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FS 3 FIELD STUDY 1 THE SCHOOLS LEARNING RESOURCE CENTER Learning Episode My

Learning Episode Overview Episode I provide an opportunity for students to examine a Learning
Resource Center or Multi Media Center and learn about its collection, services, equipment and
reflect on how it supports the teaching learning process. My Intended Learning Outcomes In this
Episode, I must be able to: Describe the goals of a learning Resource/ Multi- Media Center.
Identify and classify resources that facilitate the teaching- learning processes. Explain the services
of the center that support learning. My Performance Criteria I will be rated along the following:
Quality of my observations and documentation, Completeness and depth of analysis, Depth and
clarity of classroom observation- based reflection, Completeness, organization, clarity of portfolio
and Time of submission of portfolio. My Learning Essentials 1. A school usually sets up a center
which will provide valuable support to the teaching- learning process. Over the years the name of
this center has evolved. Some of the names are Audio- Visual Center, Media and Technology
Resource Center, Teaching- Learning Technology Department, or simply Learning Resource center.
2. With the very fast development and communications technology (ICT), the natural outcome library
and ICT both in terms of hardware and software systems and applications. 3. Schools may have
different set-ups when it comes to a Learning Resource Center (LRC). Some have replaced the term
library with LRC. Some have a separate library, LRC and Audio Visual or Media Center. Some just
have the LRC both for teachers and students.. 4. The common purpose among these centers is to
provide print, audio- visual and ICT resources to support the teaching- learning process. 5. The
goals of the Center may include, orienting and training teachers in the use of audio visual and ICT
resources, working with teachers and administrators in producing instructional materials, making
available useful resources to the students, teachers and the school community. 6. In order to support
the philosophy and aims of the school, the Center must fulfill the following functions: Center of
resources Laboratory of learning Agent of teaching Service agency Coordinating agency
Recreational reading center A link to other community resources 7. With the very fast development
and communications technology (ICT), the natural outcome library and ICT both in terms of
hardware and software systems and applications. 8. Schools may have different set-ups when it
comes to a Learning Resource Center (LRC). Some have replaced the term library with LRC. Some
have a separate library, LRC and Audio Visual or Media Center. Some just have the LRC both for
teachers and students.. 9. The common purpose among these centers is to provide print, audio-
visual and ICT resources to support the teaching- learning process. 10. The goals of the Center may
include, orienting and training teachers in the use of audio visual and ICT resources, working with
teachers and administrators in producing instructional materials, making available useful resources
to the students, teachers and the school community. 11. In order to support the philosophy and aims
of the school, the Center must fulfill the following functions: Center of resources Laboratory of
learning Agent of teaching Service agency Coordinating agency Recreational reading center A
link to other community resources My Map
______________________________________________________________________________
To realize my intended Learning Outcomes, I will work my ways through these steps: 4. Write down
a brief reflection of 1. Visit a schools Learning Resource Center. Look around and see what
resources and facilities are available inside. 3. Make an inventory of its available and resources and
classify them according to their characteristics and functions. 2.Ask the Learning Resource Center
in-charge about how some equipment or facilities are used. My Tools As you visit and observe the
learning Resource Center, use activity forms provided for you to document your observations. Ask
the assistance of th one manning the center courteously. An Observation Guide for a LEARNING
RESOURCE CENTER Read the following statements carefully before you observe. 1. Go around
the Learning Resource Center. 2. Find out what learning resources are present. 3. Examine and
describe how the materials are arranged and how they are classified. Are they free from dust and
moisture? Are they arranged for easy access? 4. Read the guidelines/procedures posted or
available for the users to refer to? 5. Familiarize yourself with the guidelines and procedures. You
may choose to take photos of the center (if allowed) After you have observed, classify the resources
available that you believe are most useful. Please use the activity form provided for you. Name of
Center Observed: Library of Fatima National High School Date of Observation: November 16, 2012
Name of Observer: Ruthchelle S. Miana Course / Year / School: BSED Filipino / 4th year / Mindanao
State University-GSC List of Available Learning Resources Available Learning Resources
(Enumerate in bullet form) Characteristics and Unique Capabilities Teaching Approaches where the
Resource is Most Useful 1.Print Resources Books Journals Magazines News Paper These
learning resources in these categories are the very common however these are the very useful and
more accessible. Lectures, resource based teaching and other approach which needs the used of
the printed materials. 2.Audio Resources none none none 3.Non-electronic Visual Resources
Charts Tables Maps These materials are unique in a sense that they provide a concrete
knowledge about a topic as well as it encourage higher order thinking skills of the students to grasp
the knowledge embedded in the materials. Problem solving, research and resource-based teaching
learning process and lecture types of teaching. 4. ICT Resources Computers These materials are
more interactive than the others, they are unique because it would the resources are wide ranged
especially when using the internet. Computer-based teaching, learning process, group reporting,
problem solving, and lectures. Impression about the LRC: The center is very useful in the teaching
learning process and provides substantial knowledge and skills to the students. Name and Signature
of Observer: Ruthchelle S. Miana Name and Signature of the Learning Resource Center In-charge:
My Analysis Were the learning resources/materials arranged properly according to their functions
and characteristics? Yes, the learning resources/materials are arranged properly according to their
functions and characteristics. Books are properly arranged in bookshelves along with the non-
electronic resources. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not? The guidelines and procedures facilitate easy access to the materials by
the teachers, since there are printed notifications and procedures for handling and proper instruction
of how to use the resources. What are the strengths of this Learning Resource Center? The
strengths of the learning resources are as follows: first is the environment, it is conducive for learning
because of its facilities like the ventilation, room which is free from noise and destructions and clean
as well and the next is the facilities that satisfactorily cater the needs of the students. What are its
weaknesses? The weakness of the learning center or the library of FNHS is that it has limited space
which impedes the learning of the students. It distracts the attention of the students. And also, it is
only limited for a section of students, hence, the time is limited for the students to learn and use the
facility. What suggestions can you make? I would like to suggest that the teachers should make the
most of time or maximize the allotted time for the students to use the center so that they will learn
how to handle and use the facilities and second, the teachers should incorporate the use of the
resources to make the students learning more meaningful. Lastly, I would like to suggest that the
school should provide more computers so that even not all, maybe some will be catered. My
Reflection/Insights 1. Which of the materials in the Learning Resource Center caught your interest
the most? Why? The material(s) in the learning resource center caught my interest the most are the
computers because we all know that computers nowadays are very useful in gathering data or in
educational purposes though their computers are very old. 2. Which gadgets/materials are you
already confident to use/ operate? Well, I guess I am very confident to use the computer because I
can used it to gather data or information I needed for my reports or research. 3. Which ones do you
feel you need to learn more about? Even though I am confident enough to use the Computer and the
LCD, I cannot deny the fact that I still need to master it, discover some features, explore and study
the total package and what the computer can do. Integrating Theory and Practice Directions: Read
the items given and encircle the correct answer. 1. All are responsibilities of the Learning Resource/
Audio- Visual/Educational Technology Center of a school EXCEPT________. A. Make available
technology equipment for use of teachers and students B. Conduct training for teachers on how to
use technology tools C. Work with teachers in producing instructional materials D. Accomplish the
students technology project for them 2. The Learning Resource/ Audio- visual/ Educational
Technology Center regularly provides the teachers a list of websites, apps and instructional materials
available in the city which are relevant to the different subjects they teach. This fulfills which
function? A. Recreational reading center B. A link to other community resources C. Laboratory of
learning D. Center of resources 3. The Learning Resource/ Audio- visual/ Educational Technology
Center sponsor a seminar- workshop for teachers and administrators on the use of the latest
presenter applications. This fulfills which function? A. Center of resources B. Agent of teaching C.
Coordinating agency D. Recreational reading center My Learning Portfolio Paste an article about an
example of technology gadget/material that you want to learn more about. How can this
gadget/material be useful in instruction/teaching? Six years ago, the internet was limited both in what
it could do and who used it. Many people had heard the word but did not have the clue what it was.
