Documents - Tips - Field Study 2 fs2 Experiencing The Teaching Learning Process

Republic of the Philippines
Northern Negros State College of Science and Technology

Old Sagay, Sagay City, Negros Occidental
In Partial Fulfillment of the Requirement

in Field Study 2
(First Semester S.Y.: 2013-2014)
Submitted by: Antenero Mira Mae
Arnado Jessa
Margallo, Jesseryl
Mouit, Jennie
Robillos, Kenneth Jay
Submitted to: Prof. Mary Grace M. Ofqueria
2Page | 1
2Page | 1
This compilation was prepared and developed

to provide and share experiences for those who will
undergo the same undertakings. Through the
experiences written, some latest innovations and
strategies
in
teaching
were
shared
their
applicability will vary depending on whatever and

whenever it will suit to the classroom situation.
Some classroom problems were also mentioned
whether they are severe or not, they are somehow
enriching experiences that will guide and teach
future mentors in performing teaching endeavors.
2Page | 1
Organization
of
Portfolio
2Page | 1
FIELD STUDY
..
Experiencing the
Teaching- Learning
Process
..
..
Episode
1 THROUGH THE MEANINGFUL LEARNING
LOOKING
EXPERIENCES
Name of FS Student: Jennie Mouit
Year & Section: II-B
Name of FS Student:
Jesseryl Margallo
Name of FS Student:
Kenneth Jay Robillos
Year & Section:
II-B
Name of FS Student:
Mira Mae Antenero
Year & Section:
II-B
Name of FS Student:
Jessa Arnado
Year & Section:
II-B
Course: Bachelor in Secondary Education Major in Physical Science
Resource Teacher: Mr. Willy Lee Ph. D
Signature:
Cooperating School: Sagay National High school (SNHS)
Target
At the end of this activity, you will be able to identify the principles in
teaching-learning activities, manuals and other instructional materials used
by the teacher in selected projects.
Way
Learning how to apply the teaching principles in a classroom setting is
4:you
Reflect
your
something you aspire for.Step
Initially,
wouldon
need
to observe and describe
experience.
how it is manifested in the real classroom.
Step 3: List down the instructional
materials used by the teacher in
facilitating learning.
Step 2: Observe the cofnitive,
metacognitive and notivational processes
2Page | 1
in the classroom.
Step 1: Observe at least three classes and
describe the principles of teaching and
learning used by the teacher.
Tools
Name of Observer: Mouit, Jennie Z.

Name of the School Observed: Sagay National High School (SNHS)
School Address: Sagay City, Negros Occidental
Date of Visit:
January 15, 2014
Year Level: Fourth Year High School
Subject Area:
Physics
1. What principles in teaching-learning were commonly

applied?
Learning is a cooperative and collaborative process where
in both the teacher and the students are involved in the discussion.
Students are encouraged to share their experiences and insights in
the class and they were also given a chance to do some group
activity. But still the teacher really matters to the effectiveness
of the learning of the students because even though they do
collaborative works still they need their teachers guidance.
2. What instructional materials were used in teaching?
The teacher uses both high tech materials and traditional
instructional materials just like laptop, LCD projector, chalkboard
and written visual aids in presenting his topic. The teacher also
uses different strategies in order to accommodate the diversity of
his students and made them understand the topic well and they
will soon be able to relate it to the real life situation.
3. Which of the principles in teaching facilitate the cognitive,
metacognitive and positive motivational processes of
learning?
Having clear expectation and continuous feedback activate
learning as a teaching principle, students can achieve at higher
levels when they have a clear image of what is expected from
them. They were able to reach the high standard if they were 2Page | 1
Name of Observer: Margallo, Jesseryl B.

Date of Visit:
January 15, 2014
Subject Area:
Physics
1. What principles in teaching-learning were commonly applied?

