Just Before

We Go!

The purpose of the

FS
FIELD STUDY
205 Experiencing the
Teaching-Learning Process
observation is to provide
opportunity for you to
relate theory to actual
practice. Remember this:
Activity 1

 Know and understand LOOKING THROUGH THE MEANINGFUL

what you need to LEARNING EXPERIENCES
_________________________________________________
observe.
Name of FS Student _Karie Mae D. Tolones___________________
 Study the observation
Course___Diploma in Teaching_____ Year & Section _1-Section B__
guides, listen to your FS
teacher and ask Resource Teacher _Ms. Byrille Tiara M. Galon
questions to be sure all Signature: _____________
is clear to you.
Cooperating School: University of the Philippines Visayas
 Have paper and pen College of Fisheries and Ocean Sciences
ready to jot down
details. Your Target

 Carefully separate At the end of this activity, you will be able to identify the principles in
facts from teaching-learning activities, manuals and other instructional materials used by
interpretations. the teacher in selected subjects.

 Accomplish the Your Way

checklists/forms as
Learning how to apply the teaching principles in the classroom setting
soon as possible so
is something you aspire for. Initially, you would need to observe and describe
that the details are still
how it is manifested in the real classroom.
fresh in your mind.
To hit your Target, work your way through these steps:
Step 4. Reflect on your experience.
Step 3. List down the
instructional materials used by
the teacher to facilitate learning.
Step 2. Observe the cognitive,
metacognitive, and motivational
processes in the classroom.
Step 1. Observe at least three
classes and describe the
principles of teaching and
learning used by the teacher.
Your Tools Write your observation
notes here:
As you visit a school and observe classes, use the activity forms
to document your observation and write your insights or reflections. • The instructor presented
the class syllabus to the
students. Through this, the
OBSERVATION SHEET students will have an idea
on what to expect in every
Name of the School Observed: UPV College of Fisheries and Ocean Sciences session.
School Address: Miagao, Iloilo Date of Visit: September 21, 2021 • The instructor has a
Grade/Year Level: 2nd Year Subject Area: Fisheries Microbiology friendly and engaging
demeanor.
• The instructor encouraged
1. What principles in teaching-learning were commonly applied? the students to share their
Two teaching-learning principles were applied in the class insights and relates their
discussion. (1) Learning is an experience which occurs inside the learner lesson to real-life
and is activated by the learner, and (2) One of the richest resources for situations.
learning is the learner himself.
The instructor encouraged the students to share their personal
insights regarding the topic. She recognized the students' prior
knowledge and used it as a foundation in sharing new information in
order for the students to build their new knowledge. The students were
able to comprehend the importance of studying fisheries microbiology
and its application in real-life processes based from their personal
experiences related to microbiology and the lesson taught by the
instructor.

2. What instructional materials were used in teaching?

Students in all year levels were unable to attend school during the
COVID-19 pandemic. To maintain student learning, the UPV College of
Fisheries and Ocean Sciences adopted both synchronous and
asynchronous interactive activities in distance learning. During the
synchronous video-/audio-based discussion in a Zoom Meeting, the
instructor used an interactive PowerPoint presentation. Learning
materials and activity sheets will provided for the asynchronous activities
of the students.

3. Which of the principles in teaching facilitate the cognitive,

metacognitive, and positive motivational processes of learning?
The students’ participation throughout the discussion were taken into
consideration. Their cognitive processes were addressed the moment they
were able to define microbiology using their own words and gave the
importance of studying the subject area. In this session, however, the
metacognitive process is not yet apparent. But, in exchange, the
instructor provided positive extrinsic motivation in the form of praise
each time the students properly answered the questions, and rather than
criticizing those who gave incorrect answers, she encouraged them and
calmly explained the parts they didn't understand.
 Scribble a brief description of your feelings and insights from
Write your observation
your observation experience.
notes here:
Through this class observation, I was able to differentiate the
teaching approach of College Instructors and High School Teachers.
Since the students' ability to think abstractly grows as their year level
advances, a simple recollection or recognition of facts is insufficient to
assess their degree of understanding. In this class, the instructor used
both knowledge-based and synthesis-based questions, thus encouraging
students to think critically. Furthermore, if I am one of the students, I will S
feel at ease in the class. Without the feeling of fear, I can concentrate
properly on the discussion. Y

Peace
Concept
on Focus:

CRITICAL FRIENDS

The observations made on the principles of

teaching and learning are shared with a fellow FS
student to share insights and draw common
conclusion as to applicability and
effectiveness according to given context
and type of learners. This sharing is
meant to critique the observations
in a friendly mode.
 FS
FIELD STUDY
205 Experiencing the
Teaching-Learning Process

Activity 2 L
Write any
new concept/ LEARNERS’ CHARACTERISTICS AND NEEDS
vocabulary Name of FS Student _Karie Mae D. Tolones___________________
that you have Course___Diploma in Teaching_____ Year & Section _1-Section B__
met during the
Resource Teacher _Ms. Byrille Tiara M. Galon
visit. Classify
them as to Signature: _____________
content and Cooperating School: University of the Philippines Visayas
process. College of Fisheries and Ocean Sciences

Your Target

At the end of this activity, the students will be able to identify and
describe the teacher’s activity and the behavior of the learners in these
activities.

Your Way

After observing the principles of teaching and learning in the classroom

setting, you will now start to journey through the methods, strategies, and
approaches of teaching and learning by first observing actual classroom
teaching.

Step
To hit your Target, work your way through these 4. Reflect on your
steps:
experience.

Step 3. Confer with the teacher

regarding observable and
significant events.
Step 2. Record the highlight
observable and significant
event(s) in such teaching-
learning activities and events.
Step 1. Make a journal about
the tasks performed by the
teachers as they teach their
lesson noting patterns and
variety.
Your Tools Write your observation
notes here:
As you visit a school and observe the teaching-learning practices, • Both knowledge-
use the activity forms to document your observation and write your based and synthesis-
insights or reflections. based questions were
applied, but there was
MY JOURNAL an increase in
participation to
Name of the School Observed: UPV College of Fisheries and Ocean Sciences knowledge-based
School Address: Miagao, Iloilo Date of Visit: September 21, 2021 questions.
Grade/Year Level: 2 Year
nd Subject Area: Fisheries Microbiology • An interactive
PowerPoint
Description of Teaching Strategies: presentation were
used. Students can
Based from my observation, the instructor used a Direct or Expository respond to the poll in
Approach. The discussion was dominated by the teacher. The students real-time.
participated if there was a questioned posted on the screen. • Few students were
participative in class
Description of Learning Activities: discussions especially
in answering the
Aside from the traditional Question and Answer activity, the instructor polls.
also employed an interactive application in which students may answer • Although it is
a given question and the number of accurate responses would be optional for students
displayed after the timer ran out. to open their cameras,
the instructor leaves
Description of Learner’s Participation (proportion of learners who her camera open
participated and quality of participation): throughout the class
discussion.
The discussion was only participated by a small number of students.
There was more engagement in the knowledge-based questions when
the teacher used the online interactive application. The polls always
yielded a result of 100 percent participation. It is also optional for the
students to open their cameras even during recitation.

Signature over Printed Name of FS Student

Attested by:

Ms. Byrille Tiara M. Galon

Cooperating Teacher
Write your Scribble a brief description of your feelings and insights from
comments, your observation experience.
questions,
and other Given that only a few aspects of the learning process are truly under the
notes here: teacher's control (topics to be discussed, discussion flow, and the learning
environment), teaching is a difficult job even for the most well-prepared
professionals. Students entering college have more than 12 years of
neural networks that have been established for education. This implies
that these individuals have established very specific attitudes about how
teaching and learning should occur. When these expectations shift,
they frequently find it unpleasant and distressing. If college instructors
are to be successful, they must discover methods to link what they are
teaching to their students' prior knowledge. This implies teachers must
first assess what background knowledge their learners have acquired
before determining which illustrations, or analogies best relate to the
experiences of their learners. Learners in all levels are commonly
impacted the changes within their personal lives and by the current
popular culture. They may not have had the same background
experiences as the past sets of new students.

Peace
Concept
on Focus:

Collaboration / Participation / Cooperation

Students should be able to provide

opportunities to the learners to participate
and collaborate with others in classroom
activities through strategies that allow
more learner’s engagement
and cooperation.
FS
FIELD STUDY
205 Experiencing the
Teaching-Learning Process
Remember to place in the
Teacher’s
Activity 3 Toolbox
the descriptions of
the instructional
ASSISTING A TEACHER WITH A materials and
“TEACHER’S TOOLBOX”
_________________________________________________
assessment tools
used by the

0 Name of FS Student _Karie Mae D. Tolones___________________

Course___Diploma in Teaching_____ Year & Section _1-Section B__
Resource Teacher _Ms. Byrille Tiara M. Galon
Signature: _____________
classroom teacher
as well as those
that you suggest as
more appropriate.