Today, most teachers have not only been exposed to the internet but also have access at home or at
school. In fact, a large number of schools are being retrofitted to place an internet in every
classroom. Even more exciting than this is the newest technology: wireless. A School can purchase
a portable classroom. This consists of laptops networked together, allowing their students to work
at their desks without wires. If laptops are networked to a printer, students can print from their
personal computer to the classroom printer. Imagine the possibilities. How to Integrate Technology
*Research Research is the number one reason to use the internet in education. Students have a
wealth of information open to them. Often, when they are researching obscure topics, school
libraries do not have the needed books and magazines. The internet helps solve this problem.
Heres an example of a great research project: Using this site, Lecture Outline Series for the History
of China, students can research directly to this page and then present the information they found.
One concern which I will discuss in Part II of this article is the quality of the information that can be
found online. However, with some advance footwork of your own, along with stringent recording
requirements for sources, you can help the student determine whether their information is from a
reliable source. This is also an important lesson for them to learn for research in college and beyond.
The possibilities for assessment of research on the internet are endless, many of them involving
other forms of technology. Some ideas include essays, debates, panel discussions, role play, video
presentation of information, web page creation and power point presentations. *Online Assessment
A newer area of the internet to explore is online assessment. You can create your own tests online
through your own website. These require knowledge of the internet; so many new users might not be
quite ready for this. This might be a great way to interact with Advanced Placement students over
vacations and the summer. If you are interested in this, see Free Home Pages for Educators for
more information. In the near future, there will be many companies who will offer not only online
testing but also instant grading of exams. Field study 3, Episode 1 The Schools Learning
Resource Center My Learning Rubric (How did I perform in this episode?)
________________________________________________________________________________
______ Focused on: describing the goals of a learning resource/ multi-media center identifying
and classify resources that facilitate the teaching-learning processes explaining the services of the
Center that support learning Name of Student: Ruthchelle S. Miana Date Submitted: December 10,
2015 Course / Year / Section: BSED Filipino / 4th year Learning Episodes Exemplary 4 Superior 3
Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were done with outstanding
quality; work exceeds expectations. 4 All or nearly all episodes were done with high quality. 3 Nearly
all episodes were done with acceptable quality. 2 Fewer than half of episodes were done; or most
objectives were met but need improvement. 1 Analysis of the Learning Episode All
questions/episodes were answered completely; in depth answers; thoroughly grounded on theories.
Exemplary grammar and spelling 4 Analysis questions were answered completely. Clear connection
with theories Grammar and spelling are superior. 3 Analysis questions were not answered
completely. Vaguely related to the theories Grammar and spelling are acceptable. 2 Analysis
questions were not answered. Grammar and spelling are unsatisfactory 1 Reflections/ Insights
Reflection statements are profound and clear; supported by experience from the learning episodes 4
Reflection statements are clear, but not clearly supported by experiences from the learning episodes
3 Reflections statements are shallow; supported by experiences from the learning episodes 2
Reflection statements are unclear and shallow and are not supported by experiences from the
learning episodes 1 Learning Portfolio Portfolio is complete, clear, well-organized and all supporting;
documentations are located in sections clearly designated 4 Portfolio is complete, clear, well-
organized; most supporting documentations are available and logical and clearly marked locations 3
Portfolio is incomplete; supporting documentations are organized but are lacking 2 Analysis
questions were not answered Grammar and spelling unsatisfactory 1 Submission of Learning
Episode Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day after the
deadline 2 Submitted two days or more after the deadline 1 COMMENT/S Over-all Score Rating:
(Based on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17
16 15 14 13-12 11 10 9-8 7-below Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00 99 96
93 90 87 84 81 78 75 72 71-below _______________________________
_________________________ Signature of FS Teacher Date above Printed Name BULLETIN
BOARD DISPLAYS Learning Episode FS 3 FIELD STUDY 2 My Learning Episode Overview
Episode 2 provides me with an opportunity to give a more intent look at bulletin board displays and
determine the effectiveness of these displays in delivering in purpose and message. My Intended
Learning Outcomes In this Episode, I must be able to: Identify MOOCs that align with the NCBTS.
Choose MOOCs that will contribute to ones own professional development. Explain how MOOCs
can be a tool for lifelong learning. My Performance Criteria I will be rated along, the following:
quality of my observation and documentation completeness and depth of analysis, depth and
clarity of classroom observation-based reflection completeness, organization, clarity of portfolio and
time of submission of portfolioMy Learning Essentials 1. Bulletin Boards have four general
purposes: Decorative- They offer visual stimulation and appeal to the aesthetics. They set the
social and psychological atmosphere of the school Motivational- They encourage students to
perform better and have greater confidence. An example would be the display of students outputs
that show that each output is recognized and valued. Informational They are used as a strategy
to disseminate information. Instructional- They invite students to respond and participate through
interactive displays. 2. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness and durability. My
Map Display board, or what we more commonly refer to as bulletin board, is one of the most readily
available and versatile learning resources. To realize my Intended Learning Outcomes, I will work my
way through these steps: Propose enhancements to make the display more effective Look around a
school for bulletin board displays Pick one and evaluate the display As you look around and examine
board displays, use the activity forms provided for you to document your observations. An
Observation Guide for BOARD DISPLAYS Read the following statements carefully before you
observe. 1. Go around the school and examine the board displays. How many board displays do you
see? 2. Where are the display boards found? Are they in places where target viewers can see them?
3. What are the displays about? What images and colours do you see? How are pieces of
information arranged? 4. What materials were used in making the displays? Are borders used? 5. Do
you notice some errors? (misspelled words, grammar inconsistencies and the like) 6. Are the
messages clear and easily understood? 7. You may choose to take a photo of the display board (if
allowed) OBSERVATION REPORT Name of School: Fatima National High School Observed:
Location of the School: Brgy. Fatima, General Santos City Date of visit: November 16, 2015 From
among the board displays that you saw, pick the one that you got most interested in. Evaluate it
using evaluation from below. BOARD DISPLAYS EVALUATION FORM Topic of the Board Display
Science Facts and Ideas and The Scientists Location of the Board Display in School: Pathway of
Fatima National High School Check the column that indicates your ratings. Write comments to back
up your ratings. 4 Outstanding 3 Very Satisfactory 2 Satisfactory 1 Needs Improvement
Criteria NI 1 S 2 VS 3 O 4 Comments Effective Communication: It conveys the messages quickly
and clearly. / It appeals to everyone and the ideas are coherent Attractiveness: Colours and
arrangement. / It somehow catches attention and has unique arrangement. Balance: Objects are
arranged so stability is perceived. / Objects are not arranged properly. Unity: Repeated shapes or
Colours or use of borders holds display together. / It uses different colors as indicators of different
Ideas. Interactivity: The style and approach entice learners to be involved. / It is unique when it
comes to style, but not much of being interactive Legibility: Letters and illustrations can be seen for
good distance. / Has an appropriate dimension of letters and neatly done resulting of its visibility.
Correctness: It is free grammar errors, misspelled words, ambiguity. / The grammar is good and can
be understood easily. Durability: It is well-constructed, items are securely attached. / It is not well
constructed. Write your notes here: An Evaluation Report of a Bulletin Board (Option 2) Bulletin
Board Evaluated by: Ruthchelle S. Miana Location: Fatima National High School Brief Description of
the Bulletin Board: It is located in the pathway, beside the new building of Grade 9. It has a wide
space for posting notifications and announcements. There are several posters being displayed.
EVALUATION Strengths Weaknesses Description of the Bulletin Board lay-out One of the strengths
of the boards is that it has a wide space for posting and located at the visible place where anyone
can easily see and access the following posted information. Displays posted are not well
constructed. Evaluation of educational content and other aspects All contents of the posted
information are related to the specific or a certain topic only. Some displays are not well organized.
Recommendations or The Bulletin board should be kept clean and lively, Suggestions for conveys
messages directly to viewers, visible, improvement organized and updated. Signature of Evaluator
over Printed Name: Ruthchelle S. Miana My Analysis
_______________________________________________________ Did the board display design
reflect the likes/interests of its target audience? Why? Why not? The board display design reflects
the likes/ interest of its target audience, because it has a colorful design, visible and can easily
understood. Displays are greatly arranged and very organized, conveys messages effectively and
concise of what they intend to say and to whom it addressed. Was the language used clear and
simple for the target audience to understand? Why? Why not? Yes, it is easily to be understood,
viewers grasp the messages easily and appropriately, appropriately in a sense that viewers will not
be doubtful of what is written or displayed in the bulletin. Furthermore, the displays also incorporate
accessibility and visibility and anchor with unity so that everyone can understand and see even in
the distance location. What do you think was the purpose of the board display? Was it effective?