The principle in teaching-learning commonly applied is that Learning is
cooperative and collaborative process. As what I have observed during my
classroom observation the teacher gives the students group activities, in
which this activities will help the learners develop their leadership,
cooperation and trust to one another, and so they can perform the task
effectively.
The teacher uses various types of instructional materials during his
discussion. Sometimes he use power point presentation, using laptop
computer and LCD projector, he also use books, and the traditional chalk and
blackboard, but I noticed that the usual instructional materials he use is the
module. These instructional materials teachers used, helps a lot on both the
students and teachers part. These will lighten the teachers work and these
will help the students understand better the lesson because the materials
presented to them are concrete.
metacognitive and positive motivational processes of learning?
All the teaching principles facilitate the cognitive, metacognitive and
positive motivational of learning. Learning is a unique process thats why you
cannot use only one teaching principles to facilitate to different learning
processes. The collaboration of all the teaching principles will facilitate these
processes. So it is up to the facilitator on how he will going to relate every
principles of teaching with one another, in order to facilitate all these
2Page | 1
Name of Observer: Robillos, Kenneth Jay A.

Date of Visit: January
15, 2015
Subject Area: Physics

Learning is an innovative process which characterized by
creation of new ideas or things. From this principle in teachinglearning the learners will focus to the discussion and through this the
learners acquired new knowledge by participating and sharing ideas of
what they have learned in the discussion. Learning is an evolutionary
process; learning doesnt happen in just a snap of the finger. This
requires time and patience where in the learners will be given a
chance to learn better.
The teacher uses different instructional materials such as power
point presentation, laptop, and visual aids. Through these different
instructional materials the learners will be attentive and active in
participating in the class discussion.
metacognitive and positive motivational processes of
learning?
Learning takes place inside the learners and is activated by the
learners himself. It depends on the learners to learn better inside the
classroom. If the teacher is learner-centered, the students will
positively learn during discussion because they are given a chance to
share their ideas to others.
2Page | 1
Name of Observer: Antenero, Mira mae M.

15, 2014

Learning is a collaborative and cooperative process. It requires
the perseverance and passion of the teacher to impart knowledge to
his students and to make the transfer of learning positive. The student
himself must cooperate to his teacher in order for them to achieve the
learning goal.
The teacher used various type of instruction during his
discussion. He used a power point presentation using laptop and LCD
projector to present his lesson. By the use of these instructional
materials, it helps a lot to both students and teachers part. These will
lessen the teachers work and the students will be able to understand
the lesson being discussed by the teacher.
Learning takes place inside the learners and is activated by
learners himself. Therefore, it depends on the perseverance and
willingness of the learners to learn inside the classroom. Effective
teacher and high-technology instructional materials will be very
useless if the learners are not willing to learn. So learners must
cooperate also in order to achieve positive learning outcome.
2Page | 1
Name of Observer: Arnado, Jessa M.

15, 2014

Learning is a collaborative process which requires the cooperation
and participation of the learners to the teacher. The learners have their
chance to share their knowledge and insights about their prior
knowledge and skills in different task given to them. Learning is an
evolutionary process because its not easy to change behavior; it does
not happen in just a single blink of an eye, it requires patience, love and
passion. Therefore, learning and teaching are both painful processes.
The teacher uses high technology materials such as computer,
projector and power point presentation. The teacher also uses variety
of instructional strategies in order to encourage his learners to develop
their deep understanding about their subject matter.
The teacher creates developmentally appropriate instruction that
takes into account individual learners strength, interests, and that
enables each leaner to advance and accelerate his/her learning. With
that principle of teaching, learners will be able to construct knowledge,
acquire skills and develop disciplined thinking processes.
2Page | 1
Being an effective and efficient teacher is not an easy task, it comes

with great responsibility which requires patience, passion and love.
As we conduct our classroom observation, we observed that the
teacher used various principles in teaching that caters not only the
intellectual but also the emotional aspect of the learners. We also observed
that in every principle the teacher used, he relates it to the personal
experiences of the students and to their multiple intelligences and individual
differences, so that he will be able to catch their attention and interest, and
at the same time he can give them educational needs.
As we foresee our future teaching career, those principles of learning
and teaching will also be adapt. And for them to learn effectively, we must
always consider their individual differences and multiple intelligences. And
of course, learning is a collaborative process, so through the combine effort
of the teacher and student, teaching-learning process will work effectively.
2Page | 1
FIELD STUDY
..
Experiencing the
Teaching- Learning
Process
..
..
Episode
2
LEARNERS
CHARACTERISTICS AND NEEDS
Name of FS Student: Jennie Mouit
Name of FS Student:
Jesseryl Margallo
Name of FS Student:
Kenneth Jay Robillos
Year & Section:
II-B
Name of FS Student:
Mira Mae Antenero
Year & Section:
II-B
Name of FS Student:
Jessa Arnado
Year & Section:
II-B
Course: Bachelor in Secondary Education Major in Physical Science
Resource Teacher: Mr. Willy Lee Ph. D
Signature:
Cooperating School: Sagay National High school (SNHS)
Target
At the end of this activity, the students will be able to identify and
describes the teachers activity and the behaviors of the learners in these
activities.
Way
2Page | 1
After observing the principles of teaching and learning in the classroom

