Episode 1 Principles of learningName of FS Students: Irvin Kent Guintu; Alvin Lim;

Raymon Masangcay; Linart Tolentino;Niberato Tolentino; Diana Mae Cunanan; Judy

Anne Isip; Maricar Tolentino; & Sarah Jane TullaoCourse: ______BSEd_Major in
English________________ Year: ____Second Year___________Resource Teacher: _Mrs.
Abelita F. Dizon (ENGLISH II)__ Signature: _____________________Resource Teacher:
_Ms. Jillian Gonzales (ENGLISH III)__ Signature: _____________________Cooperating
School: Sta. Maria High School (SMHS), Macabebe, Pampanga _______________ Our
Tools As we observe a class, we will use the Observation Sheet for a more
focusedobservation. OBSERVATION SHEETName of the Resource Teachers Observed:
Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___School Address: Sta. Maria,
Macabebe, Pampanga Date: February 4, 2013___________Year Level: 2nd Year and
3rd Year Subject Area: English II and English III_________________ Principles of
Learning Teaching Behavior of the Teaching/Learning Behavior of the Learner as
Proof of the Application of the Principle of Learning 1. Learning is an experience
which Mrs. Dizon lets the learners do the occurs inside the learner and is learning
activity. Like for example, activated by the learner. instead of writing the meaning
of the adjectives in the board, what she did is that she made a group activity and let
the learners find out what is meant by that. 2. Learning is the discovery of the
Instead of giving directly the personal meaning and relevance meaning of
adjectives, Mrs. Dizon of ideas. showed some pictures and let the students to give
their own interpretation.5|Field Study 2 - Experiencing the Teaching - Learning
Process
6. 3. Learning is a consequence of This no. 3 principle has something experience.
to do with or is similar to Learning is an experience which occurs inside the learner
and is activated by the learner. This is based in my observation because Mrs. Dizon
let the learners to apply what they have learned. Like for example, they conducted
an activity which involve describing, through that experience theyve learned
something. 4. Learning is a cooperative and Learners will learn more if they are
collaborative process. given chances to work together and share ideas. Make use of
group activities. 5. Learning is an evolutionary Learning especially if this means
process. a change in behavior does not happen in a click. This requires time and
diligence. So as teachers and students, be patient. 6. Learning is sometimes a
painful This means that learning requires process. sacrifices, hard work and
patient studies. For example, a great leader had many setbacks on the past. He
learned from his mistakes. The process was very painful, yet he survived, yet he
wants to learn they endure the pain consequently, leadership was developed.6|Field
Study 2 - Experiencing the Teaching - Learning Process
7. 7. One of the richest resources or the This means that learning will not learning
is the learner himself. take place unless the learner him/herself allows, in totality, in
his/her mind. It is not primarily controlled by the teacher, rather on the learners
wants, interest and motives to learn. 8. The process of learning is an As a
teacher, let us appeal to our emotional as well as intellectual. students intellect as
well as to their emotions. 9. The process o problem solving and Each student has
their own special the learning are highly unique and way in learning and solving a
individual. problem. Our Analysis Based on our observation, learning is the
discovery of the personal meaning and relevance of ideas was the principle applied

most. This is because before a teacher conducts another lesson he/she first makes a
recall about their past lessons. And then, after that he/she didnt directly give or
explain what seems to be their topic on a particular day. Instead he/she might give
either activity or a short poem which involves in a given topic. In that way, the
learners found out that the learning is the discovery of personal meaning and
relevance of ideas. Our Reflection The lesson we have learned from our observation
on the classroom application of the principles of learning is that for a teacher to be
effective, one first thing to do is to get the learners attention in order to have a
better interaction between the learner and the teacher. Other than that, make the
students feel that learning is a must most especially on the part of the learners.
Always motivate them to learn and pursue their studies and never easily give-up
until they reach whatever their goals in life.7|Field Study 2 - Experiencing the
Teaching - Learning Process
8. Episode 2 Lesson objectives as my guiding starName of FS Students: Irvin Kent
Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino;Niberato Tolentino; Diana
Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane TullaoCourse:
______BSEd_Major in English________________ Year: ____Second
Year___________Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature:
_____________________Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__
Signature: _____________________Cooperating School: Sta. Maria High School (SMHS),
Macabebe, Pampanga _______________ Our Tools As we observe a class, we will use
the Observation Sheet for a more focusedobservation. OBSERVATION SHEETName of
the Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian
Gonzales___School Address: Sta. Maria, Macabebe, Pampanga Date: February 5,
2013____________Year Level: 2nd Year and 3rd Year Subject Area: English II and
English III_________________ Guiding Principles in Determining and Teaching
Behavior/s which Prove/s Formulating Learning Objectives Observance of the
Guiding Principle 1. Begin with the end of mind. Based on our observation, Ms.
Jillian Gonzales, a third year English teacher ensures that her lesson objectives are
SMART. Based in our interview with her, she shared her technique in planning
objectives. She said that excellent lesson objectives must be Specific, Measurable,
Attainable, Result Oriented and Time-Bound.8|Field Study 2 - Experiencing the
Teaching - Learning Process
9. 2. Share lesson objective with For this second guiding principle in students.
determining and formulating learning objectives, I noticed that Ms. Gonzales
imparts her lesson objectives including plans and purpose of lesson for her
students. 3. Lesson objectives must be in the 2 Based on the totality of the lesson
or 3 domains cognitive, skill and discussed, the lesson is holistic and affective or
cognitive and affective complete because it dwells on or skill and affective.
knowledge, skills, and values. The lesson for that day of Ms. Gonzales was about a
poem entitled when I was one and twenty, throughout the lesson, they showed
their skills in reading, as they read each stanza of the poem with correct
pronunciation considering their accents and pausing. After reading literary piece.
Questions are followed to check the students comprehension and understanding
about the poem and lastly, with the concern in the affective domain, there is also a
question that tested their reasoning skills in which afterwards they interpret the

