Observation Worksheet Principles of Teaching 1 Name: Jeremy Glenn A.

Tuvida Grade/Year Level/Section: 3rd/4th yr Time: 11:00 am 12:30 pm

Educ 223 Field Study 2 Instructor: Eddelyn D. Gupeteo Date of Observation: 5/16/12 Teacher: Joefer Maninang Topic Lesson: Intersubjectivty

Observation # 1: Principles of Learning

Observe a class and describe how the teacher handles the class, if learning flourishes in a situation in which teaching is seen as a facilitating process, taking into consideration the different principles on how learning takes place. 1. Use the matrix to record your observation on the principles of learning being employed in the class by the teacher. Principles of Learning 1. Learning is an experience, which occurs inside the learner and is activated by the learner. Activity/Situation Lecture - I have observed that the teacher dominates the whole process of learning. - There is not much activation of learning by the learner since the students were simply passive to the questions raised by the teacher.

2. Learning is the discovery of personal meaning and relevance of ideas.

3. Learning is a consequence of experience

Lecture - Students were able to relate to certain points addressed by the teacher since the topic talks about relating with other people. Students shared their experience of being-with since this is what interesting for young adults. - Consequently, a good number of students shared their insights about the topic on intersubjectivity. Lecture - Listening from the answers of the students, they have shared really something significant and relevant to the topic at hand. - What allowed a smooth learning process was the prior learning and

insight from their own experience of being-with without having the teacher to exert a lot of effort in trying to draw valuable insights. 4. Learning is a cooperative and collaborative process Lecture - Unfortunately, this is one aspect in the principles of learning where the teacher was found inadequate. The monopoly of lecture diminishes the opportunity to do collaborative and cooperative process of learning. Lecture - Despite the imposition of learning in this mode of instruction, the teacher was patient enough to draw important thoughts and ideas, which is time consuming if the students do it by themselves. Just like what was stated in one of the principles of learning, things that are worthwhile in life take time. Lecture - I can see the frustration painted in the faces of several students who were not able to answer the question correctly. - This process of learning also includes the unlearning process since the subject matter also includes doing away with misconceptions, which are prevalent in students way of thinking. 7. One of the richest resources for learning is the learner Lecture - What I think would be the saving grace of this particular session is the fact that some students dared to ask questions and sought for clarification. Despite the inability of the teacher to sustain the attention of the students, some really did their best in coming up with questions and reflections.

5. Learning is an evolutionary process

6. Learning is a painful process

8. The process of learning is emotional as well as intellectual

Lecture - One problem that I have seen in this particular class was the strong emphasis of the teacher on the cognitive process. There was the emphasis on definition of terms, relating it previous knowledge, and explaining the ideas conveyed by the author. These things are necessary but there is also a need to enkindle their emotions so as to make an impact or to increase the probability of retention. What it lacks is letting the students articulate what they have felt in moments where they are with the other being.

9. The process of problem solving and learning are highly unique and individual Lecture - 25 minutes was exactly the amount of time the students spent for true listening and after that most students were doing something else, e.g. writing, drawing, talking with their seatmates and going in and out of the classroom. What does this mean? It simply means that most students intelligences are not simply auditory. They need to do more and by saying more I mean some kind of activity that involves the psychomotor and the affective aspects. - Students behavior only validates the point that individuals have particular intelligences and unique styles of learning. A variety of teaching strategy would in a way address all these multiple intelligences and consequently sustain students interest in the subject matter.

Analysis:

Looking at the data above, I would dissect the learning process in two ways. Things that create impact and things that did not create impact on the whole learning process. Things that create impact on the learning process Looking at the data above, I can say that students enthusiasm and propensity for learning varies from one person to another but they generally would respond to something, which interests them like relationship and love. Truly, the ideas of trying to organize objectives that are significant and meaningful to the students were employed here. The teacher may have organized his course in such a way that students can relate the subject matter in their own personal experience or maybe better their own experience through the insights learned. Another that is noteworthy here is that the teacher was a patient educator. Such exemplary virtue merits such praise. The text was a difficult reading material and yet the teacher laboriously went through the process probing and questioning, which most students find difficulty answering. Though the method employed may have drained much of the teachers energy, I would commend such attitude exhibited by Mr. Maninang. Things that did not create impact on the learning process The first thing that I noticed in his class was the fact that he did not take notice of students who were late and misbehaving. This observation was not included in the matrix above since this is properly placed under classroom management. It is important that teachers should set the mood inside the classroom. The teacher should impose some kind of order before starting the whole process of learning. The principle on classroom management was overlooked and because of that it affected the learning atmosphere, learner and the teacher. Another thing that is noticeable in the session is the teachers monopoly of the discussion. As we all know, the constructivist method requires the teacher simply to facilitate the learning process and must address multiple intelligences. The lecture method is not essentially problematic but it will only create limited impact on students since it only addresses those intelligences that are at the core auditory. I would presuppose that the lecture method contributed much to the restlessness of students and discomfort in going through with the topic that is highly cerebral. A little hands-on activity will break the monotony of learning and maybe infuse some good sense among students. 1 hour of lecture and 30 minutes of question and answer would have little effect on the learning process of the students.

2. Evaluate the Learning Climate. Time Activities Intellectual Climate Social Climate Emotional Climate

11:0 0 a.m. 12:0 0 noon

Lecture The atmosphere was highly intellectual in a sense that students were too busy recalling and understanding terms and ideas. But if we talk about levels of thinking, the intellectual cognition of students was simply at the low level of thinking. There was not much of HOTS since they have difficulty comprehending the material, which is a must before proceeding to higher order thinking skills. I would affirm that there was less interaction among students since this is a teacherdominated session and the only interaction seen was between the teacher and the student. Less interaction among students would mean less cooperative and collaborative learning, which is very important in the retention and creation of meaning in the lives of students. The only emotion that takes over in most students is the frustration of not being able to grasp the idea behind the text. The difficulty of understanding at the cognitive level hinders the student to appreciate the relevance of the text in his/her life until the teacher discussed the big ideas embedded in the text.

Remarks: Overall I would give a poor assessment of the learning process. Primarily, most principles in learning were not employed in class and eventually it made the learning process such a drag. I would somehow recommend that college instructors must somehow undergo training and seminar in education so as to provide a different look in educating 21st learners. There are still areas to improve on and it is a must that we need to improve ourselves since we are in the business of making people better.

Jeremy Glenn A. Tuvida Name & Signature of Observer

_____________________________ _ Name & Signature of Observer