setting, you will to start to journey through the methods, strategies, and
approaches of teaching and learning by first observing actual classroom
Tools
Step 1: Make a journal about the task performed by the

teachers as they teach their lesson noting patterns and
variety.
teaching.
Step 2: Record and highlight observable and significant

events in such teaching-learning activities and events.
MY JOURNAL

School Address: Sagay City, Negros
Date regarding
of Visit: observable
Step 3:Occidental
Confer with the teacher
and significant events.
B Physics
Topic: Eye
Step 4: Reflect on your experiences.
Description of Teaching Strategies:
Most of the time, the teacher uses lecture method, where in most of
the information are coming from the teacher himself. But still he is open in
accepting his learners additional information and experiences related to the
topic being discussed.
Description of Learning Activities:

The teacher always uses question and answer activities.
Wherein he asked question to each learner and let him/her answer
it after a second. If the given answer is wrong he provided
reinforcement and if the answer is correct he then give praises to
that particular student.
2Page | 1
Description of Learners Participation (proportion of learners who

participated and quality of participation ) :
Only few of them are really active in the class participation, and the
rest are somehow shy in showing what they know. I could sense that they
are afraid that whatever they going to say will be wrong. But still their
teacher never ceases in encouraging them to speak up.
MOUIT, JENNIE Z.
BSEd II-B______
Signature over Printed Name of FS Student
Attested by: Mr. WILLY LEE Ph.D.
Cooperating Teacher
MY JOURNAL
Date of Visit:
Topic: Nature of Physics

The teacher used various teaching strategies in his class. I
observed that he considers the multiple intelligences and different
learning styles of the learners in every teaching strategy he uses.
For example, today he uses power point presentation for those
learners who understand better through perception and hearing,
while tomorrow he lets his students to do some group activity like
role playing for the benefits of those students who have bodilykinesthetic intelligence.

2Page | 1
The same with the teaching strategies, the learning

activities also varied. Some of the activities were done by the
group, but there were also learning activities that were done
individually. The group activities were done effectively by the
collaboration efforts of the group members with the guidance of
their teacher, and the individual activities were done independently
by the learners.

There were only few learners that actively participating in every
class discussion, most of them are girls. The majority of the learners that are
participating in class discussion cannot really provide or supply the exact
answer to their question, some are just participating for the sake of fun,
especially the boys
_____JESSERYL MARGALLO_BSEd II-B___
Cooperating Teacher
MY JOURNAL
Date of Visit:
Year Level:
Subject Area:
Topic:
2Page | 1

____________________________________
Cooperating Teacher
MY JOURNAL
Date of Visit:
Year Level:
Subject Area:
Topic:
2Page | 1

____________________________________
Cooperating Teacher
2Page | 1
Entries
of
Evidences
2Page | 1
Documentation of the Group
Our critic
The
2Page | 1
1st day of our

observation
Making
outputs
Last day of our

observation
2Page | 1
2Page | 1
FS the making
2Page | 1
Daily Time Record
2Page | 1
Related Articles
2Page | 1
The Learners
By: Terry Farwell
We learn by "seeing it" (visually), "hearing it"(auditory), or

"moving and doing it"(kinesthetically), and most of us have one
primary learning style through which we best learn and
remember information. All of us can benefit from identifying and
understanding our individual learning styles.
Actions Speak Louder than Words
Kinesthetic learners best learn by doing. These students
may be avid note takers in class, but not review them later; they
remember things that were seen, done, or discussed. "When
given assignments, such as writing a book report or making a
scene from a book, [kinesthetic learners] will make a scene. They
can learn to read and follow directions through the use of recipes,
etc."
(Parent Newsletter, NDCU Extension Service, October 1997).
Kinesthetic learners move, bounce, and travel around
classrooms and homes. They are rarely still, but in their
movements are always learning. These individuals will point while
giving directions, or only be able to get to a particular place by
taking you there. Making small adjustments in the lives and
routines of these individuals will facilitate them in increasing their
success at home and at school.
2Page | 1
Strategies for Kinesthetic Learners:

Study important information by placing facts on index
cards and reading the information aloud while pacing or
walking around.
Try studying while lying on a bed or the floor, or listening
to music.
In class, when it is necessary to be still, bounce your foot,
twirl a pen, or squeeze a ball. Just be sure you are not
distracting those around you.
Set a timer for 20-30 minutes. Work for this amount of
time, and then take a 5- or 10-minute break.
Use brightly colored paper under worksheets or study

materials to help you focus.
Write vocabulary words on paper with glue. Sprinkle sand
or glitter on top. When studying for tests, trace the words
with your eyes closed.
Read novels, articles, and texts while pedaling on a
stationary bike or climbing a Stairmaster.
Special Projects:
Create a special exercise program and keep a log.
Measure walking, jogging, or biking distances, record
workout times, and document progress. Older students
can calculate calories and fat burned.
Choose a favorite story and create a play or performance.
Assume the role of your favorite character or historical
figure. Develop a skit to reflect important information.
Join a drama or acting club.
For elementary students, build a life-size number line by
painting on concrete or wooden planks. Use this to solve
simple math problems.
2Page | 1
Get ready for fall by collecting manipulative and

containers. Save your bottle tops, corks, pennies, empty
jars, yogurt containers, coffee cans, etc.
Source: http://school.familyeducation.com/intelligence/teachingmethods/38521.html#ixzz2gHEVOonv
Prepared by: Jennie Mouit
The Learning Environment

By: Robert J. Doman Jr.
The most important factor in how much and how well children learn
is the learning environment itself. If a childs learning environment does
not instill a self-perception of success, it can inadvertently discourage his
or her development.
Ultimately, how much children learn is a reflection of how much they
like to learn. How much they like to learn reflects how successful at
learning they perceive themselves to be. We enjoy success. We are
motivated by success. The strong child likes to arm wrestle, the quick
child likes to run races, and the expert speller likes to play Scrabble, and
so on. When a child perceives herself as having the ability to do
something well, she is highly motivated while engaged in it, wants to do a
lot of it, and, as a result, gets better and better at it. Turning children on to
learning is key to creating a positive learning environment.
Children learn as a result of the input their brains receive from their
senses. What they learn is a reflection of the frequency, intensity, and
2Page | 1
duration with which their brains receive specific input. We may be able to
make a child stay in one place for an extended period of time (duration)
while we go over and over the material (frequency), but the child has
control over the intensity of the input. The child can be turned on or off. If
turned on, the child learns rapidly; if turned off, learning may never occur.
Turning the child onor offto learning is largely determined by the
learning environment. A positive environment encourages learning; a
negative
environment
creates
actual
neurological
dysfunction
and
discourages development and learning. For example, when a parent

comments on a second-grade childs math assignment, the comments
may be positive (this lets the child know he is doing well) or negative (this
can discourage and destroy the child's motivation). Often the negative
response comes quite naturally; therefore, we must learn how to be
positive. Look at the differences between the positive and the negative
responses to three second-grade children after they completed an
assignment of ten math problems.
Negative: "Johnny, you're a very bright boy, and I expect a
lot from you. Today you got one wrong. You'll have to work
harder and be more careful next time."
Positive: "Johnny, that's fantastic! You got nine right! How did
you get so smart?"
Negative: "Alice, you got three wrongyou can do better
than that. I'm afraid I can't give you a happy-face sticker
today."
Positive: "Alice, that's great! You got seven problems right,
and three were real tough problems on that page. Let me
show you how to do these real tough ones."
Negative: "Billy, this is terrible. You got more than half of
these problems wrong. You're just not trying!"
Positive: "Hey, Billy, you're getting it. Look, you got this, this,
and this one right. Super! You watch while I do these other
problems. I bet you can get them right the next time."
2Page | 1
Can our children develop and learn in a negative environment? Yes,