Why? Why not? Its purpose is to convey information to the concern citizens of the particular group or
in the institution. It will also alert the viewers and inform them for the following events, activities and
programs to be held in the proceeding days. It will also announce the achievement and the results of
the past activities. What suggestions can you make? Bulletin board is indispensable. Every school,
year level or even in the classroom should have it. Its purpose is greatly a big help to the viewers as
to inform them of what is happening and what is going to happen. It is also a big help for the viewers
to prepare, manage and ready for the things that is being informed of the posted information. Lastly,
it should be put in a visible and more accessible area. Based on your suggestions, propose an
enhanced version of the display board. Use the form below. My Proposed Board Display Theme:
PANITIKAN ng Pilipinas Board Title: Mayamang Panitikan! Rational (Purpose): The purpose of this
display is to hand the students the basic knowledge about the Philippine Literature or Panitikan ng
Pilipinas. This would encourage them to recognize and appreciate how abundant Philippine has
when it comes to literature. Objectives: The objective of this display is to give the some thoughts or
ideas about the Philippine literature, encourage them to appreciate how abundant Philippines is
when it comes to literature.The students are the beneficiary of this educational bulletin board display.
Best features of my proposed bulletin enhancement: My bulletin has composed of different sections.
First is for suggestion and comments, second is for Filipino activities, third is for some literature of
the Philippines, next is for the achievements and results and the last would be the events to be
conducted in the present month. Content Resources (Name each needed resource and give each a
brief description): Suggestions and Comments, these would help students to voice out of what they
want to do and what they plan to have. Math Activities, the content of this section is the information
about the upcoming activities such as sabayang pagbigkas, sabayang pag-awit and etc. Quotes and
visual aids, in this section it will show some well-known literature maybe a poem, short story or an
essay. Quotes are those sayings of some writers or authors that leave an important meaning.
Achievements and Results, in this section will show the results and achievement done perfectly by
the students or the institution. Events, in this section it will inform or announce the upcoming events
to be held and conducted insidE or outside the institution. Materials for aesthetic enhancement:
Colored materials, artistic borders and unique designs made of creative indigenous materials. My
Reflections/Insights 1. Name at least 5 skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed. The skills that a teacher must
possess to come up with an effective board display are the following: Creativity. Instructional content
can be dry and boring in a classroom setting. Creative teachers should try to present concepts and
content in most interesting way. Visual Skill. Teachers are somewhat like interior designers, they
must be able to visualize the presentation and impact they want to create then apply those to the
display. Organizational Skills. This goes with number 2, but it includes comparing and contrasting,
grouping and arranging content in a meaningful way. Communication.Teachers know what words
can be combined with visual content can often communicate more than words alone. Teacher should
be a good communicator, and, Good teachers make visual displays as part of the lesson plan.
Displays or decorated bulletin boards are not just to make the room pretty. A good teacher can use
one display to help students build many different skills. 2. Which of the skills you named in #1 do you
already have? Recall your past experiences in making board displays. How do you practice these
skills? The skills I named that I already have, I guess, being creativity and visual skill. I practice
these skills when making outputs when I was still in high school. 3. Which skills do you still need to
develop? What concrete steps will you take on how you can improve on or acquire these skills. The
skill that I still need to develop is the 5th one. Integrating Theory and Practice Directions: Read the
items given below and encircle the correct answer. 1. Examine the bulletin board display. This
bulletin board fulfils which primary purpose? A. Instructional-interactive B. Informational C.
Motivational D. Decorative 2. Examine the bulletin board display. This bulletin board fulfils which
primary purpose? A. Instructional-interactive B. Informational C. Motivational D. Decorative 3.
Examine the bulletin board display. This bulletin board fulfils which primary purpose? A. Instructional-
interactive B. Informational, decorative C. Motivational, decorative D. Instructional, informational My
Learning Portfolio Based on your suggestions, make your own board display lay-out. You may
present your output through any of these: A hand-made drawing or layout An electronic
(computer) drawing/illustration or layout A collage My Board Display Lay-out My Learning Rubric
(How did I perform in this episode?) Field Study 3, Episode 2 Bulletin Board Displays Focused on:
evaluating bulletin board displays using a set of criteria for quality applying principles in designing
an effective bulletin board display Name of FS Student Ruthchelle S. Miana Date submitted
December 10, 2015 Year & Section 4th Year Course BSED Filipino Learning Episodes Exemplary 4
Superior 3 Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were done with
outstanding quality; work exceeds expectations 4 All or nearly all episodes were done with high
quality 3 Nearly all episodes were done with acceptable quality. 2 Fewer than half of episodes were
done; or most objectives were met but need improvement. 1 Analysis of the Learning Episode All
questions/episodes were answered completely; in depth answers; thoroughly grounded on theories.
Exemplary grammar and spelling 4 Analysis questions were answered completely. Clear
connections with Theories.Grammar and spelling are superior. 3 Analysis questions were not
answered completely. Vaguely related to the theories. Grammar and spelling are acceptable. 2
Analysis questions were not answered. Grammar and spelling are unsatisfactory. 1
Reflections/Insights Reflection statements are profound and clear; supported by experiences from
the learning episodes. 4 Reflection statements are clear, but not clearly supported by experiences
from the learning episodes. 3 Reflection statements are shallow; supported by experiences from the
learning episodes. 2 Reflection statements are unclear and shallow and are not supported by
experiences from the learning episodes. 1 Learning Portfolio Portfolio is complete, clear, well
organized and all supporting; documentations are located in sections clearly designated 4 Portfolio is
complete, clear, well organized; most supporting documentations are available and logical and
clearly marked locations. 3 Portfolio is incomplete; documentations are organized but are lacking. 2
Analysis questions were not answered. Grammar and spelling are unsatisfactory. 1 Submission of
Learning Episode Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day
after the deadline. 2 Submitted two days or more after the deadline. 1 COMMENT/S Over-all Score
Rating: (Based on Transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20
19-18 17 16 15 14 13-12 11 10 9-8 7-below Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5
5.00 99 96 93 90 87 84 81 78 75 72 71- Below _______________________________ __________
Signature of FS Teacher Date above Printed Name SLIDESHOWLearning Episode FS 3 FIELD
STUDY 3 (Slide Presentations) My Learning Episode Overview Episode 3 provides an opportunity
for me to develop a teaching-learning resource for a particular unit of study or lesson. My Intended
Learning Outcomes In this Episode, I will be able to apply the principles in creating effective audio-
visual presentations. My Performance Criteria I will be rated among the following: quality of my
observations and documentation, completeness and depth of analysis, depth and clarity of
classroom observation-based reflection, completeness, organization, clarity of portfolio and time
of submission of portfolio. My Learning Essentials Presentation softwares are useful in organizing
your lesson with a series of text and graphics, often with audio and video to capture the interest of
your learners. The most popular one is Powerpoint but you can also explore so many other
softwares or apps like, Prezi, Powtoon, Keynote, Prezentit and Sliderocket. When creating audio-
visual presentations, remember the following: 1. Plan your presentation by drafting an outline.
Ensure that information is organized in proper headings and sub-headings based on how pieces of
information relate with each other. 2. 2. Abide by the Rule of Six. Each slide should have a maximum
of six lines and each line with six words. 3. 3. Ensure that your font size is large enough to be seen
by the learners at the back. Font size for titles should not be less than 36-40 and 32 for the rest. 4. 4.
Include more of keywords or phrases and less of whole sentence. 5. 5. Animation should have a
clear purpose. It should only be used if it will help highlight important points, strongly communicate
an idea, and not at all distract the learners. 6. 6. Pictures speak a thousand words. Add pictures and
even video clips to enrich your presentation. 7. 7. Follow the 3 Cs for information. All information
included should be correct, current and complete. 8. 8. Proper citation should also be observed.