true meaning and essence of the poem that leads for the development to their
values. 4. Work on significant and relevant Ms. Gonzales present a poem lesson
objectives. entitled when I was one and twenty. She asked her students on what
they understand in the title and to the stanzas of the poem. And there is a line that
comes from the poem where in Ms. Gonzales asked her students on what is their
point of view about it. Some students raised their hands and gave their own
thoughts, ideas, and comments and after that, she raised again a question and she
asked her students9|Field Study 2 - Experiencing the Teaching - Learning Process
10. if they already fall in love. Some of them were too ashamed to answer. 5.
Lesson objectives must lead to the Based on what I observed, Mrs. development
of critical and Dizon gave a group activity to creative thinking. perform outside the
classroom. She asked her students to observe their school campus and list down the
words that may described about it. 1. After observing your Resource Teacher
teaches, write down what you think was/were her lesson objective. To appreciate
the meaning of a poem. 2. Ask permission from your Resource Teacher for you to
copy her lesson objective for the days lesson. Copy it here then compare it with
your answer in # 2. Are they same? Different? To deduce and appreciate the
meaning of a poem Yes ! They are the same. Our Analysis 1. Why did you find it
easy/difficult to write down the Resource Teachers lesson objeve for the day? Did
she mention it in the beginning of his/her lesson? We found it easy to write the
objective of our Resource Teachers lesson for the day. Because she mentioned it at
the beginning of her lesson and this lesson objective when shared and possessed by
our students will become their personal target. When our students set their own
personal target, we are certain that they will become self- motivated.10 | F i e l d S t
udy2-ExperiencingtheTeaching-LearningProcess
11. 2. Did you find the lesson objective SMART? Why or why not? Yes, the objectives
of the teacher are excellently SMART (Specific, Measurable, Attainable, Resultoriented, and Time-bounded). Because it is quite easy to find out the end of a lesson
of you attained your objectives. And there is a big chance to match our instruction
and assessment. Our Reflection 1. Any lessons learned or insights gained from your
observation focused on lesson objectives? Write them down here. Are lesson
objectives truly the guiding star in the development of a lesson? Or are lesson
objectives sometimes forgotten as the lesson develops? Learning objectives are of
key importance when creating lesson plans. They provide students with information
about what they are going to be learning while giving them an indication of how
their learning will be measured. There are a few rules to writing excellent learning
objectives that should be followed. Unfortunately, many teachers do not spend the
time to create effective, measurable lesson objectives before they write their lesson
plans. We know that once you started making the objectives specific and
measurable you will found that you were able to use them like a blueprint to keep
you on task as you teach your lessons in class.11 | F i e l d S t u d y 2 - E x p e r i e n
cingtheTeaching-LearningProcess
12. Episode 3 Organizing content for meaningful learningName of FS Students: Irvin
Kent Guintu; Alvin Lim; Raymon Masangcay; Linart Tolentino;Niberato Tolentino;
Diana Mae Cunanan; Judy Anne Isip; Maricar Tolentino; & Sarah Jane TullaoCourse:

______BSEd_Major in English________________ Year: ____Second

Year___________Resource Teacher: _Mrs. Abelita F. Dizon (ENGLISH II)__ Signature:
_____________________Resource Teacher: _Ms. Jillian Gonzales (ENGLISH III)__
Signature: _____________________Cooperating School: Sta. Maria High School (SMHS),
Macabebe, Pampanga _______________ Our Tools OBSERVATION SHEETName of the
Resource Teachers Observed: Mrs. Abelita F. Dizon, and Ms. Jillian Gonzales___School
Address: Sta. Maria, Macabebe, Pampanga Date: February 6, 2013_____________Year
Level: 2nd Year and 3rd Year Subject Area: English II and English III_________________
A.) FOR THE COGNITIVE LESSON 1. What is the lesson about? Class I: Adjectives
Class II: Poem When I was one and twenty 2. What are the examples of facts
mentioned in the lesson? Class I: There were picture presented and the students are
asked to describe this picture. Class II: The students were asked on how they handle
the advices of their guardian or other elder people.12 | F i e l d S t u d y 2 - E x p e r
iencingtheTeaching-LearningProcess
13. 3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answers. Class I: In the First lesson the students have learned
the use of adjective. Class II: The students understand the importance of listening to
their parents advice. 4. Write down instances of treating the topic in depth (giving
examples, examining cause effect relationships, relating ideas or concepts to one
another) Class I: The teacher presented pictures where in, in describing these
pictures they gained their examples of adjectives. Class II: The students were asked
about the advices they were given by their parents and on how they act upon this
advices. 5. Cite an instance/s when students were encouraged to ask questions, to
talk about and reflect on what they learned. Class I: The students were curious
about the uses and significance of adjectives thats why they raise a lot of
questions. Class II: The students were aware of the fact that parents have greater
experience thats why there were only few questions raised. B.) FOR THE SKILL
LESSON 1. What was the skill lesson about? Which skill/s was/were target?
Manipulative skill or thinking skill? The lesson more focused on the thinking skills of
the student where in they can think fluent, they can construct ideas relevant to the
certain topic and they can response easily because of their own insights and own
experiences by reminiscing their past. Ex. Love places13 | F i e l d S t u d y 2 - E
xperiencingtheTeaching-LearningProcess
14. 2. Write evidence of teachers encouragement of divergent thinking by the
students. So, when we say divergent thinking, it includes fluent thinking, flexible
thinking, original thinking and collaborative thinking. The teacher encouragement of
divergent thinking by the students is that they can think fluent related to that
particular lesson. The English lesson that weve observed was all about the poem
When I was one and twenty where in the teacher relate her students to explain it
because its all about love, we all know that students nowadays are teenagers who
are very aware when the topic all about is LOVE. So, the teacher let them to relate
their experiences to this poem. They construct ideas through their experiences. 3.
Which are proofs that the Resource Teacher promoted convergent thinking? When
we say convergent thinking, it is narrowing down from many possible thoughts to
end up on a single best thought or an answer to a problem. The other English lesson
weve observed was promoting adjectives. The teacher motivation was she

presented a picture of different tourist spots or different beautiful places in the

Philippines. The teacher let the students to recognize these pictures. So, students
were willing to answer and answer. Say for instance, The Luneta Park. A student
answered It placed in Manila. The other student answered Where Jose Rizal Died
by answering possible thoughts; the teacher can modify a thing or describe
particular things using adjectives. 4. If there was problem solving in the lesson, were
the pupils taught to solve the problem using algorithm or heuristic strategy? Yes!
Just by letting the students to reminisce their past so that they can construct a
lesson by their experiences.14 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e a
ching-LearningProcess
15. 5. What are the proofs that the students were encouraged to do critical
thinking? When we say critical thinking, it involves evaluating information or
arguments in terms of their accuracy and worth. Students use their critical thinking
ability through their activities not only in the common interaction in the class but
also analyzing their observation. Isnt they had an observation outside? So, discover
approach takes place by the teacher without guiding them; the teacher let the
students to find adjectives or modifier through observing outside and describing the
surroundings. After that, their observation leads them to group competition where in
the group who construct more sentences will won the activity. C.) Value/ Affective
Lesson 1. What was the value lesson about? The values lesson was all about
Following and Obeying Instructions and Advices of Elders. 2. Was the value taught
alone or was it integrated with a cognitive or skill lesson? The value was taught
integrated with a cognitive and skill lesson. 3. How was the value lesson developed?
The value lesson developed in this way: first, the teacher tested the reading skills of
the students by reading the said poem considering correct pronunciation of words
and correct accents and stresses. Next, they analyzed the facts and concepts within
the literary work from the cognitive follow-up questions. And lastly, there are also
questions that tested their affective domains, including giving their insights about
the poem and the moral lesson which can be deduces from the poem.15 | F i e l d S
tudy2-ExperiencingtheTeaching-LearningProcess
16. Our Analysis A. For the Cognitive Lesson The teacher delivered the lesson which
is adjectives in way where students will relate their experiences in giving examples.
For example in giving their example they were asked to describe the beautiful
places they have already visited. B. For the Skill Lesson In the lesson the thinking
skill is what the teacher gave focus it is taught by giving examples by describing
pictures. While in the manipulative skill the students were ask to list all of the things
that they have observed in their school in the blackboard. C. For the Affective
Lesson The value lesson is taught or delivered without giving emphasis on it for
example in the second class big where they have discussed about the poem the
value lesson is not given attention or is not a big deal the poem When I was One
and Twenty is the one that has been mostly given attention. That is why the value
lesson is delivered within the skill and cognitive lessons. Our Reflection Someone
said: There are dull teachers, dull textbooks, dull films, but no dull subjects. Do
you agree? Write youre your reflections here. I agree with this statement because
the subjects which we are taking are all interesting the only thing that is making it
dull is the way they are delivered to us. The dullness of subjects are because of

