Education Unit Earners
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
Observation Report #1: An exercise in scaffolding. Think of a possible skill you would like an
individual/child learn. Use the scaffold technique in helping your student learn.
Steps:
1. Choose an activity you are good in.
2. Identify an individual to whom you can teach
this skill. Somebody who will benefit from
scaffolding.
3. Break down the steps you will take in
teaching the skill.
4. Determine how you will use scaffolding.
Describe the specific actions you will do to
scaffold
Observation Reports
Own Plan
I will teach Jasmine and Elya take a bath
on their own.
I will be teaching my 2 daughters,
Jasmine (5yo) and Elya (3yo).
a. On the 1st day, I will give them
each a bath and I will show them
every step and tell them how it is
done and why it is done that way.
b. The 2nd day, I will prepare the
bathroom so that they will not have
difficulty taking a bath on their
own, like making the soap and
shampoo within reach and filling
the pail.
c. Then I will allow them to bathe on
their own. I will just stay outside
the bathroom and give
instructions whenever necessary.
d. On the 3rd day, they will be on their
own.
a. The first scaffold will be given on
day 1 wherein I will show them
how to take a bath by applying the
action to them with explanations
as to why it is done that way and
why it has to be done.
b. The second scaffold will take place
on day 2. On this day, I will
prepare the bathroom to be childfriendly when they enter and bathe
themselves. There will be enough
water, the towel will be within
reach, as well as the shampoo,
soap and face towel. I will also
give additional instructions if
needed.
c. On the 3rd day, I will not stay near
the door but I will still be in sight. I
will just say instructions in a voice
level that can be heard and I will
monitor their actions by paying
Page 1
Education Unit Earners
Educ 221 – Facilitating Learning
5. Teach the skill to the individual.
6. Describe how the learning activity went.
Facilitator: MJCGalvez
attention to the sounds coming
from the bath room.
I will let them take a bath on their own.
It went well. A bit wet and wild at the
start because they wanted to bring toys
with them. So they had plans not just to
simply bathe but play as well but I didn’t
allow them because they will not be able
to focus on the task, which is learning to
bathe on their own.
But on the 2nd and 3rd day, I felt that they
were starting to enjoy the sense of
independence and in fact was looking
forward to doing it alone.
In fact, on the 3rd day, Elya also took a
bath in the afternoon, instead of the usual
half bath. 
Reflection: From your experience, answer the following:
1. What happened during the conduct of activity?
It was fun but a bit tiresome because they immediately wanted to be left alone. In fact, Elya
was pushing me away and telling me to leave the bath room during day 1 of the scaffolding
activity. Bath time became exciting for them because they know that they have independence
because they are allowed to bathe on their own. Though too much water was wasted because
they enjoyed playing while taking a bath, I think the activity was fruitful, indeed.
2. How did you feel while doing the scaffold activity?
I was excited. I have been doing scaffolding activities with my children without my knowing
and now that I am aware, it made the activity exciting because I was more aware of every little
detail of the activity and I was monitoring their progress each day we did the activity until they
were able to successfully do the task on their own. While I was doing my activities, at the back
of my mind, I was also thinking of the scaffolding activities I have been doing with my class and
the new scaffolds I will start with my new students.
3. What have you learned from this activity?
I learned that indeed learning becomes easier and more fun, if the learners are motivated to
become active participants of the learning process and not just made to swallow and chew and
eventually spit it out as was given to them (the typical lecture then objective quiz type of
teaching). Given what I did with my 2 daughters, I now know how to teach them other skills
like tying their shoes by using the scaffolds method of Vygotsky. And looking at the bigger
picture, I know that I am better equipped when the new school year opens because I am
looking at my lesson plan with new eyes because I am trying to picture out how I can put
scaffolds in my classroom processes so as to facilitate the learning of my learners.
Observation Reports
Page 2
Education Unit Earners
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
Reference: Lucas and Corpuz. Facilitating Learning: A Metacognitive Process (2007)
Observation #2:
A. Tolman’s Purposive Behaviourism. State a personal message derived from the key
concepts of Tolman’s purposive behaviourism. Use the table provided below:
Lesson Topic:
Diskursong Paglalahad/Ekspositori
Grade/Year Level: Ikalawang Taon sa kolehiyo
Key Concepts of Tolman’s Theory on
Purposive Behaviourism
1. Learning is always purposive and goal
directed
Personal message
(what you will use in teaching a specific lesson)
Inaasahan ang mag-aaral na:
a. Matitimbang ang isang mahalagang isyung
inuugnay sa RH Bill, ang aborsyon at
makapipili ng panig ukol sa isyung ito;
b. Makasusulat ng isang talatang naglalaman
ng limang (5) pangungusap na naglalahad ng
kanilang pagpapahalaga sa naturang isyu.