Include a list of references at the end of the presentation. My Map An effective teacher makes it
her/his business to create slide presentations that really enhance instruction. To realize my Intended
Learning Outcomes, I will work my way through these steps: My Tools As you prepare your slide
presentations, use the activity form below. Subject Matter/Topic: Learning with the Computer
Objectives: -define cooperative learning -know the 5 elements of cooperative learning Title of my
Presentation: Cooperative Learning with the Computer Enhancement (Check appropriate box):
Graphics ( / ) Music ( ) Hyperlink ( ) Animation ( ) Voice Narration ( ) Embedded video ( ) Sound
effects ( ) Stylish fonts ( / ) Others, please specify _________________ Description of Appropriate
Use: The use of this presentation is for lectures especially I Algebra: Algebraic Expressions. Also this
is useful when developing the students Conceptual Understanding. Presentation Storyboard: Slide 1
Definition of Cooperative Learning Slide 2 Use of cooperative learning Slide 3 Knowing computer
Slide 4 Use of computer when it comes to learning Slide 5 Defining what is cooperative learning with
the computer Slide 6 Advantages of cooperative learning with the computer Slide 7 Enumerating the
5 elements on how to be truly called cooperating learning Slide 8 Discussing the 1st element My
AnalysisSurf the net. Just key in the words like Slide Presentations PowerPoint Presentations
Clip arts Fonts PowerPoint tutorial and enjoy choosing slide backgrounds, images, fonts to
download. Just be sure, you follow the principles you learned in your Educational Technology class.
After working on your slide presentation, answer the following questions: What are the good features
of a slide presentation? A good slide should have include transitions or effects to put emphasis on
some points of the lesson, but not too many. It must have also one design or theme for whole slides
to avoid confusion or any misconception. The slides must not too long, nor too short to avoid
cluttering in the slides. A pictures speaks thousands words, hence photos must be included in the
slides if necessary to let students know what I am talking about. The contents of the slides are
important points of the lesson and must not include the whole words that I have to say for the whole
discussion. Which of these features are present in the slide presentation you made? The features
that are present in my slide presentation that I have made are the transitions, effects, only one
theme or design for the whole slide. My slide presentation was not too long or too short and I give
emphasis on the contents because they are the important points of my lesson. Which features are
not present in the slide presentation you made? All those good features of slide presentations that I
had cited are present in my slide presentation. I did not include or mention the sound effects and
music, for me, it is not necessary to use it all the time because it brings distraction to my discussion.
There are times that music and effects are highly needed especially in presenting a video
presentation. My Learning Rubric (How did I perform in this episode?) Field Study 3 Slideshow
(Slide Presentations) Focused on: Applying the principles in creating effective audio-visual
presentations. Name of FS student Ruthchelle S. Miana Date Submitted:December 10, 2015 Year &
Section 4th Year Course: BSED Filipino Learning Episodes Exemplary 4 Superior 3 Satisfactory 2
Needs Improvement 1 Learning Activities All episodes were done with outstanding quality; work
exceeds expectations 4 All or nearly all episodes were done with high quality 3 Nearly all episodes
were done with acceptable quality 2 Fewer than half of episodes were done; or most objectives were
met but need improvement 1 Analysis of the Learning Episode All questions/episodes were
answered completely; in depth answers; thoroughly grounded on the theories. Exemplary grammar
and spelling 4 Analysis questions were answered completely Clear connections with theories
Grammar and spelling are superior. 3 Analysis questions were not answered completely Vaguely
related to the theories Grammar and spelling are acceptable 2 Analysis questions were not
answered Grammar and spelling are unsatisfactory 1 Reflections/ Insights Reflection statements are
profound and clear; supported by experiences from the learning episodes 4 Reflection statements
are clearly supported by experiences from the learning episodes 3 Reflection statements are
shallow; supported by experiences from the learning episodes 2 Reflection statements are unclear
and shallow and are not supported by experiences from the learning episodes 1 Learning Portfolio
Portfolio is complete, clear, well-organized and all supporting; documentation S are all located in
sections clearly designated 4 Portfolio is complete, clear, well-organized; most supporting
documentations are available and logical and clearly marked locations 3 Portfolio is incomplete;
supporting documentations are organized but are lacking 2 Analysis questions were not answered
Grammar and spelling unsatisfactory 1 Submissions of Learning Episodes Submitted before the
deadline 4 Submitted on the deadline 3 Submitted after the deadline 2 Submitted two days or more
after the deadline 1 COMMENT/S Over-all Score Rating: (Based on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17 16 15 14 13-12 11 10 8-8 7-
below Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00 99 96 93 90 87 84 81 78 75 72 71-
Bellow Signature of FS Teacher Date above Printed Name Learning Episode FS 3 FIELD STUDY 4
Tools of the Trade (Teaching Aids Bank) MyLearning Episode Overview Episode 4 provides an
opportunity for me to examine my own knowledge about how use technology in teaching through the
TPACK framework. My Intended Learning Outcomes In this Episode, I must be able to use
myteachnology pedagogical content knowledge inchoosing appropriate teacher resources touse fora
particular unit of study. My Performance Criteria I willbe rated along the following: quality of my
observations and doucmentation, completeness and depth of analysis, depth and clarity of
classroom observationbased reflection, completeness, organization, clarity of portfolio and time
of submission of portfolio. My Learning Essentials The TPACK Framework The TPACK Framework is
a framework that shows the types of knowledge involved in the teachers capacity to integrate
technology in the teachinglearning process. This was propsed by Mishira and Koehler in2007.
These three types or bodies of knowledge can be described separately but they work together, each
time you (as the future teacher) use technology for instruction. Reflect on yourself asyou read about
the three: 1. Technological knowledge. This refers not only on whether you are computer literate but
also knowing what technology is best to use and how they should be utilized in teaching. Technology
here can be as simple as the chalk and the blackboard or as complicated as augmented reality. As
technology is everchanging, your technological knowledge is also something that must be ever
developing. 2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing activities and
assessing your learners. 3. Content Knowledge. This refers to how well you know the subject area or
topic that you will teach. It includes how wide and how deep you know about what you will teach.
You can see from the diagram that the two circles overlap with each other, while all three of them
overlap as well. Each twocircle overlap indicates the interaction or interfacing of technological and
content knowledge (TCK), content and pedagogical knowledge (CPK), and pedagogical and
technological knowledge. The middle most part of the diagram shows the interaction or interfacing of
the three, which is the technological pedagogical content knowledge (TPACK). This is what is very
important for you to be able to use technology effectively in teaching. You need to be aware of your
strengths and weakness in the three and reflect how you can grow in each one and use them
together as best as you can. Have this framework in mind as you analyze and reflect in this episode
about your own knowledge in using technology in teaching. Technological Knowledge (TK) Content
Knowledge (CK) Pedagogical Knowledge (PK) Technological Pedagogical Content Knowledge
(TPACK) Technological Pedagogical Knowledge (TPK) Pedagogical Content Knowledge (PCK)
Technological Content Knowledge (TCK) Reproduced withpermission of the publisher, c. 2012 by
tpack.org My Map To realize my Intended Learning Outcomes, I will work my way through these
steps. Step 1. Decide on a specific content area and the level of learners technology. Step 3.
Develop a pile of teaching aids (flahcards, pictures, cutouts transparencies). Step 4. Organize them
in a box. Step 2. Find out the learning resources relevant to topic that are available. My Tools
Subject Area/ Topic: Cooperative Learning with the Computer__ Grade/Year Level: 4th year Big
Ideas about the topic: Cooperative or collaborative learning is learning by small groups of students
who work together in a common learning task. It is often also called group learning but to be truly
cooperative learning 5 elements are needed; a common goal, interdependence, interaction,
individual accountability, and social skills. Therefore not every group work is cooperative learning
since students working on their work sheets physically at around a table may be working together
without these features of cooperative learning. From several studies made on cooperative learning, it
is manifested that cooperative learning in its true sense is advantageous since it: a.) Encourages
active learning while motivating students b.) Increases academic performance c.) Promotes literacy
and language skills d.) Improves teacher effectiveness In addition, there are studies which show that
cooperative learning enhances personal and social development among students of all ages, while
enhancing self-esteem and improving social relations between racially and culturally different
students. Objectives: Define cooperative learning Define computer Know the 5 elements of
cooperative learning Before preparing learning materials, a resourceful teacher: First, checks the
available learning resources from varied sources. Second, determines which will be most
appropriate for her learning goals. Third, makes adaptations for more effective use of materials.
