Legal Foundations

CHED Memorandum no. 30 (CMO 30) was promulgated on September 13, 2004 for the purpose of
rationalizing the undergraduate teacher education in the country to keep pace with the demands of global
competiveness. It is in accordance with the pertinent provisions of Republic Act No. 7722 , the Higher
Education Act of 1004. CMO 30 embodies the policies and standards for the undergraduate teacher
education curriculum.
Article V. Sec.13 of CMO 30 states that, field study courses are intended to provide students with
practical learning experiences in which they observe, verify, reflect on, in actual school settings. The
experiences will be given with field observation and gradually intensify until students undertake practice
teaching.

Theoretical Foundation
This workbook adheres to the Vygotskian principle of social construction of knowledge, meaningful
learning and construction of knowledge will occur if learners work hands-on in relevant settings and with the
proper guidance. Complementary to Vygotskys theory is Albert Banduras Social Learning Theory. Bandura
Asserted that learning takes place not only through imitation but also observation. Recently, the Situated
Learning Theory reiterated Vygotskys and Banduras views. It emphasize the knowledge needs to be
presented in an authentic contex, settings and applications that would normally involve that knowledge; and
that, learning requires social interaction and collaboration. The field study experience is geared towards
exactly this, to give pre-service teachers the opportunity to learn through meaningful and systematic
exposure in actual settings.
Another important theoretical basis of this field study experience is reflective education. John
Dewey stressed the vital role that reflection played in the growth and development of teachers. Reflection
allows the learner explore his/her experiences in order to arrive at new understandings or insights. It may
be done individually or through sharing and discussion with others.
Ramasamy (2002), in his review of literature on reflective practice highlighted the following: Kolb
(1984) in his model of the experiential learning cyle regards the process of reflecting upon experience as a
crucial stage. Experience without reflection does not lead to learning. According to Boud et.al, (1997, just
having an experience does not necessarily mean that learning has occurred. The important factor which
can turn raw experience into learning is the process of reflection. Brown and Mc.Cartney (1999) point out
that reflection on both the content and the process of learning help learners move towards and stay within
a deep approach to learning. Throughout the workbook, reflection is an integral component and is used to
conclude each learning episode.

Approach to Field Study

The approach taken in this workbook is of course derived from its theoretical underpinnings.
We use the acronym OAR to represent the general cyclical pattern of the tasks that pre service teachers
are expected to do in the different learning episodes. After the Goal/Target and the map are given per
episode, they will basically, Observe in actual setting or Orchestrate a plan, or Organize an output. They will
then Analyze/Synthesize the experience, and Reflect on the experience.

Observation

in actual setting is meant for the FS students to train their senses to really focus
on important details of the learning situation and perceive them with clarity and objectivity. It entails that
students learn to differentiate making an observation and interpreting the observation.

Analysis involves the use of critical thinking to breakdown the components of what was observed,
orchestrated or organized. Further on it will also involve th ability to synthesize,,, to organize into a coherent
pattern the salient points of what one has analyzed and learned.

Reflection involves the past, the present and the future of the field study student. In light of each
field experience episode, the Field Study students reflect on relevant past experiences that might have
affected their beliefs, values and attitudes about learning. The students also reflect on how each episode is
affecting their present thinking and finally, how their learning will impact on their future as teachers. This
allows for integration of the future teacher as first and foremost a person with beliefs, values and attitudes.
The fruits of reflection then affect subsequent observation and analysis, thus making the model
cyclical.
This approach answers in part to the challenge of developing affective mechanisms for the
Experiential Learning Component of Pre-Service Teacher Education. It moves away from the old view that,
Teacher development is simply informational; that it only involves providing new and updated technical
knowledge for teachers. It adheres to the new NCBTS paradigm that, teacher development is
transformational, experiential, and contextual; it involves engaging teachers to critically reflect on old and
new technical knowledge as these facilitate student learning in actual context.
Through the six field study courses, the students will have repeated exposure and practice in
reflective teaching. The end goal is for them to imbibe reflective teaching that it becomes second nature to
them.

