Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
FIELD STUDY 1
LEARNING EPISODE
FS 1
9
Preparing for Teaching
and Learning
OBSERVE, ANALYZE, REFLECT
Activity 9.1 Demonstrating
an
Understanding
of
Research-Based
Knowledge Principles of Teaching and Learning
Teacher’s Signature:
Resource Teacher: Mrs. Isabel C. Odan
School: Agbannawag National High School
Grade/Year Level: Grade 9 Subject Area: Araling Panlipunan
Date: October
20, 2023
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.
Principles of Learning
What did the Resource Teacher do to
apply the principle of learning?
1. Effective learning begins with the The teacher uses a TV screen to show
setting of clear and high expectations her planned learning outcomes for the
of learning outcomes.
topics.
2. Learning is an active process.
Students
were
encouraged
to
participate fully in class discussions and
educational learning activities by the
teacher
3. Learning is the discovery of The teacher gives learners the
personal meaning and relevance of opportunity to think about and express
ideas.
their thoughts on the topic, as well as
discuss it in front of the class.
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Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
The teacher assigns students to
4. Learning is a cooperative and a interpret the poetry by producing,
collaborative process. Learning is brainstorming ideas with their peer
enhanced in an atmosphere of groups, and debriefing their final
cooperation and collaboration.
thoughts in a group work exercise. The
kids are eager to ask questions,
communicate with one another, share
ideas, discuss, and collaborate in order
to comprehend the readings.
ANALYZE
1. What principles of learning were most applied? Least applied?
Most applied
The learning principle that is applied most is the “learning is cooperative and
collaborative process”, because the teacher always grouped the class for the
students to feel free to share their ideas and with that they will discuss the topic
that was given to them and afterwards, there will be a exchanging of thought and
then after the discussion, they will now come up an answer in case they will present
their output.
Least applied
Learning is the finding of personal meaning and relevance of concepts, is the
learning principle that was implemented the least of all the principles. In this case,
the teacher spent the most of the time explaining and sharing his or her ideas on
the subject.
Give instances where this/these principle/s could have been applied.
In class, the teacher did the majority of the work. This is in sharp contrast to a
teacher who mostly assists students in their learning while the students, are the
ones who contribute ideas to a given topic.
REFLECT
From among the principles of learning, which one do you think is the most
important?
I think the most important among the principles of learning is learning is an active
process because this principles must be actively interested, engage in higher-order
cognitive tasks such as analysis, synthesis, and assessment. Active learning
practices are advised in this context for instructional activities that include students
doing things and thinking about what they are doing.
2
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
In this particular principle, the teacher must create a learning environment where
students can learn in their own phase, participate in the class activities, share their
knowledge, and apply what they have learned. By creating the learning process
active, the teacher allows the application of the other two principles which lead the
students to discover their personal meaning as well as to work with their peers with
cooperation and collaboration.
Activity 9.2
Identifying Learning Outcomes that are aligned with Learning
Competencies
Resource Teacher: Mrs. Isabel C. Odan
Teacher’s Signature:
School: Agbannawag National High School
Grade/Year Level: Grade 9 Subject Area: Araling Panlipunan
Date: October
20, 2023
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcomes/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
(SMART
Learning Outcomes
Objectives)
Achieved
Yes
Yes
No






No
1. Magpapakita ng isang larawan ng Public
market at itsnong sa mga mag-aaral ang
mga bagay na dapat tandaan nila sa
pamimili kung mapunta sila dito
2.Bubuo ang mga mag-aaral ng slogan
slogan kaugnay ng matalinong pamimili.
3.Ipalista sa mga mag-aaral ang limang
bagay na nagbibigay saya sa kanila.
3
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga

4.
Magpapakita
ng

powerpoint
presentation tungkol sa pamantayan sa
pamimili.
2. Cite pieces of evidence that these learning outcomes were achieved.
1. In the Presentation, students start with their relevant prior knowledge in
creating their script, before the teacher introduces the lesson.
2.During the discussion, especially in the Practice , students converted a fashion
show about food in active voice into passive, with gradually decreasing support.
3.The students were able to do their performance task such as fashion show.
4.The student understand the lesson and they are all able to execute their
performance task.
5.They perform the task properly and they are able to work by group.
ANALYZE
1. Do SMART objectives make the lesson more confused?
In my own opinion, SMART objectives help the lesson become more focused
because the goals will set you up for success by making goals specific,
measurable, achievable, realistic and timely. With this, teachers are guided to
achieve their desirable intended learning outcomes. The SMART methods will help
teachers to push further, gives them a sense of direction, and helps them organize
and reach their goals to achieve what they are expecting from the students.
4
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
REFLECT
Reflect on the
Lessons learned in determining SMART learning
outcomes.