2. Cognitive maps help students perform
Bilang pantulong sa mga mag-aaral, gagamitin nila
well. Organisms select the shortest or
ang BIG MAC Paragraph Writing Organizer.
easiest part to achieve a goal.
(Matatagpuan ang graphic organizer sa huling
pahina)
3. Latent learning stays with the individual Isasaalang-alang ng mga mag-aaral ang kanilang
until needed
dating kaalaman hinggil sa pagsulat ng talata.
Kailangang may paksang pangungusap, may
tatlong sumusuportang pangungusap at may
pangungusap na pangwakas.
4. Learning is influenced by expectations,
List possible external factors you have to consider
perceptions, representations, needs and in teaching the lesson that may influence the
other internal variables.
teaching-learning process in terms of students’:
 Expectations – Inaasahan kong lahat sila ay
may kaalaman tungkol sa mga usapin na
nauugnay sa RH Bill, ngunit sa katotohanan,
hindi lahat ay may access sa impormasyon
kung kaya’t maaaring mayroong walang
kaalam-alam tungkol dito.
 Perceptions/Attitudes – Dahil sa iba’t ibang
paniniwala na maaring bunsod ng kanilang
relihiyon o pangkat kultural na
kinabibilangan, maaaring magkaroon sila ng
iba’t ibang pananaw hinggil sa mga isyung
nakapaloob sa RH Bill partikular sa
aborsyon.
 Prior learning vs wrong learning – Alam ng
lahat na lumulobo ang populasyon ng bansa
kaya akala agad ng marami na ang RH Bill
Observation Reports
Page 3
Education Unit Earners
Educ 221 – Facilitating Learning




Observation Reports
Facilitator: MJCGalvez
ay para lamang mapigilan ang patuloy na
paglobo ng populasyon , na sa katunayan ay
hindi naman, kundi isa lamang ito sa mga
isyung nakapaloob sa RH Bill.
Concept representations –Agad iniisip ng iba
na kung ikaw ay Kristyano, dapat ay pabor
ka sa RH Bill, at kung hindi ka naman pabor
sa RH Bill, pinaniniwalaan agad na
pinapaburan mo ang aborsyon. Madalas ding
iniuugnay ang mga condom sa RH Bill gayun
din ang bilang ng populayon ng bansa.
Interests – Dahil sa mga mali-maling
pananaw kung ano ang RH Bill, iba’t ibang
interest ang napukaw ng panukalang batas.
Isa na riyan ay ang isyu ng sex education
curriculum sa mga paaralan, ang paggamit
ng mga artipisyal na kontraseptiv at iba pa.
Background – Dahil sa iba’t ibang
pinanggalingan ng mga kabataan, iba’t bang
pananaw rin ukol sa panukalang batas ang
kanilang dala-dala sa paaralan at ito ay
magiging daan ng malaman na talakayan
kung mahihikayat ng guro ang mag-aaral na
magpahayag ng kanilang sariling pananaw.
Physiological state – Masasabing maselan
na usapin din ang RH Bill dahil talagang
sapul nito ang kabataan na isa sa puntirya ng
panukalang batas dahil layon nito na bigyan
ng sapat na impormasyon ang kabataan sa
pangangalaga ng kanilang pangangatawan
sa pisikal at sekswal na aspekto. Dahil dito,
dapat ay maging maingat ang guro at
maaaring pakiramdaman muna niya ang
estadong sikolohikal ng mag-aaral sa
pamamagitan ng mga uri ng tanong na
pangkalahatan bago magbigay ng mga
katanungang magpapaisip sa mga magaaral.
Page 4
Education Unit Earners
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
Reference: Lucas and Corpuz. Facilitating Learning: A Metacognitive Process (2007)
Observation #2:
B. Thorndike’s Theory on Connectionism. Use the different Laws in Learning and come up
with a concrete plan how you will apply these law in teaching.