teachers who dont know how to deliver their lessons in an interesting way. Dull
films also are the reason why some subjects become uninteresting. So in sum I can
say that there are no dull subjects in fact it is the way that these subjects are
delivered that will show or become that reason whether the subject is delivered
interestingly or uninteresting.16 | F i e l d S t u d y 2 - E x p e r i e n c i n g t h e T e
aching-LearningProcess

FS 2 episode 1-3"
1. 1. Experiencing the Teaching Learning Process LOOKING THROUGH THE
MEANINGFUL LEARNING EXPERIENCES Name of FS Student: MARIAN B. TIEMPO
Course: BEED II Resource Teacher: Cooperating School: Andres Soriano College At
the end of this activity, you will able to identify the principles in teaching-learning
activities, manuals and other instructional materials used by the teacher in
selected subjects. 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 4: reflect on your experience. Step 3: list down the
instructional materials used by the teacher to facilitate learning. Step 2: observe
the cognitive, metacognitive, and motivational processes in the classroom. Step
1: observe at least three classes and describe the principles of teaching and
learning used by the teacher. Episode 1 Your Target Your Map Field Study
2. 2. As you visit a school and observe classes, use the activity forms to document
your observation and write your insights or reflections. OBSERVATION SHEET
Name of the School Observed: Andres Soriano College School Address:
Mangagoy, Bislig City Grade/Year level: Grade IV Subject Area: Mathematics 1.
What principles in teaching-learning were commonly applied? Principles in
teaching-learning that is commonly applied is Practice make perfect. Based on
my observation, the teacher gave various exercises inorder to master the lesson
presented to them. And also the principle learning depends upon the childs
ability, one time, I observed the teacher adjust to ability of her pupils. She
started again from explaining from the beginning for those other can cope up. 2.
What instructional materials were used in teaching? The teacher used chart,
sticked with a play money and coin. On the next day, she uses a concrete sample
of money and it was distributed to the pupils for their games. 3. Which of the
principles in teaching facilitate the cognitive, metacognitive and positive
motivational processes of learning? The principles in teaching facilitate the
cognitive, metacognitive and positive motivational processes of learning is
relating new lessons to what is already known: this is connecting the prior
knowledge to the new lesson and new knowledge is form on the bases on what
has been understood and believed. Tools
3. 3. Read an article on your answer. Paste a copy of such article here: 7 Storytime
Strategies for Learning Literacy Most parents know that reading to your child for
fifteen minutes every day is one of the most important activities you can do with

