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Experiencing the Teaching- Learning Process

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EXPERIENCING THE TEACHING-LEARNING PROCESS

LOOKING THROUGH THE MEANINGFUL
LEARNING EXPERIENCES

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Name of FS Student:

Course:
BSEd
Year & Section:
III
Resource Teacher:
Mr. Elmer Magsino
Signature:

Cooperating School:
Tocucan National High School

Your Target
At the end of this activity, you will be able to identify the principles in teaching-learning activities, manuals and other instructional materials used by the teacher in selected subjects.

Your Way
Learning how to apply the teaching principles in a classroom setting is something you aspire for.

Initially, you would need to observe and describe how it is manifested in the real classroom.

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

Step 1: Observe at least three classes and describe the principles of teaching and learning used by the teacher.

Step 2: Observe the cognitive, metacognitive and motivational processes in the classroom.

Step 3: List down the instructional materials used by the teacher to facilitate learning.

Step 4: Reflect on your experience.

Your Tools

As you visit a school and observe classes, use the activity forms to document your observations and write your insights or reflections.

OBSERVATION SHEET
Name of School Observed:
Tocucan National High School
School Address:
Tocucan, Bontoc, Mountain Province

Date of Visit:
January 08, 2013
Grade/Year Level:
Fourth Year

Subject Area:
MAPEH
Resource Teacher:
Mrs. Racquel Tawaken

1. What principles in teaching-learning were commonly applied?

The Teacher started the class by fixing skills. She asked the students to give a recapitulation of the previous lesson. Further, she gave recent update of the contemporary development of the lesson.

She gives the generalization and asks the students to give particular examples or to expound the concept according to their own opinion or
experience. She encouraged participation in the class. She welcomed all ideas correcting them without necessarily telling them they were wrong but by improving their ideas.

She also asked students to corroborate ideas of other students thus, exercising collaborative learning among the learners.

2. What instructional materials were used in teaching?

The teacher made use of the textbook. She refers to the textbook for the main concept and asks the students to expound on the topic being discussed.

3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning?

The Teacher allows cognitive learning by allowing students to read from the textbook. However, it does not end in reading alone. She goes higher to mere reading or memorization by asking them how the concepts are practiced in real life by the people around them or by themselves. She also gives specific situations and asks the students what they would do if confronted with such situations. She motivates the students by encouraging them to recite or asking them if they have a previous knowledge regarding the topic.

Your Tools

As you visit a school and observe classes, use the activity forms to document your observations and write your insights or reflections.

OBSERVATION SHEET
Name of School Observed:
Tocucan National High School
School Address:
Tocucan, Bontoc, Mountain Province

Date of Visit:
January 08, 2013
Grade/Year Level:
Third Year

Subject Area:
Araling Panlipunan
Resource Teacher:
Mr. Elmer Magsino

1. What principles in teaching-learning were commonly applied?

The Teacher encouraged participation. He frequently requests his students to recite. When the same hands are being raised, he pushes for other students to participate. Consequently, some of the students began raising their hands and reciting.

When the teacher cannot seem to get a sensible answer, he tries to give clues or tries to relate it to practical applications which can be visualized by the students. For instance, the students were not able to describe the old Republic in Rome, hence, the teacher identified the Philippines which practices Republican system. How do the Filipinos select their leaders to represent them? The students responded that leaders are chosen through election.

The teacher also practices feedback mechanism. He asks questions and then supplements. As a result, critical thinking of students is developed and the teacher plays the role of a facilitator.

The teacher relates events in the ancient history to contemporary history and even sites examples in the Philippines. For instance, the veto power exercised by the tribune in Ancient Rome was related to the veto power of the congress in contemporary times as practiced in other parts of the world including the Philippines.

2. What instructional materials were used in teaching?

The teacher made use of the textbook and the chalk board in teaching the topic. He asked the students to read from the book and express their opinion in some instances. He made use of the chalk board to write down important concepts such as names and dates or events.

3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning?

The students acquire cognition when the Teacher directly asks them question where the answers can be quoted from the book. However, the teacher probes by asking other questions which will encourage critical thinking from the students. He makes use of the active voice and imaginary scenario which stimulates the students. For instance, “Let us ride in a time machine and go back in ancient times when emperors ruled Rome.” He teaches history which catches the attention of students.

Your Tools

As you visit a school and observe classes, use the activity forms to document your observations and write your insights or reflections.