I have learned from the lesson in determining SMART learning outcomes that, in
your lesson objectives or intended learning outcomes it should be SMART
(Specific, Measurable, Attainable, Result-oriented and Time bound) because this
will really help the teacher as well as it will guide the teacher in the learning process
and to the development of the students. As what I have said, SMART objectives
will also help the teachers to direct the flow of the lesson and help the teacher to
achieve the desired goals on a specific topic as well as it help to make the
discussion clear and organized.
Activity 9.3
Distinguishing Between Inductive and Deductive Methods of
Teaching
Resource Teacher: Mrs. Isabel C. Odan
Teacher’s Signature:
School: Agbannawag National High School
Grade/Year Level: Grade 9
Subject Area: Araling Panlipunan Date: October
20, 2023
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
Did-teacher lecture all the time?
Were
students
involved
in
the
-No, the teacher managed her time by teaching-learning process? How? Or
putting minutes in every part of the were they mere passive recipients of
lesson. She allotted time for the instruction?
lecture, for the quiz, and for group -Yes, The students were involved in the
works.
teaching- learning process. They act as
the listener as well as act as a facilitator
when they had their group work.
5
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
Was the emphasis on the mastery of Was the emphasis on the students’
the lesson or on the test? Prove.
application of the lesson in real life?
-No, the teacher managed her time by Give proofs.
putting minutes in every part of the -Yes, Because the teacher let them
lesson. She allotted time for the make their own sample of making their
lecture, for the quiz, and for group performance task
works.
about the fashion
show.
Was class atmosphere competitive? Was class atmosphere collaborative?
Why?
Why?
-No, the teacher let them work with -Yes, because the teacher asked them
their group and peers so that everyone to group their selves and everybody
can participate and share their ideas should cooperate and participate in the
and thoughts as a whole.
Did
teacher
focus
only
performance task.
on
one Did teacher connect lesson to other
discipline/subject?
disciplines/subjects?
- Yes, From the start until the end, the -No. the teacher only focused on the
teacher occupied all the class hour main or one subject only.
only in one subject so that the students
will not get confused and they will still
remember it.
6
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
What teaching-learning practice shows that teaching approach was:
a.) constructivist- connected to past experiences of learners; learners
constructed new lesson meanings
-During the class discussion, the teacher let the students to connect the student's
past experiences to the topic and tries to connect it to the new concept for the
discussion.
b.) inquiry-based
-The teaching and learning practice I have seen from the teaching approach in
Inquiry-based was the teacher posed thought-provoking questions to the
students about the topic as well as encourages the students to have independent
thinking. The questions can be subjective so that it will encourage the leamers
to express their ideas and thoughts.
c.) developmentally appropriate – learning activities fit the developmental stage
of children
-The teacher nurtures a child's development: social, emotional, physical, and
cognitive.
d.) reflective
-Reflective Teaching includes remembering, thinking about, and evaluating a
teaching experience. It is said to be a reflective teaching approach when a
teacher for example invite colleagues to observe your class and ask the students
for feedback.
e.) inclusive – No learner was excluded; teacher taught everybody.
-No learner was excluded; teacher taught everybody. The teacher wanted all her
students to actively participate both in the class discussion and learng activities
regardless of the student's diversities. The teacher don't want to be bias and
wanted to be fair to all the students.
f.) collaborative – Students worked together.
-Giving students the option of cooperative learning can offer them tools to
improve their confidence and increase interest in harder subjects.
g.) integrative - Lesson was multidisciplinary – e.g. In Science, Math concepts
were taught.
7
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
-The teacher integrate other topics and ideas and connect it to the subject matter
so that the learning of the students is not only limited to the subject but also
multidisciplinary. Meaning, the students can comprehend and has the
opportunity to learn other things.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
-The consequences of teaching purely subject matter for mastery and for the test
is that the student will not extend her knowledge because the teacher limits the
learning or in the concept and with no application. Also, I can also see that if this
will happen, maybe students will study just for the sake of examinations and what
the teacher had taught will be easily forget.
2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
-If I were to reteach the class. I would still use the student-centred approach where
I will encourage student to actively participate but they were the one who will
facilitate. What I will do is to guide them and correct them if they commit mistakes.
REFLECT
Reflect on
Principles of teaching worth applying
As future educator, the principles of teaching are very important for us all educators
for us to improve ourselves and the process of learning of our students. This
promotes excellence in learning and teaching practices express in different
institution that are committed as learning. In all of these principles tackled, it
enhances student to engage and learn through effecting teaching.
LINK Theory to Practice
Direction: Encircle the letter of the correct answer.
A 1.Teacher Rose believes that students need not know the intended learning
outcome of her lesson. She proceeds to her learning activities at once without
letting them know what they are supposed to learn for the day. Which principle
of learning does Teacher Rose negate?
