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Philippine Copyright 2013

by Rex Book Store, Inc.


and
June P. Salana
RBS
Field Study 2: Experiencing the Teaching/Learning Process
Revised Edition
ISBN 978-971-23-6640-6
Classification: Worktext (04-TS-00031)

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Preface

Field Study 2 Experiencing the Teaching/Learning Process provides a design of learning


tasks for a course in Principles and Strategies for Teaching. The students will be given chances to experience the application of teaching principles in the classroom through observation
and reflection and clearly developed strategies by which the learning will occur.
The students will be gaining knowledge about their disciplines and activities that enhance
learning. Practice remains at the heart of things, so this book introduces a variety of activities
for thinking about and learning from what they do.
They will be introduced to the application of different theories of learning and knowledge
acquisition that promote the cognitive and metacognitive processes, positive motivational
processes and the use of varied resources of learning in the actual learning environment.
Anchored on the National Competency-Based Teacher Standards, this book is a practical
learning experience which is aligned with the teaching/learning process of Principles of
Teaching 1 and 2. Students will further observe the dynamic interplay of theoretical concept
and their professional work.
The activities presented form a part of the instructional materials which the students are
expected to read, based on the teaching/learning principles and effective teaching they have
learned; hence, the activities are subject for modification and refinement.

iii

iv

INTRODUCTION


Teachers are charged with providing a foundation for life in this new, complex, diverse, and uncertain economic and social environment. They must address
issues related to the emergence of new citizenships and identify the impact of new
technologies and new economies.

Field Study 2 Experiencing the Teaching/Learning Process provides theories and
practices where students can engage in practical learning. Grounded on the National
Competency-Based Teacher Standards (NCBTS) framework, an integrated theoretical framework that defines the different dimensions of effective teaching, it aims to
prepare teachers for the challenges they will encounter in their career.

The NCBTS framework is divided into seven domains:


1. Social Learning
2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, Reporting
6. Community Linkages
7. Personal Growth and Professionalism


This book also features the Theory-Practice Binary Activities, a method
founded on the concept that learners grasp the lesson faster if theory and practice
are both used. It is based on the constructivist idea that learners construct their
understanding from interpretations of their own experiences.

Theories can be found on lectures and textbooks, while practices are represented in class activities like games, storytelling, writing about personal experiences
relating to the topic at hand, and other interactions that involve participation from
the students.

Incorporating the above concepts, the students who use this book are expected
to master the skills needed to become great teachers in a fast-changing world.

vi

Table of Contents

Students Expected Outcomes.................................................................... 1


Multiple Metaphors for Learning.............................................................. 2

Activity 1

........................................................................................ 5

Activity 2

........................................................................................ 7

Activity 3

........................................................................................ 8

Activity 4

........................................................................................ 10

Activity 5

........................................................................................ 12

Activity 6

........................................................................................ 19

Activity 7

........................................................................................ 21

Activity 8

........................................................................................ 27

Activity 9

........................................................................................ 28

Activity 10 ........................................................................................ 29

Activity 11 ........................................................................................ 30

Activity 12 ........................................................................................ 31

Activity 13 ........................................................................................ 32

Activity 14 ........................................................................................ 33

Activity 15 ........................................................................................ 34

Teaching Portfolios..................................................................................... 35

Activity 16 ........................................................................................ 36

Commentary

........................................................................................ 37

Activity 17 ........................................................................................ 38

Activity 18 ........................................................................................ 41

Activity 19 ........................................................................................ 42

vii

Activity 20 ........................................................................................ 43

Activity 21 ........................................................................................ 44

Activity 22 ........................................................................................ 46

Activity 23 ........................................................................................ 47

Activity 24 ........................................................................................ 48

References ..................................................................................................

viii

50

Field Study

2:

EXPERIENCING THE TEACHING/


LEARNING PROCESS

Students Expected Outcomes:


Graduates will be:
Lifelong learners and effective
communicators who possess a
strong knowledge of the content
and discourse of the disciplines
from which their projected
teaching areas are derived, and
who will be able to contribute to
the framing of new knowledge
communities and areas of inquiry

Graduates will be able to:


1.

gather, form, and critique knowledge (or new


configurations of knowledge) from a variety of
sources;

2.

seek knowledge through the practices and


inquiry modes of a scholar-teacher-researcher;

3.

retrieve, evaluate, and present information using


appropriate technologies;

4. participate in a range of traditional (e.g. print)


and new (e.g. multimedia, web) literacies;
5.

listen and communicate effectively using various


media and forms of communication;

6. adopt a problem-solving and enquiry-based


approach to their own learning and that of
others;
7.

critically reflect on their own learning and


generate new information and ideas;

8. manage their own learning and that of others in


purposeful, goal-oriented ways; and
9. use self-evaluation to understand and improve
the strengths and weaknesses of their own
learning style.

