motivated and energetic to teach during
discussion and it a cause of being active participants of the students in answering many
questions askedby the teacher that helps the lessondevelopment of learners.
MyReflections
“Tell them what you want to tell them; tell them, tell them what you told them.” Relate this
statement to lesson development: __As a future teacher I need to tell my students to listen
always during my discussion because my teaching styles leads to their learning, I tell them
always to become prepared and socialize their ideas and thought in the subject matter, I
will tell them to visualize and find their own abilities and skills by answering important
questions, I told them to enhance their speaking in a way of reading many books, in this
kind of situations they are able to improve their potentials of many developments in their
own hands.

FIELD STUDY 2
36 | P a g e
MyPortfolio
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.

FIELD STUDY 2
38 | P a g e
Episode 7
EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
Resource Teacher 1Ms.ZaldyJeanneG.Viloria Signature _____________
MyTarget
In this Episode, I expect myself to be able to determine my Resource Teacher’s questioning and
reacting techniques and identify those that promote interaction.

FIELD STUDY 2
39 | P a g e
My Performance (How I will be Rated)

FIELD STUDY 2
41 | P a g e
MyTools
Score the Resource Teacher every time he/she demonstrates any of the following questioning
behaviors. Sample is shown in item #1.
Observation Sheet

FIELD STUDY 2
42 | P a g e
Questioning Behavior Tally of Use Frequency
1. Varying types of questions e.g. 5
2. Asking non – directive questions 4
3. Calling non – volunteers 5
4. Rephrasing 3
5. Sequencing logically 3
6.Requiring abstract thinking 5
7. Asking open – ended questions 4
8. Allowing sufficient wait time 2
9. Involving as many as possible 3
Observation Sheet
Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent Question Who is balagtas baltazar.
2. Divergent Question How can say that his/her writing are good
enough.
3. Low – level Question What do you mean by writing?
4. High level Question What is the difference between the two
characters? explain
Observation Sheet

FIELD STUDY 2
43 | P a g e
Reacting Techniques
Score the Resource Teacher every time he/she makes use of any of the techniques.
Reacting Behavior Tally of Use Frequency
1. Convergent Question 4
2. Providing corrective feedback 5
3. Giving appropriate praise 3
4. Repeating the answer 5
5. Explaining the answer 5
6. Rephrasing the question 4
7. Asking follow – up questions 5
8. Redirecting questions to other pupil 3
9. Soliciting student question 2
10. Encouraging through non – verbal behavior 2
11. Criticizing responding student for his/her answer 5
12. Scolding for misbehavior or not listening 3
13. Overusing expressions such as “Okay”, “Right”, etc. 1
MyAnalysis
1. Which questioning and reacting techniques encouraged teacher – student interaction? Which
ones did not? _Asking follow – up questions this encouraged students interaction they
reacting in most important ideas with an easy explanation, but soliciting student question
did not because after the discussion when the teacher asking, if the student have a question,
the student response is none.
2. What did Neil Postman mean when he said: “Children go to school as question marks and
leave schools as periods”? Does this have something to do with teacher’s questioning and
reacting techniques? __Yes, if children’s learning can be improve because of a lot questions
that’s what we call development of critical thinking as question mark they more became

FIELD STUDY 2
44 | P a g e
profound of different skill but it’s not the end of development of learning by reacting in
much questions learners can be a period that qualified to exist learning._
MyReflections
What do I resolve to do and NOT to do in my questioning and reacting techniques so
as to encourage teacher – student interaction. __ I resolve to focus on the learning
of my students always, I will do my best techniques in terms of teaching to be
able to connect in much questions that I asking, in reacting I need to be aware of
their answers and to know the possibility of interacting and interdependence
which one of the reason why students became active learners in a possible ways.
MyPortfolio
I promote higher – order – thinking skills (HOTS) and interaction for learning by the
kindof questions that I ask.
Here are learning objectives. Formulate at least two examples of questions that promote
divergent thinking and HOTS.
Elementary (For BEEd Student)
1. At the end of the lesson, the pupil is able to identify the functions of the organs of the
digestive system.
Secondary (For BSEd Student)
1. After having been presented the pros and cons of teaching reproductive health in
schools, the student must be able to take a stand on the controversial issue and give
reasons for such stand.

FIELD STUDY 2
45 | P a g e
Write your two divergent questions here!
1. Elementary
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Secondary
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I promote class interaction by my favorable remarks. Here are 5 examples of expressions
I must uses (products of my research) to inspire my students to be involved in class interaction.
1. e.g. “You are on the right track!”

FIELD STUDY 2
46 | P a g e
2. “Keep it up, always”
3. “You did a great job”
4. “Focus and listen carefully”
5. “Do your best and do the rest”

Fs 2 Experiencing Teaching Learning Process BY luisito

More Related Content

What's hot (20)

Similar to Fs 2 Experiencing Teaching Learning Process BY luisito (20)

More from gluisito1997 (10)

Recently uploaded (20)

Fs 2 Experiencing Teaching Learning Process BY luisito