Episode 3:

ORGANIZING CONTENT FOR MEANINGFUL LEARNING

Name
of
Student______________________________________________________________
Course_______________________________________
_____________________

Year

&

FS
Section

Resource
Teacher
______________Date______________

1______________________

Signature

Resource
Teacher
______________Date______________

2______________________

Signature

Resource
Teacher
Date______________

3______________________Signature______________

Cooperating
School_______________________________________________________________

My Target
In this Episode, I must be able to:
Observe teaching of a dominantly cognitive or skill or affective lesson
(cognitive lesson Sibika; skill Math ; affective Values Education)
Trace the development of a cognitive , skill and affective lesson.

My Performance (How I will be Rated)

Field Study 2, Episode 3- Organizing content for meaningful learning
Focused on: The development of a cognitive or skill or affective lesson
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentation
:

All tasks were

done
with
outstanding
quality;
work
exceeds
expectations
4

My Analysis

Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded
on
theories

All or nearly all

tasks
were
done with high
quality

Nearly all tasks Fewer than half of

were done with tasks were done; or
acceptable
most
objectives
quality
met but with poor
quality

3
Analysis
questions were
answered
completely

2
Analysis
questions
were
not
answered
completely

Clear
connection
with theories

1
Analysis questions
were not answered.

Grammar
and
spelling
Vaguely related unsatisfactory
to the theories

-Exemplary
grammar and Grammar
spelling.
spelling
superior.
4
3

Grammar
and spelling
are acceptable

and

1
2

Tasks
My reflection

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from
the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from
the
episode.

Reflection
Reflection
statements
are statements
are
shallow;
unclear
and
supported
by shallow and are not
experiences from supported
by
the episode.
experiences
from
the episode.

4
Portfolio
is
complete,
clear,
wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio
is
complete,
clear,
wellorganized and
most
supporting
documentation
are
available
and/or logical
and
clearly
marked
locations.

2
My portfolio

1
Portfolio
is Portfolio has many
incomplete;
lacking
supporting
components;
is
documentation is unorganized
and
organized but is unclear.
lacking.

2
1

Submission

4
Before
deadline.

3
On
deadline.

the A day after the Two days or more

deadline.
after the deadline.
2

Subtotals
Rating based on
transmutation:

Overall Score

______________________________
_________________
Date

Signature

of

FS

Transmutation of Scores to Grades/ Ratings

Teacher

above

printed

name

Score
20
18-19
17
16
15
14

Grade
1.0
1.25
1.5
1.75
2.00
2.25

Rating
99
96
93
90
87
84

Score
12-13
11
10
8-9
7- below

Grade
2.50
2.75
3.00
3.5
5.00

RatinG
81
78
75
72 and
below

My Map
I will observe the three different lessons executed cognitive, skill and
affective lessons. (cognitive Sibika; Skill Math; Affective
Literature/Edukasyong Pagpapahalaga)
To hit my Target, I will work my way through these steps:

My Tools
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mrs. Sonieta Caballero,
Jocelyn Moreno___
School Address:
January 28, 2015_____

Gina Laranjo,

Banisil, General Santos City

Date:

Grade/ Year Level: Grade 7, Grade 8, 4th Year

FILIPINO_______________________

Subject Area:

A. For the Cognitive Lesson

1. What is the lesson about?

The lesson discussed was about the story entitled Mayamang Pulubi
written by Leonardo Buluran. This story is all about a guy who dreamed to
become rich, he even left her girlfriend in the province to study in Manila to
pursue his dreams. And when he graduated he have a good job until he
founded his own company and become rich. When he return to their province
he knew that his girlfriend already have a family and she said to them that he
was not contented being rich because he want to have his own family too but
he cant do it now.

2. What are the examples of facts mentioned in the lesson?

My resource teacher mentioned that the story also happens in reality.
There are people who are willing to leave their love ones just to follow their
dreams, people who will chose money over the persons whom they love.
Lastly all of us have goals in life and we want to reach it and become
rich.