Field study 2 SUBJECT Matrix

SUBJECT
TITLE
Field Study2
Experiencing
the TeachingLearning
Process

DOMAI
N

COMPETENCIES

Curriculum

-Identifies varied methods and strategies, instructional

materials and assessment tools used in the learning
environment
-Demonstrates mastery of the subject matter
-Communicates clear learning goals for the lessons
that are appropriate for learners

Learning
Environment

-Distinguishes general learning processes as well as

unique processes of individual learners
-Identifies teachers action that demonstrate value for
learning
-Creates healthy psychological climate for learners

Diversity of
Learners

Planning,
Assessing and
Reporting

-Determines, understands and accepts the learners

diverse background and experience

-Develops and utilizes creative and appropriate

instructional planning
-Makes good use of allotted instructional time

Social Regard
for learning

-Selects teaching methods, learning Activities and

instructional materials or resources appropriate to learners
and aligned to objectives of the lesson.
-Demonstrates that learning is different kinds of different
resources.

UNI
T
1

SUGGESTED GUIDELINES FOR FIELD STUDY

STUDENTS
These set of guidelines are suggested to help pre-service students in the successful conduct of
their field studies. Each TEI shall address some institutional peculiarities that are not covered in this
guideline.
1

Field Study students are required to accomplish successfully activities in at least 17 hours for every
semester in every field study course to earn a 1 unit credit.

Field Study activities should be under the supervision of the Field Study Faculty of the TEI in
collaboration with the Field Study Cooperating Schools.

Field Study student shall secure appropriate Field Study permits and undergo orientation/ briefing
before he/she deployed in cooperating schools.

Each Field Study student shall secure a Field Study Notebook for each course.

Field Study Student shall wear official school uniform during the field study in cooperating schools

Field Study student shall demonstrate personal qualities that reflect a good image of a teacher. The
qualities includes as courtesy, respect, honesty, diligence, open-mindedness, critical thinking and
others while doing field study.

Field Study student shall demonstrate proper behavior in the presence of the learners , teachers,
school personnel, administration and parents.

Field Study students shall request the signature of the resource teacher or person or the field study
faculty immediately after the activity has been done.

Field Study student is required to prepare a portfolio for every field study course. The FS teacher is
encouraged to prepare his/her own rubric for authentic assessment of the portfolios. This rubric
can be discussed with the students as part of the orientation so they would know what criteria will
be used and how their portfolio will be assessed.

Credit: 1 unit
Duration: 17hours

Course Description
This course is designed to provide students with opportunities to examine the application of
teaching theories in the learning environment. Students are expected to verify cognitive, meta-cognitive,
individual differences and motivational factors that influence the acquisition of knowledge. The students are
given the chance to develop and try out learning tasks, instructional materials and asse3ssment tools.
Field Study 2 can be anchored on the following Professional Education subjects:
1
2

Principles of Teaching 1
Principles of Teaching 2

General Objectives
1
2

Enrich knowledge on teaching methods and strategies appropriate instructional and assessment
tools used by the teachers;
Reflect on the application of different theories of learning and knowledge acquisition that promote
the cognitive and meta-cognitive processes, positive motivational processes, and use of verified
resources of learning in the actual learning environment.
Develop alternative ways of teaching a lesson.
FOCUS

Meaningful
Learning
Experiences

SPECIFIC
TASKS
Episode 1
Looking
through

LEARNING
DOMAIN
EVIDENCE
List of
Curriculum
Methods
and
strategies

a. observe
atleast 3
classess

Peace concept in
focus

b. list down
the different
b.1 methods
or strategies
b.2

Learning
Environment

Reflection

COMPETENCIES/PERFORMANCE INDICATORS
Identifies varied methods and
strategies, instructional
materials and assessmenr tools
used in the learning environment
Distinguishes general learning
processes as well as unique
processes of individual learners
Identifies teachers actions that
demonstrate value for learning
materials

Critical Friends

instructional
materials
b.3
assessment
tools used by
the teacher

a.Observe a
class
b.Identify the:
b.1 methods
and strategies
b.2
Instructional
materials
b.3
assessment
tools ued by
the teacher

Reflect on
how the items
on the list
facilitate
cognitive,meta
-cognitive,and
positive
motivational
processes as
well as the
use of varied
resources for
learning.