Lesson Topic:
Pagsulat (Malayang Pagsulat)
Grade/Year Level: Unang Taon sa Kolehiyo, Ikalawang Semestre
Primary Law
1. Law of Readiness
2. Law of Effect. Indicate specifically how you will
use positive/negative reinforcements (rewards)
Observation Reports
Application of Primary Law in Teaching
 Isang mahusay na paraan upang
malaman kung anong kahandaan sa
pagsulat ang taglay ng mag-aaral ay
ang pagsasagawa ng diagnostic test
kung saan bawat mag-aaral ay
susulat ng maikling talataan tungkol
sa isang paksang pagkakasunduan
ng klase.
 Bagamat walang katumbas na
puntos, mamarkahan ito ng guro
upang malaman kung saang aspekto
higit na kailangan na pagtuunan ng
pansin sa pagtuturo ng pagsulat:
 Paggamit ng wika: salita,
gramatika at bantas
 Pagbaybay
 Estilo ng pagsulat
 Organisasyon ng kaisipan
 Ngunit ang higit na pokus ay ang
paglinang ng kakayahan sa pagsulat
kung kaya’t ang mga kahinaan sa
wika ay maaaring insidental ang
pagwawasto upang hindi
maisasakripisyo ang mahahalagang
aralin.
 Ang gawain ay pagsulat ng maikling
komposisyon. Ibibigay ang mga
gabay sa mag-aaral isang miting
bago ang aktwal na gawaing
pagsulat.
 Sa ganitong pamamaraan ay
makakapaghanda ang mag-aaral sa
gawain. Maaari na silang gumawa
Page 5
Education Unit Earners
Educ 221 – Facilitating Learning


3. Law of Exercise

Facilitator: MJCGalvez
ng burador at isusulat na lamang
ang pinal na sipi ng komposisyon sa
klase.
Ang mag-aaral na matatapos ang
kanilang komposisyon sa loob ng
isang sesyon lamang ng klase ay
maaari ng makaalis sa silid-aralan
kahit hindi pa tapos ang oras ng
klase.
Ang mag-aaral na hindi matatapos
ang komposisyon sa loob ng isang
sesyon ay mapipilitan na isumite ang
komposisyon kahit hindi pa tapos.
Ang isang kasanayan na tulad ng
pagsusulat ay hindi natututunan
nang minsanan lamang. Kailangan
nang paulit-ulit na mga pagsasanay
sa iba’t ibang uri ng mga sulatin,
maiikli at mahahaba upang mahasa
ang kanilang kakayahan: (1) sa mga
mekaniks ng pagsulat (2) estilo ng
pagsulat (3) wastong paggamit ng
wika (4) wastong gramatika (5)
wastong pagbaybay at (6)
pagsasaayos ng kaisipan.
Reflection:
1. How did Tolman’s and Thorndike’s Theories improve your skills in lesson planning? Malaki ang
naitulong ng mga teorya nina Tolman at Thorndike sa aking pagbuo ng lesson plan. Una sa
lahat, pinahalagahan ni Tolman ang pagkakaroon ng isang tiyak na layunin o goal na
mayroong mga tiyak na hakbangin upang matamo. Pinahalagahan niya ang pagtiyak ng isang
kapaligirang kaaya-aya at kapaki-pakinabang sa pagkatuto ng isang mag-aaral. Sa kabilang
banda, sa pagkapit pa ng teorya ni Thorndike ukol sa 3 pangunahing batas ng pagkatuto, higit
na mapagtitibay ang mabubuong lesson plan. Base na rin sa tawag sa kagamitan ng guro,
lesson plan, nangangahulugan na may plano ang guro at bawat plano ay mayroong layunin o
goal. At sa pagbuo ng plano, kailangang isaalang-alang ang kahandaan ng mag-aaral upang
matiyak na ang kapaligiran na kinabibilangan ng mag-aaral ay magiging daan ng kaniyang
pagkatuto. Sa bawat hakbang na isasama sa plano, dapat ay isaalang-alang na rin ang
magiging epekto nito sa mag-aaral dahil ang positibo at negatibong epekto nito ay may
malaking impak sa kanyang pagkatuto sa kabuuan na may epekto sa kinabukasan ng magaaral. At sa matutuklasang kahinaan ng mag-aaral, doon itutuon ng guro ang mga mumunting
gawain/tasks upang matiyak na ito ay mapagbubuti ng mag-aaral (law of exercise).