your pre-schooler to help her succeed in school. But what you may not know are
some of the secrets teachers use during storytime to teach important early
literacy skills to their kids Left to Right This may sound simple, but running your
fingers under the words as you read has many valuable lessons for young
readers. The left to right and top to bottom orientation in the English language is
not natural to young children. Working With Words If your child is inquisitive,
she may naturally ask the meaning of words she doesn't recognize. Reading is a
wonderful opportunity to expand your childs vocabulary as most picture books
contain some words that your child may not know Point Out Punctuation
Although it's not necessary for her to know what an explanation point, question
mark or period is before she starts to read, being familiar with these common
punctuation marks will help her feel more comfortable in the world of print.
Letter Hunt For a fun alternative to just reading a book, give your child a specific
letter to hunt for on each page. Give her a magnifying glass and tell her she's a
letter detective! Begin with the letters in her name to pique her interest in the
activity Sight Word Search If your child's a little older, you can begin to help her
recognize some simple sight words found in most books. The ten most common
used words in the English language (ranked by frequency) are: the, of, and, a, to,
in, is, you, that, it. Give your little one a head start at reading by helping her
recognize these words in print. Write one word on several mini self stick notes
and have her stick one on each page where she finds the word Make a
Prediction Before you read a new book together, look at the cover and ask your
child what she thinks the story will be about. What gives her that idea? Read the
title and ask her if she still thinks her prediction is correct or if she wants to
change it Check for Comprehension After you have read a story for the first
time, ask a few questions to see how much she remembers and understood. If
you ask a question she can't answer, help her find the answer in the book, and
then reread the page the answer is found on. Good reading comprehension skills
will serve her well as she begins to read.
4. 4. Scribble as brief reflection of your feelings and insights from your observation
experience. My insights from my observation, as teachers we should be able to
get the attention of our pupils, there are various ways in getting their attention
like for example; you enhance your instructional materials not just purely writing
on the board, you can present a picture, or you conduct an active activity, so the
pupil will not feel the boredom and to stop them roaming around. It is also
important that you have a clear and audible voice so the pupils will listen
attentively. Other ways to motivate student is by asking question that is already
familiar to them, with that they can participate and be able to tied-up to the new
lesson. Peace Concept on Focus: CRITICAL FRIENDS The observations made on
the principles of teaching and learning are shared with a fellow FS student to
share insights and draw common conclusion as to applicability and effectiveness
according to given context and type of learners. This sharing is meant to critique
the observations in a friendly mode.
5. 5. EXPERIENCING THE TEACHING- LEARNING PROCESS LEARNERS
CHARACTERISTICS AND NEEDS Name of FS Student: MARIAN B. TIEMPO Course:
BEED II Resource Teacher: Cooperating School: Andres Soriano College At the end
of this activity, the students will be able to identify and describe the teachers
activity and the behavior of the learners in these activities. After 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: Step 4: Reflect on your experience. Step 3: Confer with the

teacher regarding observable and significant events. Step 2: Record and highlight
observable and significant events in such teaching-learning activities and events.
Step 1: Make a journal about the tasks performed by the teachers as they teach
their lesson noting patterns and variety. Episode 2 Your Target Your Map Field
Study
6. 6. 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. MY JOURNAL Name of the School Observed: Andres Soriano College
School Address: Mangagoy, Bislig City Grade/ Year level: Grade IV Description of
Teaching Strategies: The teaching strategies used by the teacher by the time that
I observed were the cooperative learning. The pupil has given the chance their
knowledge and ideas and the other may learn something from ones experience.
It also helps the teacher to determine on where to start her lesson based on the
prior knowledge of the child. Description of learning activities: The learning
activities I observed were group activities. Since they are only few, they were
divided into 2 groups and they will act as if they were buying something using
the play money produced by the teacher. Description of learners participation
(proportion of learners who participated and quality of participation) So far, the
teacher managed her students to participate in learning activities. Maybe she
already have the prior knowledge about the value of money that is why the
pupils are not having a hard time in doing such activities. At the same time, the
teacher seems very strict for those student who will not participate. MARIAN B.
TIEMPO Signature over printed name of FS student Your Tools
7. 7. Scribble a brief reflection of your feelings and insights from your observation
experience. I learned that to become an effective teacher, it is not enough that
you master only your lesson; you have to be equipped with strategies and
techniques on how you will present your lesson to make it rich, meaningful and
permanent. Motivation is very essential in learning activities. You have to make
sure that almost 100% of the pupils will participate and attentive in any
discussion and whatever activities you will have. As teacher you will also have to
show to your pupils that you are also interested in your subject matter. Because
once you are dull they will get bored. Theres one big thing that I would like to
comment about the teachers behavior. I know that it is part of the teacher to
correct student but not to the extent to use the words Mura kag abnormal
bulok man diay ka; youre intention is not to motivate pupil rather youre
insulting them. Peace Concept on Focus: Collaboration/Participation/Cooperation
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.
8. 8. Experiencing the Teaching- Learning Process LEARNERS CHARACTERISTICS
AND NEEDS Name of FS Student: MARIAN B. TIEMPO Course: BEED II Resource
Teacher: 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. To hit your target, work your
way through these steps: Step 3: reflect on the reasons given by the teacher
reviewed. Step2: interview the teacher on the reason behind the use of observed
learning activities and instructional materials. Step 1: observe a class and
identify the lesson objectives, the learning activities, instructional materials and
assessment tools used by the teacher. For the visit, document your observations