OBSERVATION SHEET
Name of School Observed:
Tocucan National High School
School Address:
Tocucan, Bontoc, Mountain Province

Date of Visit:
January 08, 2013
Grade/Year Level:
Second Year

Subject Area:
Araling Panlipunan
Resource Teacher:
Mr. Elmer Magsino

1. What principles in teaching-learning were commonly applied?

The Teacher started the class with fixing skills. He tried to ask the students what they have learned during the last meeting. After which, he introduced the new topic by using group dynamics. Topics were assigned to each group and they were instructed to assign secretaries to take down notes and report in class. He also used innovative instructional games.

2. What instructional materials were used in teaching?

The Teacher made use of the textbook. The students read and schemed their textbooks for answers in the topics assigned to them.

3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning?

The learners acquire cognitive skills through the facts found in their textbooks. Their other capacities were developed when they were asked to play the games which required focus and keenness of the mind. Their speaking and confidence is also developed when they were required to report and answer questions from their classmates.

Read an article on your answer. Paste a copy of such article here.

Translating teaching principles into practice
The following five principles and their associated practices have been primarily derived from the University’s Code of Conduct for Teaching and Learning, Code of Conduct in Supervision, Policy on Generic Attributes of Graduates and the selection criteria for the Teaching Excellence Awards. The Code of Conduct for Teaching and Learning states:

The University undertakes to provide a secure, supportive, yet challenging
environment for teaching & learning and research supervision – an environment in which students will be stimulated to reach a high level of intellectual attainment. The principles provide a framework for lecturers and tutors to work within in order to achieve teaching practices that are not only rewarding for students but also those who contribute to their learning. Context for teaching & learning at UTAS

Principle 1: Clear communication with students
Practices:
Intended outcomes, including generic graduate attributes, and expectations are communicated effectively and discussed with students Effective and sympathetic guidance and advice is provided to students Communication between students and teaching faculty is encouraged Opportunities for one-to-one discussion (student/lecturer) is provided Alternative communication arrangements for students studying either internally, externally by distance education or online is provided. Principle 2: Stimulating learning environment

Practices:
Innovative methods of design and delivery of content and course material is undertaken Curiosity in the subject area is encouraged
Independent learning by students is encouraged
Critical thinking skills in students are developed
Variety of teaching strategies and learning activities are provided.

Principle 3: In-depth knowledge of the subject area
Practices:
Recent developments in the field of study are incorporated
Scholarship/research within the subject area is undertaken
Opportunities for students to relate their learning experience to the workplace/community is provided where appropriate Content and teaching strategies are reviewed regularly.
Principle 4: Provision of effective assessment and feedback
Practices:
Assessment is linked to unit outcomes
Expectations in relation to workload are realistic
Explicit criteria for assessment are discussed with students Appropriate and varied assessment activities are provided
Consistent, constructive and helpful feedback on assessment is given Continuous assessment, both summative and formative, is carried out over the teaching semester. Principle 5: Evaluates, monitors and improves teaching practices Practices:

Regular feedback from students is sought
Feedback from peers to enhance teaching is encouraged
Reflection on teaching practice occurs regularly
Professional development activities in relation to teaching and subject area(s) are undertaken.

Reference: http://www.teaching-learning.utas.edu.au/planning/principles

Scribble a brief reflection of your feelings and insights from your observation experience.

It was a very refreshing and enlightening experience. I was able to get lots of strategies and approaches from the Teachers and students that I observed.

It has been a long time since I was in High School and it seems I have underestimated the comprehension ability of High Schools in the present day. The observation experience gave me an opportunity to check my perspective. They are more matured that I pictured them. They are able to speak their minds freely. I believe it is the very encouraging nature of the Teachers that allowed the learners to speak that way. The learners seem to be hesitant at first. But of course it is on account of our presence, I think. Eventually they were very eager to recite.

Communication skill is very important. The Teachers are able to draw the attention of the teachers by maintaining eye contact. They move around the room to break the monotony not to distract attention. Probing is a skill that enables a Teacher to teach and learn at the same time. On the process,
the Teacher is able to get very interesting ideas from the learner. Personally, I became not just a spectator but a learner as well. The lessons became a refresher which rekindled old concepts I have already forgot and sprouted new ideas I have not yet encountered.

The use of games or ice breakers that are both fun and innovative is an effective tool. One of the teachers innovated a conventional game “Pik Pak Boom” into names of East Asian Countries which enables familiarization while having fun at the same time.

Group dynamics is an effective way of teaching. The learners shared their ideas in their respective groups and reported in class. It builds their communication skills, socialization, and confidence.

 NARRATIVE REPORT

December 19, 2012

The group has assembled. We were ready to go at Tocucan National High School. The group was growing impatient. The public utility jeepney bound for Tocucan has already left. We have talked to a few tricycle drivers but the jeepney hire way quite high. Then, a driver from Tocucan passed by and saw one of our groupmates who is also from their place. He was on his way home so he gave us a ride.

