JIZIEL C. ORINA A/PROF.

ABNER ARISGA
BTLED -4A

FIELD STUDY 1
LEARNING EPISODE 9
PREPARING FOR TEACHING AND LEARNING
ANALYZE
1.What principles of learning were most applied? Least applied?
Most applied: The second Principle was applied the most the learning is an
active process.
Least applied: The third principle “learning is the discovery of personal meaning and
relevance of class”.

Give instances where this/these principle/s could have been applied?

 The reason for this is due to the subject matter. Mathematics is one of the
subjects that students are afraid of as a result; individuals are unaware of the
importance of math in their lives.

REFLECT
From among the principles of learning, which one do you think is the most
important?
 In my opinion, I think the most important principle is "Learning is a cooperative
and a collaborative process. Learning is enhanced in an atmosphere of
cooperation and collaboration". It is truly that the ability of the child will enhance
particularly when there is collaboration happened. Giving the students the
opportunity to work and collaborate with their friends as well as allowing them to
have a hand on activities so that they'll succeed.

OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.

1.Write the learning outcomes stated in the lesson.

Learning Outcomes SMART Achieved

Objectives
YES NO YES NO
1. Begin with the end of mind / /
2. Share lesson objective with students / /
3. Lesson objectives/ Intended Learning / /
Outcomes are Specific, Measurable,
Attainable, Result-oriented and Time bound
(SMART)
2.Cite pieces of evidence that these learning outcomes were achieved.

1. The teacher began her lesson by starting her objective.

2. The teacher started a lesson by presenting and explaining the learning outcomes.
The teacher gives an opportunity to reflect the students regarding the lesson
objectives.
3. The teacher not only defining the statement in cognitive levels but encourage the
students to interact through sharing their thoughts in class discussion, describes the
behavior the trainer affective by responding the topic through sharing the importance
of certain topic and expects participants to demonstrate as a result of the training, and
can be used to evaluate the success of the session from the subject English.

REFLECT
Reflect on the Learning objectives are set of goals that the learners must cope
within a period of time.
Based on my observation, there source teachers that I observe directed the
learning to the students through the use of the objectives. The objectives must be clear
to students. They all must know what they are learning and why they are doing it. They
also need to see the point of the objectives in the bigger picture; that is, how they relate
to the last lesson’s learning, the course they are following and the big overall goal. This
means that you can’t simply write the objectives on the board and hope that the
students copy them down. It implies that you have fully explained them in context; the
students have engaged with them and can explain them to any observer. The goals are
very SMART and appropriate in each topic. It made the students more knowledgeable
and equipped with the topics. The knowledge, skills and attitudes are well developed in
the set aims and objectives. Learning objectives should be regarded as a guiding star in
the development of the lesson. It is referred to as the learners' accepted learning
outcome. Individual student objectives and outcomes must be differentiated. Everyone
in the class should be able to see where they are and what they need to do to advance
to the next level. Where possible, this should be linked to subject standards and
progression. It is critical to have high expectations for what can be accomplished and to
engage students in that belief. By adhering to the learning objectives, knowledge and
learning can be effectively and efficiently controlled.

OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Were students involved in the
Did teacher lecture all the time? teaching-learning process? How? Or
 Yes, because the teacher has their were they mere passive recipients of
on a table inside the room where instructions?
he can stay, aside from faculty  Yes, co-students are helping each
room. other. And asking some
information which is good and a
proper way of learning.

Was the emphasis on the mastery of Was the emphasis on the student’s
the lesson or on the test? Prove. application of the lesson in real life?
 Yes. Trough proofreading of their Give proofs.
works, teacher can identify what’s  Yes, most of their work is more on
unwanted and good on their work. poster design which is in demand
now on the market.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?
Answer: Yes. The class actively doing Answer: Yes. Group work is present in
their work. the classroom. They distribute some task
to each other.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
Answer: No. I think he focuses on all Answer: Yes, especially in terms proper
discipline of the subject including the way, to be more careful and always
instruction and the quality. informing to do it on time.

What teaching-learning practice shows that teaching approach was:

a) constructivist – connected to past experiences of learners; learners
constructed new lesson meanings
 The teacher gives an opportunity to the students to actively participate during
the class discussion. During the class discussion; the teacher encourages
students to relate their previous experiences to the topic and to try to link them
to the new concept under discussion.

. b) inquiry – based

 The teacher had a few questions about the subject that he/she asked the
students about their ideas and thoughts on it

c) developmentally appropriate - learning activities fit the developmental stage

of children
 The teacher presented the lessons with appropriate and varied examples, as
well as audio-visuals related to the subject matter, allowing the learners or
students to increase their cognitive thinking.
d) reflective
 The teacher asked the pupils how they would apply what they had learned in
their real-life settings or in the future after they had digested the information.

e) inclusive – No learner was excluded; teacher taught everybody.

 The teacher is fair to all students and does not have any biases. He/She
wanted all of her students, regardless of differences, to actively participate in
class discussions and learning activities.

f) collaborative – Students worked together.

 Teacher gave activities that require working together, like partners activities.

g) integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts

were taught.
 Teacher who uses a variety of lessons to integrate and connect it to the subject
matter so that the students can comprehend and understand what the text is all
about.

ANALYZE
1.What are possible consequences of teaching purely subject matter for mastery
and for the test?
 The students will be confined to the four corners of the classroom, and their
learning will not extend to the real world because they will be bombarded with
concepts but not with applications. Students will study solely for the purpose of
exams, and what the teacher has taught will be easily forgotten.

2. If you were to reteach the classes you observed, would you be teacher-
centered or student-centered? Why?
 If I were to reteach, I would use the student-centered approach to encourage and
motivate the entire class to participate actively in class discussions and learning
activities. There will be a reinforcement in which I will recognize their answers,
which may encourage them to participate more.

REFLECT
As we all know, student-centered classrooms shift the focus from the teachers to
the students, who are encouraged to take responsibility for their own learning. One way
to help students learn to do this is to provide numerous opportunities for student
reflection. Student reflection necessitates that students give serious thought or
consideration to something they have done. It helps them develop the ability to make
decisions when problem-solving. It also promotes thinking flexibility.
Teachers are the source of learning, and we must respect them as our second
parents; they devote their time to teaching students; without them, we would not be able
to learn, and there may be no professionals today; they teach us values, discipline, and
knowledge because it is their mission to guide us from their expertise.
The learner is at the center of the curriculum; we are always concerned with
gaining knowledge, and as constructivists, we must unlock the knowledge that exists
within our minds; teachers simply integrate us with prior knowledge. Students must be
cooperative, collaborative, and disciplined.
Using both strategies may be difficult for me because today's learners are
complicated and attached to technology. We only have one option, and I suggested
using a student-centered approach to teaching. Using student-centered teaching is far
superior to teacher-centered teaching because it focuses on the child's ability to learn
and understand. You must cater to every aspect of that learner