Episode
1E
LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCE.

Name of FS student

NYear/Course
Resource Teacher

Date
Signature

Cooperating School

Your Target
At the end of this activity, you will be able to identify then principles of Teaching-Learning
activities manuals and other instructional materials used by the teacher in selected subjects.

Your Way
Learning how to apply the teaching principles in the 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 your TARGET, work your way through these steps:
1

Observe at least 3 classes and describe the principles of teaching and learning used by the
teacher.

Observe the cognitive, meta-cognitive and motivational processes in the classroom.

List down the instructional materials used by the teacher to facilitate learning.

Reflect on your experience.

Your Way
As you visit a school and observe classes, use the activity forms to document

your oservation and right your insights or reflections.

OBSERVATION SHEET
Name of School Observed:
School Address:
Date of Visit:

Grade/Year Level

Subject Area:
1

What Principles in teaching-learning were commonly applied?

Learning Principle

Teachers Activity

Students Activity

1. Law of Readiness

Motivate the students by

asking them the previous
acquired information regarding
the topic.

The students were actively participated

during the discussion and problem
solution given by the teacher.

2. Law of Exercise

Providing the students with 5

exercises before giving them
an assignment.

Solving the given problem in their

respected sits while others were
answering it on the board.

3. Law of Belongingness

Boys and girls were separated

in two rows to possess the
quality of belongingness.

Student-to-student interaction and

discussion with in their paired or
groups.

The teacher together with the

pupils was acknowledging the
students who were actively

Motivate and stimulate when

acknowledge by both teacher and

4. Law of Effect

5. Law of
Association/Association
process

participate in the class. When

one pupils got the correct
answer on the questions given
by the teacher the teacher told
them to clap their hands on the
said child.

classmates.

The teacher connects the

previous lesson to the new
one.

Attaining and participating in class

discussion.

6. Active or Dynamic process

Letting the students to write the Self-activity of students by answering

correct answer on the board
the given question on the board.
right after the the given
exercise in a particular subject
matter.

7. Integration

The topic-reflection of ESP

integrates with applying the
correct used of pang-ukol in
Filipino.

Using the application of the students

knowledge in listening story about ESP
Edukasyon Sa Pagpapakatao.

Draft the reflected object with

respect to the original object.

Manage and understood easily the

subject matter through the aid of
drawing presentation done by the
teacher.

Discussed the topic on the

context in which the students
can easily comprehend the
equitation of the reflection in
general.

Contextual topic will easily adopted

and comprehend by the students.

8. Creativeness

9. Context

The teacher do omitted some

unimportant details on the
lesson.
10. Teaching a little but it is
well

11.The teacher teach the child

not the subject

12. The teacher teaches the

child according to his own
pace.

13. The teacher starts where

the child is!

The teacher made used of

applicable examples on how
they can apply the knowledge
and experiences theyve
learned.

The pupils do participate in the

discussion and relate their self on the
topic.

The teacher do focused her

attention to those pupils sitting
on the 4rth row,

The pupils on the said rows do

participate on the discussion because
they are the main focus of the teacher.
They do listen just like the first two
rows.

The teacher made used of her

surroundings outside and
inside the classroom.

Here are some of the personal

characteristics of the teacher:
14. Personality of the teacher

-Approachable
-More on explanation
-Teaching strategies are good
-Cheerful in teaching

The pupils better understands the

lesson and gain more knowledge
applicable to their surroundings inside
the classroom and even at home.

What Instructional materials were used in teaching?

The pupils do understand well the

lesson prepared by the teacher.