Fourth, creates own materials. An Observation/Survey Guide 1. Are there learning resources useful
for your topic in the resource center you visited? 2. Are the available materials appropriate for your
target grade/year level? 3. List down those that can be useful for your topic. 4. What other materials
can you make? (like flash cards, posters, cutouts, transparencies, etc.)? OBSERVATION NOTES
Name of the School Fatima Nationl High School Location of the School Brgy. Fatima, General
Santos City Date of Visited _ November 18, 2015 My Analysis 1. What skills did you have which
helped you prepare the materials? What skills did you lack that made it difficult for you?
(Technological Knowledge) The skill that helped me prepare the materials maybe , is the knowledge
I have in making slideshow or powerpoint presentation. 2. How well do you know the topic you have
chosen? (Content Knowledge) Discuss the big ideas of this topic that you would want to focus on. I
could say that I know the topic I have chosen very well because I completely gave highlights those
important inputs needed to be discussed which is the meaning of cooperative learning and its 5
elements. I should remember: The Bank of varied Teaching Aids that I will create must contain well
organized Teaching Aid materials,each with a written description ofthe following: 1. Grade/year level,
subject area and subject matter for which the teaching aid is used. 2. Procedures in using the
teaching aid. 3. Teaching Approach where the teaching aid could be used best. My
Reflections/Insights 3. Reflect on the technological knowledge (TK), pedagogical knowledge (PK)
and content knowledge (CK) worked together in fulfilling the tasks in this episode It is important for
the teacher to have these technological, pedagogical and content knowledge because having these
knowledge together leads to an effective teaching for the teacher and learning for the students. It is
not only enough for the teacher to know what is computer and its uses but it is really important for
her/him to know how to utilize computer in teaching and with that, the teacher should also masters
the content of her/his subject matter so that he/she knows what strategy or strategies he/shell be
using. 4. What are some of the things you can do to enhance an enrich your technological,
pedagogical content knowledge (TPACK) to be able to facilitate an active, interesting, learning and
funfilled learning environment in the future? To be able to enhance your TPACK or technological,
pedagogical, content knowledge first, the teacher should be motivated enough to do these all.
He/she must be willing to do this because if the teacher is willing and give his or her full heart then
the process will be so easy. The teacher should master first his or her subject matter or the content
of what he/shell be teaching and must know some strategies in teaching because using strategies
makes your teaching more effective. Nowadays, using computer makes learning more interesting
and fun but before using ICT in teaching-learning process, it is not only enough for the teacher to
know what computer is and its uses but it is necessary for her or him to know how to utilize computer
in teaching-learning process. Integrating Theory and Practice Directions: Read the items given
below and encircle the correct answer. 1. Miss Anyayahan is planning technology integration in her
science lessson on states of matter. She is applying her pedagogical knowledge when she
__________. a. Looks into the characteristics and interests of the learners in order to choose
activities that would match them b. Studies how to attach a video to her audio-visual presentation c.
Researches further on plasma as another state of matter d. Learns how to scan pictures to include in
her presentation 2. Mr. Taqueban is planning technology integration in his social studies lesson on
the EDSA Revolution. He is applying his content knowledge when he ________. a. Considers the
learners multiple inteligence before preparing his technology integration lesson plan b. Includes
information from EDSA revolution video documentaries c. Uses Prezi as an option to using
powerpoint in his presentation d. Sets up a wikispaces account for his students to blog about the
EDSA Revolution lesson 3. Mrs. Gorres isimplementing a technologyactivity for4th graders to work
on multiplication of two digit numbers. Which of the following illustrates the interaction of the
teachers technological, pedagogical,and content knowledge? a. The teacher checks the math
standards for 4th graders and based on these standards,lets her students answer multification
exercises on the blackboard. b. The teacher makes the children watch a videothat she downloaded
from You tube and asks the children to summarize it. c. The teacher evaluates math apps on
multiplication, matches them with her students skill level, demonstrates how the apps are used, and
allow her students to explore and work on the apps. d. The teacher makes the children play
whatever math apps they find in the internet and let them share in class about their experience. My
Learning PortfolioLearning Resources on a Specific Content Area Use this graphic organizer to
present the learning resources relevant to the topic chosen. On the line inside the box, indicate if the
resource is already AVAILABLE, MAY BE PURCHASED, OR WILL BE MADE 9by you, of course!)
TOPIC: COOPERATIVE LEARNING WITH THE COMPUTER Grade/year level 4TH YEAR
HANDOUTS (will made and purchased) PROJECTOR ( not available/maybe purchased)
COMPUTER (available) COOPERATIVE LEARNING WITH THE COMPUTER Specific Content Area
BOOKS (available) My Learning Rubric (How did I perform in this episode?) Field Study 3, Episode
4 Tools of the Trade (Teaching Aids Bank) Focused on: Identifying MOOCs that align with the
NCBTS Choosing MOOCs that will contribute to ones own professional development Explaining
how MOOCs can be a tool for lifelong learning Name of FS Student Ruthchelle S. Miana Date
Submitted December 10, 2015 Year & Section4th year CourseBSED Filipino Learning Episodes
Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were
done with outstanding quality; work exceeds expectations 4 All or nearly all episodes were done with
high quality. 3 Nearly all episodes were done with high quality. 2 Fewer than half of episodes were
done; or most objectives were met but need improvement 1 Analysis of the Learning Episodes All
questions/episodes were answered completely; in depth answers; thoroughly grounded on theories.
Exemplary grammar and spelling. 4 Analysis questions were answered completely. Clear connection
with theories. Grammar and spelling are superior. 3 Analysis questions were not answered
completely. Vaguely related to the theories. Grammar and spelling are acceptable. 2 Analysis
questions were not answered. Grammar and spelling are unsatisfactory. 1 Reflection/Insights
Reflection statements are profound and clear; supported by experiences from the learning episodes.
4 Reflection statements are clear, but not clearly supported by experiences from the learning
episodes. 3 Reflection statements are shallow; supported by experiences from the learning episodes
2 Reflection statement are unclear and shallow and are not supported by experiences from the
learning episodes 1 Learning Portfolio Portfolio is complete, clear, well-organized and all supporting;
documentations are located in sections clearly designated. 4 Portfolio is complete, clear, well-
organized; most supporting documentations are available and logical and clearly marked locations 3
Portfolio is incomplete; supporting documentations are organized but are lacking. 2 Analysis
questions were not answered. Grammar and spelling unsatisfactory. 1 Submission of Learning
Episode Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day after the
deadline 2 Submitted two days or more after the deadline 1 COMMENT/S Over-all Score Rating:
(Based on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17
16 15 14 13-12 11 10 9-8 7-below Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.00 99 96 93
90 87 84 81 78 75 72 71-Below ___________________________________________________
___________________________ Signature of FS Teacher above Printed Name Date Technology
Integration in the Classroom Learning Episode FS 3 FIELD STUDY 5 My Learning Episode
Overview Episode 5 provides an opportunity for me to observe how a teacher utilizes technology for
instruction. My Intended Learning Outcomes In this Episode, I must be able to: Describe ways in
which technology is integrated in the classroom. Analyze the level of technology integration used by
the teacher. My Performance Criteria I will be rated along the following: Quality of my observations
and documentation, Completeness and depth analysis, Depth and clarity of classroom
observation-based reflection, Completeness, organization, clarity of portfolio and Time of
submission of portfolio. My Learning Essentials The Technology Integration Matrix provides a
comprehensive framework for you to define and evaluate technology integration. It will provide you
direction and guide you on the process of achieving effective teaching with technology. The teachers
integration of technology in instruction can be described as progressing in 5 levels: entry, adoption,
adaptation, infusion and finally transformation. To make you understand how integration is done in
each of the levels and environment, explore the TIM website and learn from the many interesting
videos showing technology integration. Go to : http://fcit.usf.edu/matrix/matrix.php The teacher also
works at creating a learning environment that encourages and enables quality technology
integration. The interdependent characteristics of the learning environment are being active,
collaborative, constructive, authentic, and goal-directed. The Technology Integration Matrix connects
the Levels of Technology Integration and the Characteristics of the Learning Environment. Examine
the matrix below. To You will use this matrix to analyze and reflect in this episode. Technology
Integration Matrix Levels of Technology Integration into the Curriculum Entry: The teacher uses
technology to deliver curriculum content to students. Adoption: The teacher directs students in the
conventional use of tool-based software. If such software is available, this level is the recommended
entry point. Adaptation: The teacher encourages adaptation of tool-based software by allowing
students to select a tool and modify its use to accomplish the task at hand. Infusion: The teacher
creates a learning environment that infuses the power of technology tools throughout the day and
across subject areas. Transformation: The teacher creates a rich learning environment in which
students regularly engage in activities that would have been impossible to achieve without
technology. Characteristics of the Learning Environment Active: Students are actively engaged in
using technology as a tool rather than passively receiving information from the technology. Students
use technology for drill and practice and computer based training. Students begin to utilize
technology to create products, for example using a word processor to create a report. Students have
opportunities to select and modify technology tools to accomplish specific purposes, or example
using colored cells on a spreadsheet to plan a garden. Throughout the school day, students are
empowered to select appropriate technology tools and actively apply them to the tasks at hand.