I have not walked for long. My only route was Caluttit and the College. I was expecting that I would be left behind. Fortunately, my legs did not fail me; and more, I did quite well. I expected it would cost me great effort, but to the surprise of everyone, I was one of the firsts to arrive at the school.

We stayed at the “kubo” for a while. We asked one of our groupmates to go talk to the Head Teacher because he was the one who delivered the letter. However, we throught it better if we would all go. We were warmly welcomed by the Faculty members. The Head Teacher asked us to go up the library
because it has a wider space. We saw some students busy surfing the internet in the computer and they offered us seats.

The Head Teacher told us that we could not be accommodated this day because the school is busy preparing and practicing for the upcoming Variety Show on December 21, 2012. The group asked when is the best time the group could go back for observation. He said January 08, 2013 is a good day. He also advised us that we should have followed up the letter to which we sincerely apologized.

We had to re-route on our way back. People are beginning to crowd in the way we passed by earlier because a family butchered a pig. We passed by the house of two of our groupmates who live in the place. This day has also been an opportunity for the group to get to know each other more. We were laughing out loud even on our way home while riding at the back of a pick up a good fellow allowed us to join on their way to Bontoc.

I have learned a lot this day. I’ve learned that having a positive outlook is good. Everyone was quite hesitant to go to the faculty quite embarrassed to meet and talk with the teachers. It ended that the Teachers we were quite hesitant to meet were very hospitable. I’ve also learned that sometimes things need to be pushed. Transactions should always be followed through. Most importantly, I’ve proven that “first impressions do not always last.” I guess sometimes, it’s the second impression that makes an imprint. I’ve had my impressions of some of my groupmates. I’ve proven that they are not just good, they’re much better.

EXPERIENCING THE TEACHING-LEARNING PROCESS

CHARACTERISTICS AND NEEDS

Name of FS Student:

Course:
BSEd
Year & Section:
III
Resource Teacher:

Signature:

Cooperating School:
Tocucan National High School

Your Target
At the end of this activity, you 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.

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

Step 1: Make a journal about the tasks performed by the teachers as they teach their lesson noting patterns and variety.

Step 2: Record and highlight observable and significant event(s) in such teaching-learning activities and events.

Step 3: Confer with the teacher regarding observable and significant events.

Step 4: Reflect on your experience.

Your Tools

As you visit a school and observe the teaching-learning practices, use the activity forms to document your observation and write your insights or
reflections.

MY JOURNAL
Name of School Observed:
Tocucan National High School
School Address:
Tocucan, Bontoc

Date of Visit:
Jan. 08, 2013
Year Level:
Second Year

Subject Area:
Araling Panlipunan
Topic:
Ang Asya sa Sinaunang Panahon: Korea

Description of Teaching Strategies:

The Teacher made use of a combination of strategies. Inquiry Based Learning was practiced by asking questions which the students answer. Cooperative learning was also employed. The Teacher introduced an instructional game where the class was divided into 4 groups. The objective of the game was to familiarize the students of the countries found in East Asia. It was also aimed to motivate and stimulate the interest of the students. After the game, the Teacher used another activity of group dynamics by giving topics or question for discussion by every group. After which, one from each group was assigned to present their discussion in class.

Description of Learning Activities:

I was able to learn from the activities given by the Teacher. The game can be modified or innovated in order to introduce or review lessons. The
instructional game will suit all subjects. However, it is only focused on the memorization of concepts hence it is the task of the teacher to expound on the concepts so that it will be understood by the Teacher. The use of inquiry based and cooperative learning are effective activities in order to develop various skills of the students – it means easier task for the teacher because he only guides and multi-skills development if not holistic learning for the students.

Description of Learners’ Participation (proportion of learners who participated and quality of participation):

There is a very high participation rate in the class. Almost everyone was raising their hands during the fixing skills when the Teacher asked what was learned the previous meeting. During the group dynamics, however, there were some students who were not focused on the activity. I noticed some students who were playing with their hair or pens. However, during the report when the class was asked if there were questions, the class seemingly cannot wait for their turn to ask questions. What was very interesting was that, it was some of the students who suggested that the other members of the group answer the question so that everyone in the group can contribute to answering questions.

Signature over Printed Name of FS Student

MR. ELMER MAGSINO
Cooperating Teacher

 NARRATIVE REPORT

January 08, 2013

The group started separately. Two of our groupmates who are from Tocucan is already waiting for us. Another two rode the public utility vehicle really early. While the rest was left to wait for a tricycle as their ride to Tocucan. Irregardless of where and how we managed to go at Tocucan, everyone
was able to arrive on time.