Students peaceful mind and readiness

to lean because of the personality of
the teacher.

In the class I have been observing Mrs. Renet T. Tadiosa. She do not used instructional materials to the
fullest. Only textbook and herself as an instructional Aid but I would say that her teaching method is
effective because of her loud voice and examples using the pupils itself and other materials in the
soundings. She is so resourceful in teaching their pupils. She made the whole classroom as good
examples and she relates it to the topic. Therefore, I conclude that Instructional materials do
enhance the effectiveness of teaching strategy but the surroundings in the classroom and even at
home is the most important elements that promote learning. However, It is the teacher who made used
of it in a particular lesson. I also realized that the retention of learning is more powerful if the more
senses used on the teaching-learning situation.

Which of the principles in teaching facilitate the cognitive, meta-cognitive, and positive
motivational processes of learning?

Teacher: Mrs. Renet T. Tadiosa

FACTORS

COGNITIVE
ABILITY

METACOGNITIV
E ABILITY

MOTIVATIONA
L PROCESS

Students are
able to define
what is asked by
the teacher and
they are able to
give examples.
Students were
able to think of
answer that they
will use in
answering the
given question.

To be critical on what
they will define and
also in giving
examples. They are
able to think critically.

The teacher gave

jokes related to the
topic/lesson and so
students were able
to construct an idea
regarding the lesson.

Students are able to

solve the problem in a
fast and in an
accurate manner.

By giving examples
related to the
problem in relation
to our daily lives.

1)Methods/
Strategies

a. Inductive/
Deductive

b. Problem
Solving

c. Board
Exercises

Students are
able to
execute/show
proper
procedures in
solving the
problems in the
board.

Students were able to

show to their
classmates what they
learned or what they
write on the board.

The teacher gave

additional points to
the students whove
got the correct
answer and she
gave praises and
encouragement to
the students.

2) Instructional
Materials

a Chalk and
board

Students learned
best when they
see the
topic/lesson
written on the
board.

Students will able to

analyze well as they
read the topic on the
board.

The teacher asked

volunteer students
to solve on the
board so that he will
test the ability of the
student.

b Chart
The students are
able to
understand well
the lesson
because of
visual aids like
chart. The
students are
able to think
solutions to the
problems before
presenting it to
the class.

3) Assessment
tools

The students are able

to analyze well what
the teacher presents
on the class.

The teacher showed

colored pictures
related to their
lesson so that the
students would be
motivated to listen
to her discussion

a. Giving of
assignments and
quizzes after the
discussion.

To test if the
students know
how to answer the
given question

Students are able

to answer properly
the given question
or their
assignments.

The teacher gave

additional points to
the students who
will perfect their
quizzes and their
assignments.

1. The teacher
uses textbook in
discussing and
students are able
to read their
lesson in their
textbook

The teacher uses

also workbooks for
the students to
apply what they
had learned in the
discussion.

-The teacher
encourages the
students to
participate well in
the class or in a
discussion and
answer correctly the
given questions.
-The teacher gives
additional points to
students who have
clean and orderly
output and she
dont accept it if it is
dirty.
Maybe to inculcate
the value of
cleanliness from
day to day.

4) Varied
Resources of
Learning
a. Textbook and
notebook

2.For enough
references just to
study well the
lesson.

Read an article on your answer. Paste a copy of such article here.

Title:

The Learning Pyramid: Does It Point Teachers in the Right Direction?

Authors:

Lalley, James P.; Miller, Robert H.