Given ongoing access to online resources, students actively select and pursue topics beyond the
limitations of even the best school library. Collaborative: Students use technology tools to collaborate
with others rather than working individually at all times. Students primarily work alone when using
technology. Students have opportunities to utilize collaborative tools, such as email, in conventional
ways. Students have opportunities select and modify technology tools to facilitate collaborative work.
Throughout the day and across subject areas, students utilize technology tools to facilitate
collaborative learning. Technology enables students to collaborate with peers and experts
irrespective of time zone or physical distances. Constructive: Students use technology tools to build
understanding rather than simply receive information. Technology is used to deliver information to
students. Students begin to utilize constructive tools such as graphic organizers to build upon prior
knowledge and construct meaning. Students have opportunities to select and modify technology
tools to facilitate collaborative work. Students utilize technology to make connections and construct
understanding across disciplines and throughout the day. Students use technology to construct,
share, and publish knowledge to a worldwide audience. Authentic: Students use technology tools to
solve real world problems meaningful to them rather than working on artificial assignments. Students
use technology to complete assigned activities that are generally unrelated to real-world problems.
Students have opportunities to apply technology tools to some content-specific activities that are
based on real world problems. Students have opportunities to select and modify the technology tools
to solve problems based on real-world issues. Students select appropriate technology tools to
complete authentic tasks across disciplines. By means of technology tools, students participate in
outside-of-school projects and problem-solving activities that have meaning for the students and the
community. Goal Directed: Students use technology tools to set goals, plan activities, monitor
progress, and evaluate results rather than simply completing assignments without reflection
Students receive directions, guidance, and feedback from technology tools to set goals, plan
activities, monitor progress, or self evaluate From time to time, students have the opportunity to use
technology to plan, monitor, or evaluate an activity. Students have opportunities to select and modify
the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific
activities. Students use technology to set goals, plan activities, monitor progress, and evaluate
results throughout the curriculum. Students engage in ongoing metacognitive activities at a level that
would be unattainable without the support of technology tools. Reproduced with permission of the
Florida Center for Instructional Technology College of Education, University of South Florida,
fcit.usf.edu My Map ______________________________ To realize my Intended Learning
Outcomes, I will work my way Through these steps: Step 1.Observe a class for three meetings.
Videotape, if allowed. Step 2. Describe how technology was integrated in the lessons and how the
students were involved. Step 3. Use the technology Integration Matrix to analyze the technology
integration done by the teacher. Step 4. Reflect on what you learned. My Tools As you observe the
class, use the activity forms provided for you to document your observation. Class Observation Read
the following statements carefully before you observe. 1. What is the lesson all about? 2. What
visual aids/material/learning resources is the teacher using? 3. Observe and take notes on how the
teacher presents/uses the learning resources. 4. Closely observe the learners response to the
teachers use of learning resources. Listen to their verbal responses. What do their responses
indicate? Do their responses show alternativeness, eagerness and understanding? 5. Focus on their
non-verbal responses. Are they learning forward showing their interest in the lesson and in the
materials? Are they looking towards the direction of the teacher and materials? Do their actions
show attentiveness, eagerness, and understanding? OBSERVATION REPORT Date of Observation
NovembeR 18, 2015 School Fatima National High School Subject Filipino _ Topic Epiko Grade/Year
Level Grade 9 Grade or Year level of class observed: Grade 9 Date of observation: November 18,
2015 Subject Matter: Epiko Brief description of teaching approach used by the teacher: The teaching
approach used by the teacher is silent way approach. The teacher is only silent during the learning
process of the students but it doesnt mean that she is silent all the time, until the end of the subject
or time. She lets her students learn on their own. She only gives instructions in what her students will
do . Teaching Aids used (enumerate in bullet form) one of the teaching aids used by the teachers is
cooperative learning Strength This approach of teaching helps the students to interact with their
classmates; they share ideas; listen to the answer of their classmates, brainstorm and consensually
agree to a certain answer of the problem. Weaknesses Time consuming and some students would
just depend on the answer of their classmates. Appropriatness of the Teaching Aid used In this
approach of teaching, the topic will surely be understood by the students, thus, cooperative learning
is and effective way in teaching mathematics, to easily grasp by the students and easily solves
problems. MY ANALYSIS UTILIZATION OF TEACHING AIDS FORM My AnalysisAnalysis can
facilitate the evaluative process by focusing teachers attention on the effectiveness, efficiency,
and/or appeal of instructional materials and events. Use the technology Integration Matrix to analyze
the class you observed. In what level of technology integration do you think the teacher operated?
Why? The teachers level of technology integration according to the matrix is ---Collaborative:
Students use technology tools to collaborate with others rather than working individually at all times.
Over-all, were the learning resources used effectively? Why ?Why not? Give your suggestions. The
Materials were effectively used by the teachers, since it is the most accessible and most common in
the teaching and learning process. It will also help the teacher to save time instead of writing
everything and tackle the whole topic in a required time. My Reflections/InsightsOn Reflection
Effective teachers who are competent in self-reflection are able to adjust their plans to match the
changing interests and needs of their learners. As an important part of your own development as a
pre-service teacher, reflection will help you, both in yourself-evaluation and in your self-improvement.
Go ahead Make Reflection a habit! 1. Put yourself in the place of the teacher. What would you do
similarly And what would you do differently if you would teach the same lesson To the same group of
students? Why? If I put myself in the place of the teacher and teach the same lesson to the same
group, maybe I will do the same because using powerpoint presentation in presenting my lecture
which is Cooperative Learning with the Computer is such an effective way but maybe Ill just add
something onto it, Ill group them and give activities which is inclined to the topic. Ill give an activity
using the computer I guess. Integrating Theory and Practice Directions: Read the items given below
and encircle the correct answer. 1. A Science teacher uses a powerpoint presentation to show the
classification in kingdom Animalia. The teacher then teaches themhow touse a software in making
graphic organizeres. Students thenuse this to create their own graphic organizers to classify
animals. This shows technology integration which is ____________. a. entryconstructive b.
adoptionconstructive c. infusionconstructive d. transformationconstructive 2. Teacher A
demonstrates how to work with a math app that provides practice in adding mixed fractions. The
students then work independently with the app to provide in adding mixed fraction. This shows
technology integration which is __________. a. entryactive b. adoptionactive c. infusionactive d.
transformationactive 3. A Grade 7 Social Studies teacher gave a project where her class in Manila
willwork together with other Grade 7 classes in their school campuses inVisayas and Mindanao.