3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answers.
The facts mentioned in the lesson lead to understanding of concepts
because the students relate those facts on their experiences and they also
shares their insights about those facts,

4. Write down instances of treating the topic in depth (giving examples,

examining cause effect relationships, relating ideas or concepts to one
another)
The teacher, while reading the story explains every paragraph she
reads. She also gives example so that the students can understand what she
is discussing. There are also instances that the teacher would asked the
students if what were the things they did not understand and with that the
teacher will answer their questions and give examples that the students could
relate so that they can easily understand it.

5. Cite an instance/s when students were encouraged to ask questions, to talk

about and reflect on what they learned.
Since the story they discussed is all about love, the students were
interested about it. Everybody participated in the discussion and after the
lesson, the teacher asked the students if there are some clarifications and the
teacher gave time to students to share to the class what can they say in the
story. By doing this the students reflect what they had learned in the story
and they even share their experiences that they could relate in the story.

B. For the Skill Lesson

1. What was the skill lesson about? Which skill/s was/were target?
Manipulative skill or thinking skill?
The skill lesson is about understanding the story discussed, thus,
thinking skill was the target. One of the objectives of the teacher is to be able
to answer questions with regards to the story. As the teacher reads the story,
she is actually challenging every students mind to understand the story she
is reading and after it she asked question to determine if the students really
understand it.

2. Write evidence of teachers encouragement of divergent thinking by the

students.
The teacher gave a chance to everyone to share what they can say or
what did they learn in the story that they discussed. Whenever there is a
student who will talk, the teacher and the students will listen to someone who
is talking and after it, some of the students will react because he or she has
also different ideas. While the teacher listened to all of the ideas of her
students and accept it, she also explained to everyone that all of their
answers were correct although they have different ideas.

3. Which are proofs that the Resource Teacher promoted convergent thinking?
The teacher will ask everyone to cooperate and listen to the story they
will discussed. Whenever there are students who are not active, she calls
their attention so that those students can cope up with everyone. My
cooperating teacher always makes sure that all of her students are listening
and no one is left behind.
There are also times that she is giving group activities to give every
student a chance to share their ideas to their classmate so that they will have
excellent ideas to be share to other groups.
4. If there was problem solving in the lesson, were the pupils taught to solve
the problem using algorithm or heuristic strategy?
There was no problem solving in the lesson.
5. What are the proofs that the students were encouraged to do critical
thinking?
The teachers asked the students some HOTS questions that were
related to the story and by doing this the students were encouraged to do
critical thinking.

C. Value/ Affective Lesson

1. What was the value lesson about?

In the story that they discussed, you can learn many values, first, if we
want to reach our goals in life we should also remember those people who
helped us when we are down. The story also tells that money is not the only
thing we need in life, it is not the only basis so that we can be called rich, we
also need our family and their love.

2. Was the value taught alone or was it integrated with a cognitive or skill
lesson?
The value taught was integrated with a cognitive lesson, through
knowing and understanding the story the students learned those values.

3. How was the value lesson developed?

Through reading and understanding the story the students developed

those values to themselves. Also through interaction of everyone in the class
and sharing ideas.

My Analysis
A. For the Cognitive Lesson
How did my Resource
meaningfully and interestingly?

Teacher

teach

the

cognitive

content

My resource teacher teach the cognitive content meaning fully

and interestingly by relating the story they discussed in real life
especially in the experiences of her students. She also gives attention
to every students and makes sure that they can share their ideas to the
class and beacause of this the students motivated to learn.
1. B. For the Skill Lesson
1. How was the skill taught meaningfully and interestingly?
The skill was taught meaningfully and interestingly by giving
activities to the students. Through those activities the students can
practice the skill taught to them because they were given a chance to
do some activity that can develop those skills.
C. For the Affective Lesson
1. Is it possible to teach a value lesson without any cognitive basis at all?
Explain your answer.
For me it is impossible to teach value without any cognitive basis
at all because cognitive lesson is the way to impart value lesson to
students. As the teacher taught cognitive lesson to her students, they also
learn value lesson, for example in the discussion
of
my
cooperating
teacher, as she read and explain the story to her students,
there were
value lesson that developed in the mind of the students.
2. A cognitive or skill lesson is a vehicle for value education. Do you
agree?
Yes, cognitive or skill lesson is a vehicle for value education.
Students develop value lessons in their mind as they learned cognitive
or skill lesson because they might see and understand things through it.
Their lesson may give them idea on what is good or bad that they may
apply on their lives, or there are also some instances that the students
may realize something as they do some of their activities.