005
Cooperating School: University of the Philippines Visayas

Your Target
College of Fisheries and Ocean Sciences

At the end of this activity, the students will be able to identify the

5 lesson objectives, learning activities, instructional materials and assessment

tools used by the teacher and to draw insights from the teacher as to the
reasons of their use in such learning activities.

Your Way

0
Now work your way towards a closer look at the methods, strategies,
and approaches of teaching and learning, as well as the instructional materials
and assessment tools used.

To hit your Target, work your way through these steps:

Step 3. Reflect on the reason
given by the teacher interviewed.

Step 2. Interview the teacher

on the reason behind the use of
observed learning activities and
instructional materials.
Step 1. Observe a class and
identify the lesson objectives,
learning activities, instructional
materials and assessment tools
used by the teacher.
 Write your Your Tools
Personal
Notes here: For this visit, document your observations and the responses to
the interviews you conduct by using the activity forms provided for you.

The teacher used innovative An Observation Guide for Assisting Teacher

and interactive tool in presenting
the activities. The learners can 1. What are the objectives of the lesson?
immediately see if their answers The instructor did not present the lesson objectives.
are correct or not.
2. How do the learners participate in the learning activities?
Limited number of students participated during class
discussion, except for their Poll Activity and knowledge-based
questions wherein there’s a 100% participation from the class.

3. What instructional materials are employed?

The instructor used Zoom Meeting as her virtual platform to
present her PowerPoint presentation and conduct classes their
remote learning. Their synchronous classes were supported by
self-learning modules and learning activity sheets.

4. How does the teacher assess the learning in the lesson? Is she
assessing the process or the product?
The instructor assessed the student’s performance based on the
polls answered by them. It is assessing the process since the
questions are all knowledge-based and the answers can be seen
during discussion.

5. What reasons does the teacher give in having such learning

activities?
The instructor chose those activities for the students to recall
the important concepts or details in microbiology.

Signature over Printed Name of FS Student

Attested by:

Ms. Byrille Tiara M. Galon

Cooperating Teacher
 Your own
suggested activity, Reasons for
Describe the Theories of
materials, or your suggested
learning learning
Teacher’s Activity assessment that activity,
behaviors of applied by the
are more materials, or
the learners teacher
appropriate assessment

Q&A About one or two Edgar Dale’s A portion of an Students can see
(What is students Cone of article from a the relevance of
Microbiology, Why participated in Experience current news such as the new topic by
learning the activity. news article about providing timely
Microbiology COVID-19. The examples which
important?) instructor will then they can all
develop questions relate.
that she can relate
the article to
Microbiology.

Interactive Q&A The instructor Edgar Dale’s This activity can be It is important to
using an online posted a question Cone of placed at the end of develop the
application (Poll- before moving to Experience the lesson. The higher-order
typed activity) the next slide. questions should thinking skills of
The results of the target the higher- the students and
poll yielded to order thinking skills. to properly
100% The instructor could assess the
participation just ask convergent knowledge
from the or divergent gained by the
students. questions during students.
discussion.

Observer
 Observe a class and identify the lesson objectives, learning activities, instructional materials,
and assessment tools employed by the teacher. Accomplish the matrix below.

Subject Matter Lesson Learning Activities Assessment Tools

Objectives & Instructional
Materials

Fish 154 The learning objectives The instructor The students will
(Fisheries were not presented to the conducted the answer the assessment
Microbiology) class. following activities activities in their self-
using Zoom Meeting: learning module.
• Q&A
(What is
Microbiology,
Why learning
Microbiology
important?)
• Interactive Q&A
using an online
application (Poll-
typed activity)

Observer
Your Reflections
After going through the process of observation, thinking, and
reflection of your experience, you surely have drawn some insights and
new understanding of teaching and learning process. Please express your
thoughts, feelings, insights, or new understanding through creative visual
representation here. Then share your reflection with the FS teacher and
classmates.
Documentation

OBSERVATION SHEET

Name of the School Observed: UPV College of Fisheries and Ocean Sciences
School Address: Miagao, Iloilo Date of Visit: September 21, 2021
Grade/Year Level: 2nd Year Subject Area: Fisheries Microbiology