Descriptors
:

Teaching Methods; Experiential Learning; Teacher Role; Abstract

Reasoning; Educational Theories; Discovery Learning; Retention (Psychology)

Source:

Education, v128 n1 p64-79 Fall 2007

Peer
Reviewed:

Yes

Publisher:

Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel:
251-343-1878; Fax: 251-343-1878; Web
site:http://www.projectinnovation.biz/education.html

Publication
Date:

2007-00-00

Pages:

16

Pub Types:

Journal Articles; Reports Descriptive

Abstract:

This paper raises serious questions about the reliability of the learning pyramid as a
guide to retention among students. The pyramid suggests that certain teaching
methods are connected with a corresponding hierarchy of student retention. No specific
credible research was uncovered to support the pyramid, which is loosely associated
with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited
with creating the Cone of Experience in 1946. The Cone was designed to represent the
importance of altering teaching methods in relation to student background knowledge: it
suggests a continuum of methods not a hierarchy. While no credible research was
uncovered to support the pyramid, clear research on retention was discovered
regarding the importance of each of the pyramid levels: each of the methods identified
by the pyramid resulted in retention, with none being consistently superior to the others
and all being effective in certain contexts. A key conclusion from the literature reviewed
rests with the critical importance of the teacher as a knowledgeable decision maker for
choosing instructional methods. (Contains 3 figures.)

Abstractor:

Author

What is the learning pyramid

Georgia Southern University describes the Learning Pyramid in The

Seven Principles of Good Practice:
The Learning Pyramid

The learning pyramid originates from the National Training Laboratories (NTL) for Applied Behavioral
Science, 300 N. Lee Street, Suite 300, Alexander, VA 22314, USA. The percentages represent the average
retention rate of information following teaching or activities by the method indicated. In fact this diagram
was originally developed and used by NTL in the early 1960s at NTLs Bethel, Maine, campus, but the
organization no longer has or can find the original research that supports the numbers given. In 1954 a
similar pyramid with slightly different numbers had appeared in a book, Audio-Visual Methods in Teaching,
published by the Edgar Dale Dryden Press, New York. Bligh (1998) gives some evidence for the
effectiveness of different teaching methods. Source: Problem-Based Learning: Exploiting Knowledge of
How People Learn to Promote Effective Learning by E. J. Wood in Bioscience Education E-Journal, Vol.
3http://www.bioscience.heacademy.ac.uk/journal/vol3/beej-3-5.htm

Valerie Strauss writes in the Washington Post article, Why the learning pyramid is wrong:
A lot of people believe that the learning pyramid that lists learning scenarios and average student
retention rates is reliable. Heres cognitive scientist Daniel Willingham to explain why it isnt. Willingham
is professor and director of graduate studies in psychology at the University of Virginia and author of Why
Dont Students Like School? His newly published book is When Can You Trust The Experts? How to tell
good science from bad in education. This appeared on his Science and Education blog.
So many variables affect memory retrieval, that you cant assign specific percentages of recall without
specifying many more of them:
o
o
o
o
o
o

what material is recalled (gazing out the window of a car is an audiovisual experience just like
watching an action movie, but your memory for these two audiovisual experiences will not be equivalent)
the age of the subjects
the delay between study and test (obviously, the percent recalled usually drops with delay)
what were subjects instructed to do as they read, demonstrated, taught, etc. (you can boost
memory considerably for a reading task by asking subjects to summarize as they read)
How was memory tested (percent recalled is almost always much higher for recognition tests
than recall).
What subjects know about the to-be-remembered material (if you already know something
about the subject, memory will be much better.

This is just an off-the-top-of-my-head list of factors that affect memory retrieval. They not only make it clear
that the percentages suggested by the cone cant be counted on, but that the ordering of the activities
could shift, depending on the specifics. The cone of learning may not be reliable, but that doesnt mean that
memory researchers have nothing to offer educators. For example, monograph published in January offers
an extensive review of the experimental research on different study techniques. If you prefer something
briefer, Im ready to stand by the one-sentence summary I suggested in Why Dont Students Like
School?: Its usually a good bet to try to think about material and study in the same way that you anticipate
that you will need to think about it later

Scribblea abrief
briefreflection
reflectionofofyour
yourfeelings
feelingsand
andinsights
insightsfrom
fromyour
yourobservation
observationexperience
experience.
Scribble