and responses to the interviews you conduct by using the activity forms provided
for you. Episode 3 Your Target Your Way Your Tools Field Study
9. 9. An observation Guide for Assisting Teacher 1. What are the objectives of the
lesson? To be able to know the usage of Might and Should in the sentence.
To be able to construct a piece of information or an announcement in the class.
Express their ideas freely. 2. How do the learners participate in the learning
activities? The class was divided into two groups and they are going to make a
list of information or announcements. Every member of the group enjoyed and
actively participated the activity. Each pupil gave each contribution to the group
and they share it to the class. 3. What instructional materials are employed? The
instructional materials used by the teacher were chart, visual aids, textbooks and
chalkboard. 4. How does the teacher assess the learning in the lesson? Is she
assessing the process or the product? The teacher assessed the learning in the
lesson both the process and the product. First, arousing the interest of the
learners. Second, the teacher present the lesson with varied discussion then the
teacher gives group activity and lastly, the teacher gives a formative test to
evaluate the learners and find out if they have mastered the lesson. 5. What
reasons does the teacher give in having such learning activities? The teacher
wanted to let the pupils develop their thinking skills and have self confidence in
their own aptitudes and skills and intrinsic motivation as well. MARIAN B. TIEMPO
Signature over Printed Name of FS student
10. 10. Teachers Activity Describe the Learning behaviors of the learners Theories of
learning applied by the teacher Your own suggested activity, materials or
assessment that are more applicable Reasons for your suggested activity,
materials or assessment 1.Reading a selection, discussion and oral recitation
Pupils are reading the selection and able to respond during the discussion by
giving the correct answer to the teacher. Behaviorism, this theory assumes that
learning is a process of building conditional reflexes through the substitution of
one stimulus to another Giving attention to those pupils who are not participating
in reading the selection and oral recitation. Focus to the pupil who have poor
reading skills and must know the needs and interests. 2.Presenting of pictures to
the class demonstration showing the printing press that were used before and up
to present. Everybody was amazed by the invention of printing press that was
used before. Connectionists theory, learning the product of the connection
between the stimulus and response. Each pupil should be given a chance to see
a real printer or printing press that is used nowadays. It will be more enjoyable
and unforgettable for the pupils if they were also able to experience to see a real
printing press or a printer. 3.Giving group activities Pupils actively participated
and each one shared their ideas. Progressivism, learning as an active and
dynamic process in which the learner is definitely involved. Learning is a process
that is active, purposeful and creative. MARIAN B. TIEMPO Observer
11. 11. Observe a class and identify the lesson objectives, learning activities,
instructional materials and assessment tools employed by the teacher.
Accomplish the matrix below. Subject Matter Lesson Objectives Learning
activities & instructional materials Assessment tools 1. Might - Define Might Using Might in the sentence - eliciting ideas or examples from the pupils of might
to use in a sentence. - visual aid -textbook -giving an activity test. -giving an
assignment 2. Should - Define should - Using should in a sentence -Eliciting
examples from the pupils of should to use in a sentence. -visual aid -textbook giving an activity test. -giving an assignment. 3. Real 3.1 fantasy - Differentiate
the characteristics of real and fantasy. - Determine if the sentence is real or
fantasy. -giving an example of sentences to the class and the pupils to determine

if it is real or fantasy. -visual aid -chalkboard -textbook -giving an activity test.

MARIAN B. TIEMPO observer
12. 12. After going through the process of observation, thinking and reflection of your
experience, you surely have drawn some insights and new understanding of
teaching and learning processes. Please express your thoughts, feelings, insights
or new understanding through creative visual representation here. Then, share
your reflection with your FS teacher and classmates.

Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus Malvar,

Batangas COLLEGE OF TEACHER EDUCATION EPISODE 1: PRINCIPLES OF
LEARNINGName of FS Student: Sarah Jane B. CabilinoCourse, Year & Section:
BEEd IIIResource Teacher: Mrs. Elenita V. DIzon Signature:
_________________Cooperating School: Tanauan North Central SchoolMy
PerformanceFocused on: Application of the principles of learning in the teaching
learning process Task Exemplary (4) Superior (3) Satisfactory (2) Unsatisfactory
(1) All tasks were done with Fewer than half of tasks All or nearly all tasks Nearly
all tasks wereObservation/ outstanding were done; or most were done with high
done with acceptableDocumentation: quality; work exceeds objectives met but
with quality quality expectations poor quality Analysis questions were Analysis
questions were Analysis questions were answered completely not answered
completely. answered completely; in Analysis questions were depth answers; not
answered. Clear connection with Vaguely related to the thoroughly grounded
onMy Analysis theories theories theories/exemplary Grammar and spelling
grammar and spelling. unsatisfactory Grammar and spelling Grammar and
spelling are superior acceptable Reflection statements are Reflection statements
are Reflection statements are Reflection statements are unclear and shallow and
profound and clear, clear; but not clearly shallow, supported by are not
supported byMy Reflection supported by experiences supported by experiences
experiences from the experiences from the from the episode. from the episode.
episode. episode. Portfolio is complete, Portfolio is complete, clear, wellorganized and clear, well-organized and most supporting Portfolio is incomplete;
Portfolio has many all supporting documentations are supportingMy Portfolio
lacking components; is documentation are available and/or in logical
documentation is unorganized and unclear. located in sections clearly and clearly
marked organized but lacking. designated. locations. Two days or more
afterSubmission Before deadline On the deadline A day after the deadline the
deadlineSub Totals Mr. ANTHONY B. BALAKIT _March 1, 2013_ FS 1 and 2
Instructor Date PAGE | 1
13. 2. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus
Malvar, Batangas COLLEGE OF TEACHER EDUCATION OBSERVATION SHEETName
of the Resource Teachers observed: Mrs. Elenita V. DizonSchool Address: Tanauan
City, Batangas Date: February 15- 17, 2013Grade/Year Level: Grade V-A Subject
Area: Science and Health V Teacher Behavior of the Teacher/Learning Principles of
Learning Behavior of the Learner as a Proof of the Application of the Principles of
Learning 1. Teacher made sure that students learn 1. Learning is an experience
which by their own experienced. e.g. Pupils occurs inside the learner and is
write the correct answer on the board activated by the learner. rather than