most do, but children cannot thrive in a negative environment, nor can
they develop and learn as they would in a positive, reinforcing
environment. Symptoms of the negative environment include negative
attention-getting behaviors such as defiance, lack of motivation, anger,
poor self-image, and lack of development and learning. Creating a
positive, reinforcing environment for learning can dramatically change our
children's attitudes, self-image, rate of learning, and the degree to which
learning occurs.
What children get out of the educational process is a reflection of
what we put in. If we are not pleased with the output, we should examine
and modify the input, creating a positive educational environment. We
must point out what children know and applaud what they do well. In
return, they will be motivated to learnand domore.
Reprinted from the Journal of the NACD Foundation (formerly The
National
Academy
for
Child
Development)
http://nacd.org/journal/article16.php
Prepared by: Jesseryl Margallo
2Page | 1
Learning Development
Learning has long been debated in realms of religion, philosophy, and
more recently, psychology. The challenge of creating a comprehensive
definition lies in the different interpretations of both intent and method of
learning. Most often, learning is used in an ambiguous manner, without clear
definition of hidden assumptions and viewpoints. Adherents of different
styles of learning see the world (and solutions to existing problems) in an
isolated manner. Rather than exploring more deeply the diversity of learning,
learning methods, and learning intent, new situations are unfortunately
approached with the intent of shaping the situation to the world view and
design methodology.
Research (particularly in the field of neuroscience) is beginning to
indicate that the primary learning component of our brains is pattern
recognition, not information processing. Stephen Downes (2005) extends this
concept by offering a challenging vision that learning is not a direct causal
interaction between teacher and learner. Replacing the causal model of
learning (need highlighted, instructional intervention planned, measurement
enacted) with network phenomenon:
But with online learning comes not only a much wider, more diverse
network, but also the idea that (a) the network may be based on nonphysical (or emergent) properties, (b) that the individual may choose to
belong to or not belong to a network, and (c) that an individual may assume
multiple identities or memberships in multiple networks. The theory of
distributed representation has a profound implication for pedagogy, as it
suggests that learning (and teaching, such as it is) is not a process of
communication, but rather, a process of immersion.
2Page | 1
Acknowledging that learning is a process beyond simply processing

information requires a definition that is valuable in both formal and informal
learning activities. Learning is not an isolationist activity without intent or
aim. Certain learning experiences build skills; others build attitudes, beliefs,
or other soft knowledge. The ultimate intent of the process is to be able to
do or achieve something. In this regard, learning can simply be defined as
actuated or actionable knowledge. This definition has two components knowledge: understanding of an implicit or explicit nature, and actuation:
doing something appropriate (defined as contextually aware) with
knowledge.
The starting point of learning design is to evaluate the existing views of
learning types, learning theories, and design approaches. An integrated or
holistic view of the diverse learning landscape permits designers and
educators to select appropriate models for appropriate means. Most
typically, learning theories have not become obsolete in the sense that they
do not work. Instead, they are obsolete in the sense that the world around
has changed, and new models are required to meet the needs of new
situations. Where the learning theory and design approach closely align with
a design concern, even outdated theories can become valuable. To remain
relevant, it is important for designers to account for diminishing half-life of
knowledge and increase in information availability (and amount). Views of
knowledge as comprising of know what (explicit) and know how (tacit)
are being usurped with know where.
Further compounding learning challenges is the importance of soft
knowledge i.e. experiences and encounters which are not entirely
functions of our cognitive domain. Serendipity is often not acknowledged in
more formal instructional design. Yet most sources of innovation are
bricolage-like in nature. The sudden recognition of solutions from other
domains, or the innovative application of available resources is important.
Silo style learning design limits learner access to other competing or
complimentary information sources. Exploratory and networked learning, on
the other hand, provide opportunities to encounter knowledge from other
experts and domains knowledge which often informs and creates
innovative solutions.
John Seely Brown (undated, p. 66) communicates this new dynamic
world of learning: When we look at teaching beyond the mere delivery of
information, we see a rich picture of learning, one that embraces the social
2Page | 1
context, resources, background, and history within which information

resides.
Source: (Bridging Learning Design and Modern Knowledge

Needs), July 12, 2005
by: George Siemens
Prepared by: Mira Mae Antenero
2Page | 1
2Page | 1
Clippings
2Page | 1
Quotation about Teachers
2Page | 1
2Page | 1
2Page | 1
Teachers
By: Kevin William Huff
Teachers
Paint their minds
and guide their thoughts
Share their achievements
and advise their faults
Inspire a Love
of knowledge and truth
As you light the path
Which leads our youth
For our future brightens
with each lesson you teach
Each smile you lengthen
Each goal you help reach
2Page | 1
For the dawn of each poet