STRATEGIES AND METHODS USED

INSTRUCTIONAL MATERIAL

GOOD

INTERACTION BETWEEN TEACHER AND STUDENTS

GOOD FUTURE

December 2, 2013

8:00A.M-9:00A.M
Monday

My 1st Observation
As I observed, I would say that the teacher adheres the principle of learning and it makes the presentation
of the lesson be purposeful in thoughts as well as in action. The knowledge and skills needed by the
students to attain was almost been learned by how she adopted the principles. The teaching itself was so
smooth and the learners found very minimal hardship in acquiring learning. An active classroom
environment was being created and the learners realized its importance in their lives.
I also observed that vicarious activities were being utilized by the teacher to have an effective teaching and
learning process.
I also observed that learning is an experience which occurs inside the learner, and is activated by the
learner because the pupils write the correct answer on the board rather than writing by the teacher. She
made sure that the students learn by their own experienced.

December 9, 2013
8:00A.M-9:00A.M
Monday

My 2nd Observation
This day I observed that learning is the discovery of the personal meanings and relevance of ideas
because the students realized that the values being integrated in the lesson is that, we should stand
straight when we hear our national anthem Lupang Hinirang and we should have a Watawat o Bandila
in our house every Independence day, because it symbolize our independence. The essentiality of the topic
was being perceived by the students by explaining the values being incorporated in the lesson.
I also observed today that one of the richest resources for the learning is the learner himself because the
teacher asked the pupils about their insight about the topic and somehow generalized the lesson by
answering the provided question. She let the discussion centered with the learners ideas and experiences
rather than she taught only. The students were given chances to share their learning through the proper
used of art of questioning.
FOCUS

SPECIFIC
TASKS

LEARNING
EVIDENCE

DOMAIN

COMPETENCIES/PERFORMANCE INDICATORS

Enriching Learning

Episode 2
THE VISIT
Observe a
class, focus
on the lesson
proper.

Peace concept in
focus
Cooperation/
Participatory

Matrix of
teachers
activity
(Refer to
pages 5557 for
activities in
Episode 2)

Learning
Environment

Establishes and maintains

consistent standards of learners
behavior.

Activity
sheet No.2
a. Make a
matrix
showing the
teachers
activity,
describing the
learning
behaviors of
the learners

And identify
the
corresponding
theories of
learning
applied by the
teacher.
b. On other
column,
suggest an
activitythat
would
promote
better
learning.indica

Enriching
Learning

Creates healthy psychological

climate for learners.

te your reason
for the choice.

Episode
2
E
LEARNERS CHARACTERISTICS AND NEEDS

Name of FS student

NYear/Course
Resource Teacher

Date
Signature

Cooperating School

Your Target
At the end of this activity, the students will be able to identify and describes the teachers
activity and the behavior of the learners in these activities.

Your Way
After observing the principles of teaching and learning in the classroom setting, you will now start
to journey through the methods, strategies, and approaches of teaching and learning by first observing
actual classroom teaching.
To hit your TARGET, work your way through these steps:
1

Make a journal about the tasks performed by the teachers as they teach their lesson noting
patterns and variety.

Record and highlight observable and significant events in such teaching-learning activities and
events.

Confer with the teacher regarding observable and significant events.

Reflect on your experience.

Your Tools
As you visit a school and observe the teaching to learning practices, use the activity forms to document
your observation and write your insights or reflections.

MY JOURNAL
Name of School Observed:
School Address:
Date of Visit:

Grade/Year Level

Subject Area:

Description of Teaching Strategies

Collaborative discussion and integration were the strategies used when I observed Mrs. Reneth Tadiosa
during her discussion. The said strategies used are very effective in letting the pupils gain more knowledge
and test them how much they have learned in the lesson they have taken up.
In the first subject, she used integration in teaching where she related the topics in class to real life
situations. She also praises the students whove got an exemplary work. If the pupils do not know the
answer, she doesnt embarrass the said pupils; instead she motivates the said pupils to listen carefully on
the discussion and do more reading about a particular lesson so they can cooperate next time.
In the second subject, since there is little misbehavior in class, she never fails to call out the attention of the
particular students. She was able to manage the level of noise during the class most of the time. Mrs.
Tadiosa had a long patience in disciplining most of the noisy pupils. Since I have been observing lower
section (Honest) they pick up slower than the higher classes, despite this fact; she was still able to make
the discussion to be more interesting, interactive and lively.
In the third subject, she used the collaborative strategy so the students will be able to learn how to work
with each other or how to value teamwork. After checking the drawing made by the first 3 groups, Mrs.