8
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
A. Effective learning begins with setting clear expectations and
learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
B 2.Teacher Lil avoids drills out of context. She gives real-world Math problems for
students to drill on. Teacher Lil is very much convinced of which principle of
learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and collaborative process.
D. Effective learning begins with setting clear expectations and
learning outcomes.
A 3.For meaningful teaching and learning, it is best to connect the lesson to the
life of students by integrating a relevant vale in the lesson. Which principle is
applied?
A. Lesson objectives/ intended learning outcomes must integrate 2
or 3 domains- cognitive, skill and affective or cognitive and affective
or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with
students.
D. Write SMART lesson objectives/ intended learning outcomes.
A 4.Teacher Ruben wanted his students to rate their own work using the scoring
rubric which he explained to the class before the students began with their task.
Based on revised Bloom’s taxonomy, in which level of cognitive processing are the
students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
C 5.You are required to formulate your own philosophy of education in the course,
The Teaching Profession. Based on Bloom’s revised taxonomy, in which level of
cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
9
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
SHOW Your Learning Artifacts
Post proofs of learning that you were able to gain in this Episode. You may attach
the lesson plan(s) used by your Resource Teacher to show the intended learning
outcomes and the method used in class.
10
Learning Episode 9: Preparing for Teaching and Learning
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
EVALUATE Performance Task
Evaluate Your Work Task Field Study, Episode 9 – Preparing for Teaching and
Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the
principles of teaching learning. • Determine the guiding principles on lesson
objectives/learning outcomes applied in instruction. • Judge if lesson
objectives/intended learning outcomes are SMART. • Determine whether or not
the intended learning outcomes are achieved at the end of the lesson. • Observe
the teaching methods used by the Resource Teacher. • Differentiate the different
methods of teaching.
Name of FS Student: Dumawing, Ronamil B. Date Submitted: October 20, 2023
Year & Section: 4rth Year & Section C Course: BSED Social Studies
Learning
Episode
Excellent
4
Accomplis
hed
Observatio
n Sheet
All
observation
questions/
tasks
completely
answered/
accomplished.
All
questions
were
Answered
completely;
answers
are
with depth and
are thoroughly
grounded
on
theories;
grammar and
spelling are free
from error.
Profound and
clear; supported
by what were
observed and
analyzed.
Analysis
Reflection
Learning
Artifacts
Portfolio
is
reflected on in
the context of
the
learning
outcomes;
Complete, wellorganized,
highly relevant
to the learning
outcome.
Very
Satisfactory
3
One (1) to
two (2)
observation
questions
tasks
not
answered
accomplished.
All questions
were
Answered
completely;
answers are
clearly
connected to
theories;
grammar and
spelling
are
free
from
errors.
Clear but lacks
depth;
supported by
what
were
observed and
analyzed.
Portfolio
is
reflected on in
the context of
the
learning
outcomes.
Complete; well
organized,
very relevant
to the learning
outcome.
Satisfactory
2
Needs
Improvement
1
Three
(3) Three
(3)
observation
observation
questions/tasks
questions/tasks
not answered/
not answered
accomplished.
accomplished.
Questions were
not
answered
completely;
answers are not
clearly connected
to theories; one
(1) to three (3)
grammatical/spel
ling errors.
Four (4) or more
observation
questions
were
not
answered;
answers
not
connected
to
theories;
more
than
four
(4)
grammatical/spell
ing errors.
Not so clear and
shallow;
somewhat
supported
by
what
were
observed
and
analyzed
Portfolio is not
reflected on in the
context of the
learning
outcomes.
Complete;
not
well organized,
very relevant to
the
learning
outcome.
Unclear
shallow;
supported
what
observed
analyzed.
Portfolio is not
reflected on in the
context of the
learning
outcomes;
not
complete;
not
organized,
not
relevant.
11
Learning Episode 9: Preparing for Teaching and Learning
and
rarely
by
were
and
Kalinga State University
COLLEGE OF EDUCATION
Bachelor of Secondary Education
Major in Social Studies
P6, National Highway, Bulanao Centro, Tabuk City, Kalinga
Submissio
n
Submitted
before
deadline.
Submitted on Submitted a day Submitted two (2)
the the deadline.
after
the days or more after
deadline.
the deadline.
COMMENT/S:
Over-all
Score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16
15 14
13-12 11
Grade
Rating:
(Based on
Transmutation)
10
9-8
7-below
1.0 1.25
1.5 1.75
2.0 2.25
2.5
2.75 3.0
3.5
5.0
99
93
87
81
78
72
71-below
96
90
84
Signature of FS Teacher above Printed Name
75
Date
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Learning Episode 9: Preparing for Teaching and Learning