writing by the teachers. 2. Relevant and need-based curriculum was integrated in

the discussion through the way that arouses the interest and attention of the
students. The essentiality of 2. Learning is the discovery of the the topic was
being perceived by the personal meaning and relevance students by explaining
the values being of ideas. incorporated in the lesson. e.g. - The students realized
that the values being integrated in the lesson is our Lord God gave us water
because He cares and loves us. 3. Assimilating different activities made the
discussion experiential. The teacher integrated movie clips for the students to 3.
Learning is a consequence of have their own knowledge and experience.
assessment in the processes of water cycle. e.g. The students sensualize the
processes by watching the video clips provided by the teacher. 4. The teacher
provides group activities for the students are being able to learn by having the
chance to share their own 4. Learning is a cooperative and ideas and work
together with groups. e.g. collaborative process. The students have their
chance to share their knowledge and insights about their prior knowledge and
skills in different task given to them. 5. Learning is an evolutionary process. 5.
Learning, especially if this means a change in behavior, does not happen in a
click. Teachers delivered the lesson in PAGE | 2
14. 3. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus
Malvar, Batangas COLLEGE OF TEACHER EDUCATION different ways and she gave
patience and diligence in dealing with the levels of learners abilities and skills. 6.
For the students to be able to learn, the teacher devotedly gave her time to
prepare the materials needed even the6. Learning is sometimes a painful
preparation was the day before the process. delivery of lesson. The teacher gave
activities which made the students felt that to be able to learn, hard works
should be experienced first. 7. The teacher let the discussion centered with the
learners ideas and experiences rather than her thought only. The students were
given chances to share their learning7. One of the richest resources for the
through the proper used of art of learning is the learner himself. questioning. e.g.
the teachers asked the students about their insight about the topic and
somehow generalized the lesson by answering the provided questions. 8.
Emotional stability of the learners was first observed by the teachers. To
motivate8. The process of learning is emotional the interest of the students, she
started it as well as intellectual. with singing a song which also served as their
simple review. 9. Multiple intelligences were being considered by the teacher.
Vicarious activities and materials are being provided and utilized to cope with
learning styles of9. The process of problem solving and different individual. e.g.
The teacher learning is highly unique and provided group activities such as
individual. completing the puzzle, drawing the cycle and sequencing the
processes of the cycle. She also used both traditional and modern instructional
materials needed to discuss the lesson. PAGE | 3
15. 4. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus
Malvar, Batangas COLLEGE OF TEACHER EDUCATIONMY ANALYSIS 1. What is the
impact of the Resource Teachers observance of these principles on the teaching
learning process and on the learners? The teacher adhere the principles of
learning and it makes the presentation of 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 realize its
importance in their lives. 2. Which learning principle was applied most? As I
observed, the learning principle applied the most is the process of problem