Tadiosa gave immediate feedbacks. After commenting about the things that students need to improve on,
she encouraged them to do better next time and advised the next three groups to make a better drawing so
that they can have a better grade.

Description of Learning Activities

Cooperative learning was present in the classroom because the students were able to work as a team
towards a common goal. In the last subject, before they go home for lunch, the teacher grouped them into 6
groups. She instructed each group to go in front to see some of the things over the table then the teacher
described the location of each thing. She instructed each group many times just for them to remember the
location of those things. Activity will follow she said. The pupils dont have any idea on what to do next.
Then after awhile, Mrs. Tadiosa says that each group should draw what they have seen over the table. She
motivates each group to finish their work first, before they go home for lunch.(kung sino una makatapos na
grupo yun ang unang uuwi She said.). In addition, during the said activity, I have noticed that some of them
were good in arts, and I guess this activity will showcase their talent in terms of drawing. Despite being in
the lower section, I was still impressed with their creativity and every member of each group enjoyed the
activity. As a result, each group did it well because of their eagerness to go home.
There was interactive learning and it was also student-centered where the teacher served as facilitator. The
students talking time was more than the teachers, and they were able to recite most of the things theyve
learned in the past. Some can even answer follow up questions after another. Cognitive and meta-cognitive
processes are present in the class I observed.

Description of Learners Participation (proportion

of learners who participated and quality of
participation.)
The future implications of the lessons are emphasized during the discussion and the students were very
knowledgeable in the topic they are handling. Key concepts are well-explained and the interaction between
students and teacher was like a ping-pong match where the ball was passed many times on both sides
during class.
The class participated with 75 percent of the class reciting in chorus. The teacher was very patient with
them and tried to elaborate and explained the lesson clearly. All the girls were well behaved while some of
the boys displayed a few misbehaviors that were quickly controlled by the teacher. This resulted to a few
delays but the teacher was able to cover the entire lesson she intended to take up on that period. The
students showed cooperation to the teacher for most of the time.

The only weakness in most of them is the quality of voice. Some of them had a hard time to produce a well
modulated voice due to shyness but the class went smoothly and no time was wasted because the
students already know what is expected of them in class for that day .
VLADIMER D. PIONILLA
Attested by: Mrs. RENNETH TADIOSA
Scribble a brief reflection of your feelings
and insights from your
observation experience.

The scribble that Ive made above covers the three essentials that I find to be pertinent to my teaching someday. I find
that it still covers the areas that I wish to excel during my teaching career someday. It is primarily split into three main
parts which rotate in no particular order with an overarching philosophy of goals that help to reinforce the concept that
education is for everybody and that there are no limits to what can be achieved. It also includes that the community
outside the classroom is needed to be included with education.

1 Plan
Instruction
Develop Annual Student Achievement Goals
during the planning stages the teacher sets goals for the students that focus around the Essential
Learnings. These goals allow the student to have clear expectations of what is expected of them.
Create Standards-Based Unit Plans and Assessments
It is important for the teacher to plan for the entire year. In this way the teacher can see at a glance
that they have covered all the required Essential Learnings for the grade. Long term planning also
assists with the time tabling to ensure adequate time is spend for the content.
Create Objective-Driven Daily Lessons
As the teacher gets to know their students throughout the year, the teacher can therefore reevaluate the teaching strategies used to create meaningful lessons that will relate to their students.