They will create posters and a video clip to communicate a message about peace. This project
involves technology integration which is _______. a. entryactive b. adoptionconstructive c.
transformationconstructive d. adaptioncollaborative My Learning Portfolio Include here
pictures/illustration of the materials used by the teacher. Put your comments/annotations about what
you observed. My Learning Rubric (How did I perform in this episode?) Field Study 3, Episode 5
Technology Integration in the Classroom Focused on: Identifying MOOCs that align with the
NCBTS Choosing MOOCs that will contribute to ones own professional development Explaining
how MOOCs can be a tool for lifelong learning Name of FS Student Ruthchelle S. Miana Date
Submitted December 10, 2015 Year & Section4th year Course BSED Filipino Learning Episodes
Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were
done with outstanding quality; work exceeds expectations 4 All or nearly all episodes were done with
high quality. 3 Nearly all episodes were done with high quality. 2 Fewer than half of episodes were
done; or most objectives were met but need improvement 1 Analysis of the Learning Episodes All
questions/episodes were answered completely; in depth answers; thoroughly grounded on theories.
Exemplary grammar and spelling. 4 Analysis questions were answered completely. Clear connection
with theories. Grammar and spelling are superior. 3 Analysis questions were not answered
completely. Vaguely related to the theories. Grammar and spelling are acceptable. 2 Analysis
questions were not answered. Grammar and spelling are unsatisfactory. 1 Reflection/Insights
Reflection statements are profound and clear; supported by experiences from the learning episodes.
4 Reflection statements are clear, but not clearly supported by experiences from the learning
episodes. 3 Reflection statements are shallow; supported by experiences from the learning episodes
2 Reflection statement are unclear and shallow and are not supported by experiences from the
learning episodes 1 Learning Portfolio Portfolio is complete, clear, well-organized and all
supporting; documentations are located in sections clearly designated. 4 Portfolio is
complete, clear, well-organized; most supporting documentations are available and
logical and clearly marked locations 3 Por

lio is incomplete; supporting documentations are organized but are lacking. 2


Analysis questions were not answered. Grammar and spelling unsatisfactory. 1 Submission
of Learning Episode Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day
after the deadline 2 Submitted two days or more after the deadline 1 COMMENT/S Over-all Score
Rating: (Based on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-
18 17 16 15 14 13-12 11 10 9-8 7-below Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
___________________________________________________ ___________________________
Signature of FS Teacher above Printed Name Date MY E-WORLD Learning Episode FS
3 FIELD STUDY 6 My Learning Episode Overview Episode 6 provides opportunities for
me to explore the electronic resources for instructional use. My Intended Learning
Outcomes In this Episode, I must be able to evaluate electronic resources for appropriate
instructional use. My Performance Criteria I will be rated along the following: Quality of my
observations and documentation, Completeness and depth of analysis, Depth and clarity of
classroom observation-based reflection, Completeness, organization, clarity of portfolio and Time
of submission of portfolio. My Learning Essentials The World Wide Web is like an endless network of
information, ever expanding and almost limitless. Electronic resources come in different forms like
websites, web quests, blogs, social network sites, on-line courses, a wide range of tools, and so
many forms of apps. As a future teacher, one of the skills that will be most useful for you is the ability
not only to search for information but to make decisions, as to which ones you will take and use and
which ones you will put aside. Aim to develop your kills in evaluating internet resources. You will be
able to choose. The best resources that will help you attain your teaching learning objectives. Below
is a set of criteria which you can use to evaluate resources: Accuracy. The resource comes from a
reliable source and is accurate, free from error and is up-to-date. Appropriateness. The resource of
grade/level-appropriate. The content matches what is needed by the teacher. Clarity. The resource
clearly addresses the instructionalgoals is mind Completeness. The content is complete. It has all
theinformation needed to be able to use them. Motivation. The resource is engaging and
rewardingto learners. It will encourage active participation of the learners. Organization. The
resource is logically sequenced.It clearly indicate what steps should be taken. Theprocedures or
processes flow smoothly. (Based on the work of Fitzgerald, Mary Ann, Lovin,Vicki, & Branch, Robert
Maribe(2003). A Gateway toEducational Materials: An Evaluation of an Online Resourcefor Teacher
and an Exploration Of User Behaviors.Journal ofTechnology and Teacher Education. 11(1),21-51).
For this process, explore the world through these steps:My Map 1. Observe a class and take note of
the topic being presented 2. Surf the net to find sites that provide support materials and/or interactive
programs (Web quests/ games) on the topic. 3. List and describe at least 5 sites/ interactive
programs. 4. Evaluate the Material or Program 5. Reflect on your FS experience MY TOOLS Please
use the Class Observation Guide provided for you. Read the following Statements carefully before
you observe. 1. What is the lesson about? What are the teachers objectives? The lesson is about
pang-uri or adjective. The teachers objectives is to know what is pang-uri or adjective and to be able
to use these words into sentence. 2. Note the important concept that the teacher is emphasizing.
The important concept that the teacher is emphasizing: -Make her students participate in class
without any hesitation. -Make her students interact with his/her classmates. -Make her students
enjoy the entire discussion. -And lastly, which is the most important, make sure that the students
learn from the discussion. 3. Note the skills that the teacher is developing in the learners. -Speaking
skills (Articulation) -Critical Thinking Skills Class Observation Guide MY ANALYSIS Using the
information you got from observing the class, surf the internet for electronic resources that will be
useful in teaching the same lesson. Evaluate the resources you found. Fill out the form below.
Electronic Resources Evaluation Form Grade/year level Grade 9 Subject matter/ Topic (based on the
class you observe Pang-uri objectives To know what is pang-uri. To be able to use pang-uri in a
sentence. Name and type of electronic resources Describe the electronic resources (include
author/publisher/source). Put a check if the resource satisfies the criterion. Describe how you can
use it if you were to teach in the class you observed. Accurate Appropriate Clear Complete
Motivating Organized Lapel Microphone / / MY REFLECTION/ INSIGHTS 1 .Describe your
experience in surfing the internet for appropriate electronic resources for the class? Did you find it
difficult or easy? Yes, because I learned that theres an appropriate electronic resources you can use
for the class for a specific topic and teaching approach. You just cant use an electronic resource in
presenting a lesson for granted. 2. How did you choose which electronic resources to include here?
What did you consider? Explain. I chose Microphone lapel as the electronic resource in presenting
the lesson since the classroom is too wide and the environment is too loud. It is important that the
students can hear what you are teaching especially for those students who are sitting at the back of
the classroom. To be able not to hear what you are teaching will make the students feel they are not
part or belong to the group or even in the discussion. 3. Reflect on your technology skills. What skills
do you already have and what skills would you continue to work onto be better at utilizing electronic
resources? As what I had study in my other subject, I had learn a lot from the technological
materials. In operating the projector, using the office or word processor and making presentation like
powerpoint. But there are also a lot of things that I would like to learn more about editing video and
audio and pictures for an extra knowledge. INTEGRATING THEORY AND PRACTICE Directions;
Read the items given below and encircle the correct word 1. Mrs. Inton is evaluating a website for
her literature class. She is making sure that factual pieces of information found on the site are well
documented and pictures and diagrams are properly labeled. She is also checking that there are no
misspelled words nor grammar errors. Which criterion is she focusing? A. Appropriateness B. Clarity
C. Motivation D. Accuracy 2. Miss Castro is evaluating an early literacy app for her kindergartens.
She is making sure the app is uncluttered in appearance, is arranged in some order of difficulty, and
that icons represent what they were intended to represent. Which criterion is she focusing on? A.
Organization B. Accuracy C. Motivation D. Appropriateness 3. Miss Tanada is evaluating an app for
her Grade Science class. She is finding out whether the app taps the skills found in the grade
standards to ensure that this app will be helpful in meeting her objectives. She wants to make sure it
is not too easy nor too difficult for her students. Which criterion is she focusing on? A. Organization
B. Accuracy C. Currency D. Appropriateness 52 My Learning Portfolio For your portfolio, do at least
one of the three suggested activities below. 1. Visit www.teachnology.com or other teacher resource
websites. Print useful instructional materials (worksheets, visual aids, flash cards, rubrics, etc.) and
include them here. Indicate how they might be useful considering your major or area of
specialization. 2. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-
know-about/ Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share hoe these tools can be helpful to you as a teacher. 3. Visit edtechteacher.org.