each philosopher and king
Begins with a Teacher
And the wisdom they bring.
I Want To Be Like
You
By: Joanna Fuchs
Thank you, teacher,
for being my life's role model.
When I consider all you've taught me
and reflect on the kind of person you
are,
I want to be like you
smart, interesting and engaging,
positive, confident, yet unpretentious.
well-informed and easy to understand,
thinking with your heart as well as
your head,
2Page | 1
gently nudging us to do our best,

with sensitivity and insight.
giving your time, energy and talent
to ensure the brightest possible future
for each of us.
Thank you, teacher
For giving me a goal to shoot for:
I want to be like you!
A Teacher for All

Seasons
By: Joanna Fuchs
A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.
A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.
2Page | 1
A teacher is like Fall,

With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.
A teacher is like Winter,
While it's snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.
Teacher, you do all these things,
With a pleasant attitude;
You're a teacher for all seasons,
And you have my gratitude!
Good Guide
By Joanna Fuchs
A smart and really good teacher
should be a good guide, not a
preacher.
Shed open each mind
Therein treasures to find;
2Page | 1
Encouragement would be her

best feature.
You have this good quality and
more;
you inspire each brain to
explore.
Our respect you are earning;
Youve made us love learning,
As no teacher has before.
2Page | 1
The Best
Teachers
By: Joanna Fuchs
Teachers open up young minds,
showing them the wonders of the
intellect
and the miracle
of being able to think for themselves.
A teacher exercises
the mental muscles of students,
stretching and strengthening,
so they can make challenging
decisions,
find their way in the world,
and become independent.
The best teachers care enough
to gently push and prod students
to do their best
2Page | 1
and fulfill their potential.

You are one of those.
Thank you.
2Page | 1
Group Reflection on the

Portfolio
2Page | 1
Comment of the Faculty
2Page | 1
Directions: Check the appropriate column that best describes your

current level of mastery of each listed competency.
Competency
1. Determines an
environment that provides
social, psychological, and
physical environment
supportive of learning.
2. Differentiates learners of
varied learning
characteristics and needs.
3. Manages time, space and
resources to provide an
environment conducive to
learning.
4. Recognizes multi-cultural
background of learners when
providing learning
opportunities.
5. Determines teaching
approaches and techniques
appropriate to the learners.
6. Determines, understands
and accepts the learners
diverse background.
7. Relates the learners
background to their
performance in the
classroom.
8. Reflects on the impact of
I cannot
do
this
yet.
I am
learning
how to
do this
I can do
this
but I
need to
learn
more
and
improve
.
A can do
this very
well.
*
2Page | 1
home and family life to

learning.
9. Expounds on ones
understanding of the learning
processes and the role of the
teacher in facilitating these
processes in their students.
10. Accepts personal
accountability t learners
achievement and
performance.
Post-assessment) Date Accomplished:

Raters Signature: JENNIE MOUIT

Competency
1. Determines an
varied learning
learning.
I cannot
do
this
yet.
I am
learning
how to
do this
I can do
this
but I
need to
learn
more
and
improve
.
A can do
this very
well.
*
2Page | 1

providing learning
opportunities.
diverse background.
background to their
performance in the
classroom.
learning.
9. Expounds on ones
achievement and
performance.

Raters Signature: JESSERYL MARGALLO
2Page | 1

Competency
1. Determines an
varied learning
learning.
providing learning
opportunities.
diverse background.
background to their
performance in the
classroom.
I cannot
do
this
yet.
I am
learning
how to
do this
I can do
this
but I
need to
learn
more
and
improve
.
A can do
this very
well.
*
2Page | 1

learning.
9. Expounds on ones
achievement and
performance.

Raters Signature: KENNETH JAY ROBILLOS

Competency
1. Determines an
varied learning
learning.
I cannot
do
this
yet.
I am
learning
how to
do this
I can do
this
but I
need to
learn
more
and
improve
.
A can do
this very
well.
*
2Page | 1

providing learning
opportunities.
diverse background.
background to their
performance in the
classroom.
learning.
9. Expounds on ones
achievement and
performance.

