fs2-episode3-130115072344-phpapp01 (2).doc

Episode 3: ORGANIZING CONTENT FOR MEANINGFUL LEARNING

Name of Student______________________________________________________________ Course_______________________________________ _____________________

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Resource Teacher ______________Date______________

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Signature

Resource Teacher ______________Date______________

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Resource Teacher Date______________

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Cooperating School_______________________________________________________________

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

My Performance (How I will be Rated) Field Study 2, Episode 3- Organizing content for meaningful learning Focused on: The development of a cognitive or skill or affective lesson Exemplary Superior Satisfactory Unsatisfactory Tasks 4 3 2 1 Observation/ Documentation :

All tasks were done with outstanding quality; work exceeds expectations 4

My Analysis

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

All or nearly all tasks were done with high quality

Nearly all tasks Fewer than half of were done with tasks were done; or acceptable most objectives quality met but with poor quality

3 Analysis questions were answered completely

2 Analysis questions were not answered completely

Clear connection with theories

1 Analysis questions were not answered.

Grammar and spelling Vaguely related unsatisfactory to the theories

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

Grammar and spelling are acceptable

and

1 2

Tasks My reflection

Exemplary 4

Superior 3

Satisfactory 2

Unsatisfactory 1

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

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

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

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

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

2 My portfolio

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

2 1

Submission

4 Before deadline.

3 On deadline.

4

3

the A day after the Two days or more deadline. after the deadline. 2

1

Subtotals Rating based on transmutation:

Overall Score

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Transmutation of Scores to Grades/ Ratings

Teacher

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name

Score 20 18-19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

Rating 99 96 93 90 87 84

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

Grade 2.50 2.75 3.00 3.5 5.00

RatinG 81 78 75 72 and below

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

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

Gina Laranjo,

Banisil, General Santos City

Date:

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

Subject Area:

A. For the Cognitive Lesson

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

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

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

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

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

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

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

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

C. Value/ Affective Lesson

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

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

3. How was the value lesson developed?

Through reading and understanding the story the students developed those values to themselves. Also through interaction of everyone in the class and sharing ideas.

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

Teacher

teach

the

cognitive

content

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

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

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

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

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