Observation Reports
Page 6
Education Unit Earners
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
2. Why is it necessary that specific factors affecting the teaching-learning process be
considered? Napakahalaga na bawat aspekto, maliit man o malaki, ay mabigyan ng pansin
dahil ang mga ito ay maaaring maituring na scaffolds ng pagkatuto o sa kabilang
banda,hadlang ng pagkatuto. Maaaring may isang mag-aaral na naiisip ng guro na may
kahirapang unawain ang aralin, kung siya ay bibigyan ng konsiderasyon ng guro sa isang dilantad na pamamaraan, matutulungan niya ang bata na magkaroon ng tiwala sa kanyang sarili
na maaaring makatulong sa kanyang pag-unawa ng aralin. Ngunit kung lantaran naman
niyang ipapamukha sa mag-aaral ang kaniyang kahinaan, na alam na niya, magkakaroon ito
ng negatibong epekto sa bata at maaaring maging daan ng kanyang lalong di pagkatuto at
kalauna’y maaaring paghinto sa pag-aaral.
3. What insights have you learned from doing this activity? Natutunan ko na kahit na mayroong
sariling plano ang guro kung ano ang balak niyang mangyari sa loob ng klase sa isang
partikular na sesyon, dapat ay handa pa rin siyang agad-agad itong baguhin o gawan ng mga
adjustments kung kinakailangan o kung kaniyang nararamdaman na mayroong mag-aaral na
mayroong kakulangan ng kahandaan para sa naturang gawain. Sa ganitong pagkakataon,
makakaramdam ang mag-aaral na pinahahalagahan ng guro ang kanyang kakayahang matuto
at ito naman ang magtutulak sa mag-aaral na pagbutihin pa ang kanyang kakayahan. Higit sa
anupaman, dapat ay makaramdam ang mag-aaral na siya ay nasa isang lugar na maaari
siyang matuto kahit na maaaring may pagkakaiba o kaibhan siya sa kanyang mga kamag-aral.
Sa pagpapahalaga ng guro sa mga kakayahan ng bawat mag-aaral, mahihikayat silang
matuto.
Reference: Lucas and Corpuz. Facilitating Learning: A Metacognitive Process (2007)
Observation Reports
Page 7
Education Unit Earners
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
Observation #3: Applying Gagne’s Conditions of Learning. Choose a class that you would like
to observe and see how the teacher applied the different steps in teaching a lesson.
Date of Observation:
May 2-3, 2012
Year Level and Section: 2nd year
Lesson:
Delivery of a Tribute speech
Time of Observation: 1100-1230
Course:
Mostly Accounting Tech.
(Note: Please refer to module on Gagne’s Condition of Learning)
Task 1: Identify the different outcomes the teacher targeted for the sessions. Briefly describe the
following:
a. How the teacher set the conditions for students to learn
i. The teacher delivered her very own tribute speech.
ii. This inspired the students in writing their own speech.
iii. When the teacher delivered the speech, the students were able to relate to the
task because the teacher taught by modelling.
b. What the teacher did to achieve the learning outcomes
i. The teacher gave the activity before the date of delivery.
ii. The students wrote their speeches at home, thus they had enough time to revise
their work as well as practice their delivery, which was the focus the activity.
iii. But prior to this particular activity, the class already discussed how to deliver
speeches. Since the class is Public Speaking, activities really require the
students to speak.
Table 1: Category of Learning-Learning Outcomes-Conditions of Learning
Category of
Learning
Verbal Information
Intellectual Skills
Cognitive strategies
Attitudes
Observation Reports
Example of Learning Outcome
(Lesson Objectives)
Be able to construct grammatically
correct sentences.
Be able to express their ideas in a
clear and concise manner.
Think of a thing or specific person to
write a tribute speech.
Students must listen to their
classmates.
Conditions of Learning
(Activities prepared/planned by the
teacher to teach the lesson)
The students wrote a one-page tribute
speech.
Teacher discussed what the
components of a tribute speech are.
Students were exposed to samples of
tribute speeches and on what
occasions these speeches were
usually delivered. The teacher also
delivered a tribute speech.
The teacher delivered her own tribute
speech in front of the class as an
example.
Page 8
Education Unit Earners
Motor Skills
Educ 221 – Facilitating Learning
Learn the proper stance, posture
and actions when delivering a
speech.