My Reflections
1. Someone said: There are dull teachers, dull textbooks, dull films, but no
dull subjects. Do you agree? Write youre your reflections here.

Maybe there are dull teachers but there are no dull textbooks,
films and subjects. The interest of the students to a textbooks, films
or subjects will always matter on how the teacher will impart it to
them. No matter how interesting the subject is but when the teacher
is dull, everything will be also dull to students. But when the teacher
delivers her/his lesson clearly, properly and interesting those dull
subject, films or textbook will become interesting to every students.
It will depend on the teacher on how she/he will motivate or
inspire her students to make her/his class alive and fruitful. She/he
can use various teaching method so that she/he can achieved her
goals in teaching her students.
2. How should you organize subject matter (be of cognitive skill or value
lesson) so that teaching will always be fresh and interesting?

As a teacher we should always be ready when we go to our

classes, we must prepare ourselves, material and other things that
we will use in teaching. We must have enough knowledge on the
topic that we will discuss on specific day so that our students can
learn new lessons from us that they can surely apply in their lives.
In delivering my lesson,I must be skillful and I will prepare my
objectives so that i will have a guiding star and I will not touch other
unnecessary things in my lessons. I should also have a nonthreatening environment so that my students will not be intimidated.
And it is good when I will relate my lesson to the experiences of my
students so that they can easily understand it. I should always listen
to the ideas of my students and give them chance to speak up for it.
Lastly I will make sure that learning is an active process.

My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that
integrates a value/s. Paste it here! an outline of the lesson development
will do.
My Lesson Plan
I. MGA LAYUNIN (Objective)
Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang;
1. Nakikilala ang mga teorya ng pinagmulan ng wika gayon din ang mga
Teoryang pangwika
2. Natutukoy ang pagkakaiba-iba ng wika batay sa antas nito
3. Napag-uugnay ang pinagmulan ng wika sa tunay na kahulugan at gamit
nito
4. Nakapagbibigay ng sariling halimbawa sa bawat antas ng wika
II. NILALAMAN( content)
A. Teorya ng Wika
B. Antas ng Wika
III. NG INTEGRASYON AT ORGANISASYON PAGKATUTO ( ADIDAS)
A.GAWAIN (Activity)
Gamit ang pantomina ipapakita ang sinauna at modernong pamumuhay sa
lipunan na nakapokus sa kulturang Pilipino
Hal: pangangaso, binyag, pagtatanim, pagsamba
B. TALAKAYAN ( Discussion)
Tukuyin ang teoryang ginamit sa pagtatanghal at suriin ang antas ng wikang
ginamit
C. INPUT
Pagtukoy at pagkilala sa iba pang teoryang pangwika
D.PAGPAPALALIM (Deepening)
Sa tulong ng guro, ipapaliwanag ng mga mag-aaral ang ugnayan ng
pinagmulan ng wika sa tunay na kahulugan at gamit nito
E. PAGLALAPAT (Application)
Pagbibigay halimbawa ng sikat na pick-up lines na nakatuon sa antas ng wika
(balbal)
F. PAGLALAGOM (Synthesis)
Gamit ang Ven diagram, tukuyin ang pagkakaiba-iba at pagkakatulad ng teorya
ng wika
IV.PAGTATAYA (Synthesis)
Pagbibigay ng guro ng mga salitang igugrupo ng mga mag-aaral batay sa antas
na kinabibilangan nito.