FIELD STUDY 2:

EXPERIENCING THE TEACHING/


LEARNING PROCESS

Multiple Metaphors for Learning

read!

By Gary Woodill | June 20, 2008

Principles 1
Principles 2

Pre-service teachers continue with observation, but are more involved in lesson
development and delivery, incorporating behavior management skills and valuing learning in
the classroom. This also provides them opportunities in the learning environment. Students
are expected to verify the cognitive, metacognitive, individual differences, and motivational
factors that influence the acquisition of knowledge. They are given a chance to develop and
act learning tasks, instructional materials, and assessment tools.
They should also undertake their professional experiences on a diverse range of
educational settings. This will provide the opportunity to discuss and critique not only the
experience but also the differences between the experiences of students, pre-service teachers,
and teachers in a range of settings and school communities.
Pre-service teachers must be able to show that the evidence presented is their own work.
Evidence can be direct, indirect, or supplementary. Direct evidence relates to examples
of actual performance. This can be in the form of products of work (e.g. lesson plans,
teaching and observation notes, learning episodes, assessment materials including examples
of assessment of learners work) or observations of actual performance. Direct evidence is
what the pre-service teacher does or is seen to do.
Indirect evidence includes personal reports or reports by others about what the preservice teacher does. Indirect evidence is what the pre-service teacher and others say the
pre-service teacher does.
Supplementary evidence includes evidence gained through questioning and other
assessment strategies such as tests, examinations, or assignments. This evidence supplements
the information gained through direct and indirect evidence. It focuses particularly on
underpinning knowledge and understanding, which is a critical aspect of competence.
Evidence of performance can be drawn from embedded professional experience
activities and from other relevant activities. It can be paper-based, for example, the
pre-service teachers own notes, memos, and the like generated within the embedded
professional experience and other activities; witness testimonials; or observation report on
2

actual performance in a classroom situation, written by the person who did the observations,
for example, by the school-based supervision or course lecturer.

Photography or on video for example, photos or videos to illustrate how the


pre-service teacher carried out a particular teaching or coaching activity; they can
be taken by the pre-service teacher or by someone else.

Audio tape for example, a cassette of a lesson or of a one-on-one activity.

Personal records for example, lessons and teaching plans/notes, records of


meeting with school-based supervision or course lecturer.

Organization records for example, reports on activities and evaluations, records


of special projects to which the pre-service teacher made a specific contribution,
appraisals, student assessment records, paper filing systems, computer-based
records/databases.

Records of observations of the pre-service teachers work these can be provided


by various people.

poets, school-based supervision, course lecturer; and

non-specialist witnesses such as parents of children taught by the pre-service


teachers.

Self-questioning or answer to questions from a school-based supervision/


course lecturer this is particularly useful to gather evidence of knowledge and
understanding; the pre-service teachers answer will be in the forms of arguments,
motives or justifications for actions, or, where appropriate, presentation of theories
and concepts.

read!
Competencies:

Have a deep and principled understanding on how educational process


relates to larger, historical, social, cultural and political processes.

NCBTS Domain 1

Demonstrates that learning is of different kinds and of different


sources;
Delivers accurate and updated content knowledge using
appropriate methodologies, approaches, and strategies;
Creates situations that encourage learners to use high order
thinking skills; and
Develops and utilizes creative and appropriate instructional
planning.

NCBTS Domain 2

Identifies teachers actions that demonstrate the value of learning;

Uses individual and cooperative learning activities to improve


capacities of learners for higher learning;
Provides learners with a variety of learning experiences; and
Provides varied enrichment activities to nurture the desire for
further learning.

Activity 1

Review a cooperating teachers lesson plan for the week. Document the levels of
cognitive, affective, and psychomotor objectives utilized. Write your observation below.
Cognitive

Affective

Psychomotor

Your analysis:
Do you think the objectives are appropriate for the learners? Write your idea here:
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Are the lessons up to date?


_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Identify the instructional materials used in the lessons:
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Activity 2
Review the curriculum used by the teacher. Identify the performance standards and
contents of the curriculum.
Contents/Topics

Performance Standards

Activity 3

Observe a series of lessons and identify the methods and strategies used by the teacher.
Prepare a daily log of your observation and insights.
DAILY LOG:
Day 1:

Day 2:

Day 3:

Day 4:

INSIGHTS:
Day 1:

Day 2:

Day 3:

So on

Share your observation and insights to your classmates.

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