Facilitator: MJCGalvez
Delivery of speech
Task 2: Briefly describe what the teacher did (using the teaching sequence of Gagne) in the different
events of instruction.
Table 2: The Teaching Sequence.
Event of Instruction
1. Gaining attention
2. Informing the learners of the
objective
3. Stimulating recall of prior
knowledge
4. Presenting the stimulus
Observation Reports
Lesson Example/
Conditions of
Learning
Teacher asked if they
have ever given a
tribute speech.
Rationale
To prepare the
students for the
activity, writing
and delivering a
tribute speech.
The teacher informed To prepare the
the students that next students of what
week (May 2-3,
will happen in the
2012), they will be
days to come.
delivering tribute
speeches they
themselves wrote.
The teacher
Students must be
discussed tribute
made aware that a
speeches. She told
tribute speech is
students the
another type of
characteristics of a
speech. And just
tribute speech and
like any other type
when such kind of
of speech, it
speeches are often
begins with a
delivered. Tribute
written text. Thus
speech is still a
in writing their
speech. It will still
speeches, they
observe the proper
must at all times
mechanics such as
observe the
correct language use proper mechanics
and order of
of a written
thoughts.
discourse.
The teacher provides By modelling the
examples of tribute
teacher was able
speeches a well as
to deliver the
stated occasions
message across.
when such speeches
are usually delivered.
Response of
Learners
Some students were
excited while others
were not.
Some students started
thinking of a person or
thing to give a tribute
to.
They asked questions
like how long their
speeches would be.
The students started
thinking of a person or
thing to give a tribute
to.
Page 9
Education Unit Earners
5. Providing learners guidance
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
The teacher
discussed what is
usually included in a
tribute speech as
well as gave hints on
how to make it more
meaningful. The
teacher also gave
samples of people
whom to offer their
speeches.
The students
delivered their own
tribute speeches.
This gave the
students an idea
on how to go
about writing their
own speeches.
The students were
able to identify a
particular person to
give tribute to.
To be able to
experience
making and
delivering a tribute
speech.
7. Giving feedback
The teacher would
nod her head for
approval or clap her
hands or say give
that to your mom or
dad after every
speech delivery.
8. Assessing performance
The students were
informed of how they
will be graded. There
is a breakdown of
specific items that
will be graded. Their
grades will be made
known during
distribution of
midterm grades.
The immediate
feedback gave the
student a sense of
victory. Not only
because they
have delivered
their speeches but
because they felt
that the teacher
appreciated their
effort.
Itemizing the
points will give the
students an
opportunity to
identify their
strengths and
weaknesses.
They were into the
activity. A lot of the
students really got so
emotional with their
speeches that some
even cried.
They students
appreciated the short
comments and I felt
that they were
satisfied with their
work.
9. Enhancing retention and
transfer
To further develop
their skills in
delivering speeches,
there will be other
speaking activities.
6. Eliciting performance
Observation Reports
Since it is a public
speaking class,
different kinds of
speaking activities
will really take
place.
The students were
able to concentrate on
the tasks because
they know that the
grade will be given the
following week.
The students are
aware of the subject
description, thus, they
already know what to
expect.
Page 10
Education Unit Earners
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
Reflection:
1. What did you like about the teacher’s activities?
It was very inspiring that a simple activity motivated the students to examine their feelings
towards significant people in their lives and were able to write a very well-organized and wellwritten speech about this person. Other students even cried as they were moved by the words
they themselves wrote.
2. Which of the activities would you consider keeping and changing if you will teach the same
lesson? I wouldn’t change anything at all. In fact I was amazed that even the teacher delivered
her own tribute speech to inspire the students. I am actually planning to conduct the same
activity in my Filipino 1 class for their pagsasalita activity.
3. What are your realizations after the class observation? That indeed, it is not really what
activity you do in class but how you deliver the activity that will spell out the outcome. We may
have a very grand plan but when the time for the actual execution of the said activity is at
hand, there are factors that might affect the way things will happen in class. These factors
could be the students, the environment or the teacher him/herself. Apart from that, if the
activity is something that the students can really relate to, the more enthusiastic they will be in
performing the activity. I noticed that a lot of the speeches delivered were really full of
emotions and were carefully thought of and well-written. Indeed, it was really a tribute.
Observation Reports
Page 11
Education Unit Earners
Observation Reports
Educ 221 – Facilitating Learning
Facilitator: MJCGalvez
Page 12