Raters Signature: MIRA MAE ANTENERO

Competency
I cannot
do
this
yet.
I am
learning
how to
do this
I can do
this
but I
need to
learn
more
and
improve
A can do
this very
well.
2Page | 1
.
1. Determines an
varied learning
learning.
providing learning
opportunities.
diverse background.
background to their
performance in the
classroom.
learning.
9. Expounds on ones
achievement and
performance.

2Page | 1
Raters Signature: JESSA M. ARNADO
Criteria
100%
95%
90%
85%
80%
1.Contents of
the portfolio
Has 100% of
needed
content
Has 95% the

needed
content
Has 90% of
the needed
content
Has
85% of the
needed content
Has 80%
of the needed
content
1. 2.Objectives of Objective are

the portfolio
SMART and
cover the
whole course
Objectives are
SMART but
cover only a
minimum of
80% of the
course
Objectives are
SMART but
cover only
less than 80%
of the course
Some of the
Most
objectives are
objective are
SMART and do not SMART
not cover the
& cover only
whole course a minimum of
the course
Some entries
are of
acceptable
quality limited
selection &
substantial
3. Quality of
Entries
Entries one of
quality and
substantial
Entries are of
better quality
many are well
selected &
substantial
Entries are of
acceptable
quality, some
are well
selected &
substantial
4.Presentation
Creative neat
& has very
strong
impact/appeal
Creative neat
& strong
impact/Appeal
Creative neat
& average
impact/appeal
5.promptness
Submitted
ahead of
schedule
Submitted on
schedule
Submitted
week after the
schedule
Few entries
are of
acceptable
quality, not
well selected
& very
minimal
substance
Minimal
No creativity
creativity neat in disarray no
minimal/impact impact/appeal
/appeal
Submitted 2
weeks
after the
schedule
Submitted 3
weeks or
more after the
schedule
2Page | 1

Documents - Tips - Field Study 2 fs2 Experiencing The Teaching Learning Process

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Documents - Tips - Field Study 2 fs2 Experiencing The Teaching Learning Process

Загружено:

Авторское право:

Доступные форматы

Republic of the Philippines

Northern Negros State College of Science and Technology

In Partial Fulfillment of the Requirement

This compilation was prepared and developed

applicability will vary depending on whatever and

Name of Observer: Mouit, Jennie Z.

1. What principles in teaching-learning were commonly

Name of Observer: Margallo, Jesseryl B.

1. What principles in teaching-learning were commonly applied?

Name of Observer: Robillos, Kenneth Jay A.

1. What principles in teaching-learning were commonly applied?

Name of Observer: Antenero, Mira mae M.

1. What principles in teaching-learning were commonly applied?

Name of Observer: Arnado, Jessa M.

1. What principles in teaching-learning were commonly applied?

Being an effective and efficient teacher is not an easy task, it comes

After observing the principles of teaching and learning in the classroom

Step 1: Make a journal about the task performed by the

Step 2: Record and highlight observable and significant

Name of the School Observed: Sagay National High School (SNHS)

Description of Learning Activities:

Description of Learners Participation (proportion of learners who

Description of Teaching Strategies:

Description of Learning Activities:

The same with the teaching strategies, the learning

Description of Learners Participation (proportion of learners who

Description of Learning Activities:

Description of Learners Participation (proportion of learners who

Description of Learning Activities:

Description of Learners Participation (proportion of learners who

Documentation of the Group

1st day of our

Last day of our

Daily Time Record

We learn by "seeing it" (visually), "hearing it"(auditory), or

Strategies for Kinesthetic Learners:

Use brightly colored paper under worksheets or study

Get ready for fall by collecting manipulative and

The Learning Environment

discourages development and learning. For example, when a parent

Can our children develop and learn in a negative environment? Yes,

Acknowledging that learning is a process beyond simply processing

context, resources, background, and history within which information

Source: (Bridging Learning Design and Modern Knowledge

Quotation about Teachers

For the dawn of each poet

gently nudging us to do our best,

A Teacher for All

A teacher is like Fall,

Encouragement would be her

and fulfill their potential.

Group Reflection on the

Comment of the Faculty

Directions: Check the appropriate column that best describes your

home and family life to

Post-assessment) Date Accomplished:

Directions: Check the appropriate column that best describes your

background of learners when

Post-assessment) Date Accomplished:

Directions: Check the appropriate column that best describes your

home and family life to

Post-assessment) Date Accomplished:

Directions: Check the appropriate column that best describes your