Learning Environment
Adopt A Classroom Behavior Management System
Behavior strategies are vital within the classroom with them the class quickly loses focus can
become a problem for the teacher and the students themselves by not enabling learning. An
effective behavior system ensures that the teacher and students are working to their fullest
potential. Negotiating this in the beginning with the students allows the student to know what the
expectations are so that increased learning time can be obtained.
Organize Classroom Space and Materials
having an organized space to learn in allows for a more fluid teaching experience. Using seating
arrangements and materials that are easily accessible will enable both the teacher and students to
move freely around without fuss will result in fewer disturbances allowing increased concentration

time. I like having timetables displayed as the students and I can easily see what is coming up
next and it gives the students clear expectations of what to expect.

2 Teach
Focus Students on Lesson Objectives
it is important for students to have a clear and upfront objective about the content that they are
learning. This is because then they can monitor their progress and they can also maintain a clear
understanding of what is expected of them.
Deliver Content Clearly
It is very important for a teacher to deliver factually correct content as the student refers this
knowledge as a primary source. As previously stated having clear instructions and objectives
allows for students to have a deeper understanding. Clear precise instruction is required at all
times thus to minimize confusion and speculation for the students.
Engage All Students Learning
It is important for the teacher to actively employ strategies to help keep their students engaged in
the lessons being taught. An adequate behavior management system will help with this. The
teacher must utilize strategies to help capture the students focus and attention throughout
Target Multiple Learning Styles
since all students have differing learning styles it is important for the teacher to utilize multiple
learning styles. It is highly possible for some students to fully miss out on the concept being taught
until another learning style is engaged.
Check For and Respond To Student Understanding
To ensure an effective lesson the teacher must check for student understandings. If it becomes
known that the students are not understanding then the teacher must take action to refocus the
question by breaking it up into smaller manageable parts. Utilizing different questioning styles will
also help the teacher check for understanding. Also by asking the student for a little more
clarification to an answer to determine understanding.
Maximize Instructional Time
the teacher must try to employ efficient use of teaching time in order to maximize teaching time.
There can be many distractions that can happen throughout the day and the teacher must be
willing to be flexible as well as be mindful of this lost time. This lost time means that the teacher
may have to restructure the existing lessons to make sure that this lost time can be made up.
Invest Students in Their Learning
It has been found that by being positive and encouraging, the students will then have a sense that
they are willing to have a go at the new challenges that they will face.

 Interact positively and Respectfully With Students

Effective teachers who interact with respectful manner will receive respect in return. If the
classroom has positive interactions then the students will feel that the classroom is a safe and
enjoyable place for learning. This attitude can be extended beyond the classroom into the
playground as well.
Reinforce Positive Behavior, Redirect Off-task Behavior and De-

escalate Challenging Behavior

By limiting negative behavior the teacher is able to then maximize teaching time and provide a safe
and productive learning environment. The teacher must recognize the signs of negative behaviour
before it escalate to a point where it can become uncontrollable. This may take a while until the
teacher develops a deeper understanding of the students.

3 Increase Effectiveness
Assess Student Progress
well designed assessment strategies will allows teachers to develop a deeper evaluation of a
students understanding. The teacher must also utilize a wide array of methods that will record
multiple assessment results. If it can be determined that a student has not fully understood the
concepts being taught then the teacher must re-evaluate and re-teach using another strategy.
Track Student Progress Data
It is important to have a consistent updated overview of the assessment results of a student in
order for the teacher to be made aware of the level of understanding each student has in
proportion to the Essential Learnings and curriculum.
Improve Practice and Re-teach In Response To Data
An effective teacher can look at the entire class data and after analysis and reflection of this data
the teacher can then modify the teaching strategies used. This is important as it will soon become
apparent that if not checked often enough then time will run out for opportunities to re-teach the
concepts to the students.

Peace Concepts in Focus

Students should be able to provide
opportunities to the learners to participate
and collaborate with others in classroom
activities through strategies that allow more
learners engagement and cooperation.