solving and learning is highly unique and individual. As I stated in my previous

explanation, vicarious activities were being utilized by her to have an effective
teaching and learning process. 3. Which learning principle was applied least or
not all applied? The process of learning is emotional as well as intellectual was I
think to be the least applied because as part of this principle, the teachers wont
able to determine other factors that could affect their learning such as if they had
eaten their breakfast or not? Or are they happy or sad? 4. Do you agree with
these principles of learning? Or have you discovered that they are not always
correct? Yes, I agree on those principles of learning because as Ive observed
different teachers at different grade levels of students, applications of the
principles were always been functional. And as I foresee my future teaching,
principles of learning will also be adapt. 5. Lessons I have learned from my
observations on the classroom application of the principles of learning. For the
students be able to learn, teacher must first considered their individual
differences and multiple intelligences. Of course, they should have their directpurposeful experiences and reflect on their physiological, psychological and PAGE
|4
16. 5. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus
Malvar, Batangas COLLEGE OF TEACHER EDUCATION emotional needs. Their
interest should always also be considered and let us them upgrade their prior
knowledge by learning in himself.MY REFLECTIONS My reflections on my
observation of my Resource Teachers observance of theseprinciples. Did my
Resource Teachers adhere to these principles? The teacher adherence of learning
principles was so effective. Somehow, even in a short period of time, the
principles were being integrated efficiently. Based on my judgment on her way of
delivering the lesson, principles of learning used direct the class into actual and
real learning. Considering the nature of the students, she then created a wellbalanced classroom environment and made the students motivated and
interested in the discussion. Aside from that, the assessment of the presentation
of lesson was good and awesome. Upon she applied the learning principles in the
presentation of lesson, she had given the students chances to feel their essence
in learning process. She developed the learners ability to determine the
significance of their thoughts and meanings. And, for she able to let it happened,
teacher provided experiential experiences through conducting group tasks such
as drawing how the cycle goes, completing the puzzle of the illustration of water
cycle and sequencing the processes of water cycle. They had given opportunity
to share their thoughts to others. The strengths and weaknesses of every
individual were considered through accepting their own individual differences and
multiple intelligences. PAGE | 5
17. 6. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus
Malvar, Batangas COLLEGE OF TEACHER EDUCATIONMY PORTFOLIO Principles of
Learning in My Own Words 1. Learning should be started, experienced and
practiced by the students in own. 2. Learning is reflecting, understanding and
applying the essence of ideas and meanings in their lives. 3. Learning should be
experiential as much as possible. 4. Learning is socializing and sharing ideas with
others. 5. Learning is an on-going process which requires time and diligence. 6.
Learning is the students realization that it sacrifice and hardship to be
successful. 7. Considered learners as active and rational human being. 8.
Learners physiological, psychological and emotional stability should be
measured in acquiring learning. 9. Individual differences and multiple
intelligences should be considered in integrating the method and materials
needed in the presentation of lesson. PAGE | 6

18. 7. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus

Malvar, Batangas COLLEGE OF TEACHER EDUCATIONMY PORTFOLIO Principles of
Learning in My Own Words 1. Learning should be started, experienced and
practiced by the students in own. 2. Learning is reflecting, understanding and
applying the essence of ideas and meanings in their lives. 3. Learning should be
experiential as much as possible. 4. Learning is socializing and sharing ideas with
others. 5. Learning is an on-going process which requires time and diligence. 6.
Learning is the students realization that it sacrifice and hardship to be
successful. 7. Considered learners as active and rational human being. 8.
Learners physiological, psychological and emotional stability should be
measured in acquiring learning. 9. Individual differences and multiple
intelligences should be considered in integrating the method and materials
needed in the presentation of lesson. PAGE | 6
19. 8. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus
Malvar, Batangas COLLEGE OF TEACHER EDUCATIONMY PORTFOLIO Principles of
Learning in My Own Words 1. Learning should be started, experienced and
practiced by the students in own. 2. Learning is reflecting, understanding and
applying the essence of ideas and meanings in their lives. 3. Learning should be
experiential as much as possible. 4. Learning is socializing and sharing ideas with
others. 5. Learning is an on-going process which requires time and diligence. 6.
Learning is the students realization that it sacrifice and hardship to be
successful. 7. Considered learners as active and rational human being. 8.
Learners physiological, psychological and emotional stability should be
measured in acquiring learning. 9. Individual differences and multiple
intelligences should be considered in integrating the method and materials
needed in the presentation of lesson. PAGE | 6
20. 9. Republic of the Philippines BATANGAS STATE UNIVERSITY Malvar Campus
Malvar, Batangas COLLEGE OF TEACHER EDUCATIONMY PORTFOLIO Principles of
Learning in My Own Words 1. Learning should be started, experienced and
practiced by the students in own. 2. Learning is reflecting, understanding and
applying the essence of ideas and meanings in their lives. 3. Learning should be
experiential as much as possible. 4. Learning is socializing and sharing ideas with
others. 5. Learning is an on-going process which requires time and diligence. 6.
Learning is the students realization that it sacrifice and hardship to be
successful. 7. Considered learners as active and rational human being. 8.
Learners physiological, psychological and emotional stability should be
measured in acquiring learning. 9. Individual differences and multiple
intelligences should be considered in integrating the method and materials
needed in the presentation of lesson. PAGE | 6
21.