This is a treasure box for you. Explore and share what you learned. Field study 3, Episode 6 My E-
word My Learning Rubric (How did I perform in this episode?)
________________________________________________________________________________
______ Focused on: describing the goals of a learning resource/ multi-media center identifying
and classify resources that facilitate the teaching-learning processes explaining the services of the
Center that support learning Name of Student Ruthchelle S. Miana Date Submitted: December 10,
2015 Year & Section: 4th year Course BSED Filipino Learning Episodes Exemplary 4 Superior 3
Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were done with outstanding
quality; work exceeds expectations. 4 All or nearly all episodes were done withepi high quality. 3
Nearly all episodes were done with acceptable quality. 2 Fewer than half of episodes were done; or
most objectives were met but need improvement. 1 Analysis of the Learning Episode All
questions/episodes were answered completely; in depth answers; thoroughly grounded on theories.
Exemplary grammar and spelling 4 Analysis questions were answered completely. Clear connection
with theories Grammar and spelling are superior. 3 Analysis questions were not answered
completely. Vaguely related to the theories Grammar and spelling are acceptable. 2 Analysis
questions were not answered. Grammar and spelling are unsatisfactory 1 Reflections/ Insights
Reflection statements are profound and clear; supported by experience from the learning episodes 4
Reflection statements are clear, but not clearly supported by experiences from the learning episodes
3 Reflections statements are shallow; supported by experiences from the learning episodes 2
Reflection statements are unclear and shallow and are not supported by experiences from the
learning episodes 1 Learning Portfolio Portfolio is complete, clear, well-organized and all supporting;
documentations are located in sections clearly designated 4 Portfolio is complete, clear, well-
organized; most supporting documentations are available and logical and clearly marked locations 3
Portfolio is incomplete; supporting documentations are organized but are lacking 2 Analysis
questions were not answered Grammar and spelling unsatisfactory 1 Submission of Learning
Episode Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day after the
deadline 2 Submitted two days or more after the deadline 1 COMMENT/S Over-all Score Rating:
(Based on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17
16 15 14 13-12 11 10 9-8 7-below Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00 99 96
93 90 87 84 81 78 75 72 71-below _________________________________________
_________________________ Signature of FS Teacher above Printed Name Date Learning
Episode FS 3 FIELD STUDY 7 ON-LINE LEARNING THROUGH MOOCS My Learning Episode
Overview Episode 7 provides an opportunity for me to use my computer skills to explore online
learning through MOOCs. My Intended Learning Outcomes In this Episode, I must be able to:
Identify MOOCs that align with the NCBTS. Choose MOOCs that will contribute to ones own
professional development. Explain how MOOCs can be a tool for lifelong learning. My Performance
Criteria I will be rated along, the following: quality of my observation and documentation
completeness and depth of analysis, depth and clarity of classroom observation-based reflection
completeness, organization, clarity of portfolio and time of submission of portfolio My Learning
Essentials Massive Open On-line Course (MOOCs) are online courses open to big group of people.
Below are the basic information about MOOCS. Let us focus on each word: Massive MOOCs are
on-line courses designed for large number of participants, usually larger than the number of students
that can fit a regular classroom. There can be hundreds or even be thousand students or more.
Open There is mostly freedom of place, pace, time. Courses can be accessed by anyone
anywhere as long as they have internet connection. Courses are open to everyone without entry
qualifications. Some courses are for free. Online All aspects of the course are delivered online.
Course The MOOC course offers a full course experience including: Educational content. May
include video, audio, text, games, simulations, social media and animation Facilitation interaction
among peers. Builds a learning community through opportunities to interact. Some interaction with
the teacher or academic staff Activities/task, tests, including feedback. Participants are provided
with some feedback mechanism. Can be automatically generated like quizzes, feedback from peers
or teacher. Some kind of (non-formal) recognition like badges or certificate of completion. A formal
certificate is optional and most likely has to be paid for. A study guide/syllabus. This includes
instructions as to how you may learn from the materials and interactions presented. - Based on
Definition Massive Open Online Courses v1.1 licensed under Creative Commons Attribution4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You will have a
chance to explore them as you go through this episode. My Map To realize my Intended Learning
Outcomes, I will work my way through these steps. Step 1 Review the seven domains of NCBTS
and identify competencies I like to develop more. Visit sites of MOOC provider and explore the
courses offer that are are relevant to NCBTS domains I want to work on. Reflect on how I can
continue developing my skills through MOOCS. My Tools 1. Get a copy of the NCBTS and go over
the competencies. 2. On the second column, write the competencies you like to work on. 3. Search
for MOOCS in the internet which are relevant to the competencies you identified. You may try these
sites: http://www.teachthought.com/technology/list-75-moocs-teachers-students/
http://www.educationalworld.com/a_cur/moocs-best-teachers-free-online-courses.shtml
http://www.forbes.com/sites.skollworldforum/2013/06/10/moocs-for-teachers-theyre-learners-too/
https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs. NCBTS Domain Competencies I want to work on MOOCs related
to the competency/ies (include a short description) MOOC Provider 1. Social Regard for Learning 2.
The Learning Environment 3. Diversity of Learners 4. Curriculum 5. Planning, Assessing and
Reporting 6. Community Linkages 7. Personal Growth and Professional Development My Analysis
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below. 1. MOOC Title Provider: Objectives of the MOOC:
Content Outline Why did you pick this MOOC? 2. MOOC Title Provider: Objectives of the MOOC:
Content Outline Why did you pick this MOOC? 3. MOOC Title Provider: Objectives of the MOOC:
Content Outline Why did you pick this MOOC? My Learning Portfolio Make a listing of MOOC
providers (like Coursera, Edx, Udemy, Udacity, etc). Under each one, include the most relevant
MOOCs they offer for teachers. You may print their icons and course listings. Highlight the ones you
want to enroll in the future. Or if it is already possible, enroll in one MOOC and document here what
you learned and maybe paste your certificate of completion here. Learning Episodes Exemplary 4
Superior 3 Satisfactory 2 Needs Improvement 1 Learning Activities All episodes were done with
outstanding quality; work exceeds expectations 4 All or nearly all episodes were done with high
quality. 3 Nearly all episodes were done with high quality. 2 Fewer than half of episodes were done;
or most objectives were met but need improvement 1 Analysis of the Learning Episodes All
questions/episodes were answered completely; in depth answers; thoroughly grounded on theories.
Exemplary grammar and spelling. 4 Analysis questions were answered completely. Clear connection
with theories. Grammar and spelling are superior. 3 Analysis questions were not answered
completely. Vaguely related to the theories. Grammar and spelling are acceptable. 2 Analysis
questions were not answered. Grammar and spelling are unsatisfactory. 1 Reflection/Insights
Reflection statements are profound and clear; supported by experiences from the learning episodes.
4 Reflection statements are clear, but not clearly supported by experiences from the learning
episodes. 3 Reflection statements are shallow; supported by experiences from the learning episodes
2 Reflection statement are unclear and shallow and are not supported by experiences from the
learning episodes 1 Learning Portfolio Portfolio is complete, clear, well-organized and all supporting;
documentations are located in sections clearly designated. 4 Portfolio is complete, clear, well-
organized; most supporting documentations are available and logical and clearly marked locations 3
Portfolio is incomplete; supporting documentations are organized but are lacking. 2 Analysis
questions were not answered. Grammar and spelling unsatisfactory. 1 Submission of Learning
Episode Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day after the
deadline 2 Submitted two days or more after the deadline 1 COMMENT/S Over-all Score Rating:
(Based on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 19-18 17
16 15 14 13-12 11 10 9-8 7-below Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.00 99 96 93
90 87 84 81 78 75 72 71-Below My Learning Rubric (How did I perform in this episode?) Field Study
3, Episode 7 On-line Learning through MOOCs Focused on: Identifying MOOCs that align with
the NCBTS Choosing MOOCs that will contribute to ones own professional development
Explaining how MOOCs can be a tool for lifelong learning Name of FS Student Ruthchelle S. Miana
Date Submitted_____________ Year & Section Course________________________________
___________________________________________________ ___________________________
Signature of FS Teacher a