The second time of going to the school was not that tiring. We immediately went to the Faculty Room to consult with the Head Teacher; however, he was not in because he has to attend a seminar elsewhere. We were glad through that he informed all the other Teachers and so they have already arranged what classes were to be observed.

The first class we have observed was a fourth year class facilitated by Mrs. Racquel Tawaken who was teaching Music, Arts, Health, Physical Education and Health. It was composed of a small class comprising 21 students – 10 males and 11 females. Upon entering, the students stood up and greeted their Teacher including our group. It felt good that Mrs. Tawaken said that we will become teachers in the future. Immediately, she started with the lesson by asking the students what they have learned during their previous lesson. The lesson was on environmental balance. She asked the students what they understand with the concept. After which, she asked the students on how can they contribute to the attainment of environmental balance. Mrs. Tawaken asked the group if we could also share our opinion and so one stood up and expressed an opinion.

After which, the subject was introduced. It was on Responsible Parenthood. It was a very interesting topic. The students were actively participating. Personally, I found the topic very interesting like the students who were constantly asking if not answering questions.

The next class was an Araling Panlipunan Class of Third Year Students comprising 21 students. Unlike the first class though which immediately warmed to our presence as if we were not observing them, this class was quite reluctant at first. Only few were raising their hands but eventually the class warmed up.

As Mr. Magsino said, we fastened our seatbelts and rode a very large time machine and went back to the time of Ancient Rome – a time when the grandeur of Rome dominated Europe and when emperors ruled the land. There were bad
and good emperors as was discussed through discussion and inquiry method.

There were many lessons learned this morning. But one very important lesson is that we should walk or talk. People know everything about the ways of taking care of the environment but the problem always is do we do it?

Responsible parenthood is not a controversial issue, Reproductive Health Law is. Responsible parenthood is learning to take care of yourself and your children. It entails responsibility – huge responsibility because it is a great and noble task to shape children to be productive members of the community and the society at large. It suddenly dawned on me that parenthood is like teaching. Similarly, teachers shape their students to be responsible beings. They not only teach basic subjects but the foundation of life itself.

Rome has been the pinnacle of the world during the ancient times. Its rise and fall was a result of great leadership and it’s opposite. Greatness therefore is a result of our actions and the choices that we make. If we want to be great then we should good.

EXPERIENCING THE TEACHING-LEARNING PROCESS

ASSISTING A TEACHER WITH A
“TEACHER’S TOOLBOX”

Name of FS Student:

Course:
BSEd
Year & Section:
III
Resource Teacher:
Mr. Elmer Magsino
Signature:

Cooperating School:
Tucocan National High School

Your Target
At the end of this activity, you will be able to identify the 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
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 1: Observe a class and identify the lesson objectives, learning activities, instructional materials and assessment tools used by the teacher.

Step 2: Interview the teacher on the reason behind the use of observed learning activities and instructional materials.

Step 3: Reflect on the reasons given by the teacher interviewed.

Your Tools

For this visit, document your observations and responses to the interviews you conduct by using the activity forms provided for you.

An Observation Guide for Assisting Teacher
1. What are the objectives of the lesson?

At the end of the lesson, the students must be able to:
a. describe what Korea was like during the ancient times;
b. answer the questions assigned to them in groups; and
c. report in class the result of their group dynamics.

2. How do the learners participate in the learning activities?

There is a very high participation rate in the class. Almost everyone was raising their hands during the fixing skills when the Teacher asked what was learned the previous meeting. During the group dynamics, however, there were some students who were not focused on the activity. I noticed some students who were playing with their hair or pens. However, during the report when the class was asked if there were questions, the class seemingly cannot wait for their turn to ask questions. What was very interesting was that, it was some of the students who suggested that the other members of the group answer the question so that everyone in the group can contribute to answering questions.

3. What instructional materials are employed?

a. Textboook
b. Chalkboard
4. How does the teacher assess the learning in the lesson? Is he assessing the process or the product?

The Teacher was assessing both the process and the product. During assessment of the process, the Teacher was observing how the students were following instructions in the group dynamics. After which, the product was assessed when the groups were required to present the result of their discussion in class.

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

The Teacher aimed to develop resourcefulness and critical thinking among the students. In the conduct of the group dynamics, the students are able to practice resourcefulness and division of tasks. Also critical thinking is developed when the members of the group who is reporting are made to answer questions not only from the book but practical answers as well. Teamwork is also developed in the activity which is both a skill and a value every
individual needs to possess if one is to develop sound working relationship with other especially in the team.

Signature over Printed Name of FS Student

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

Fixing Skills

The students were eager to answer the questions given by the Teacher. The Teacher makes the students share what was learned from the previous lesson by giving hints or clues.

Understanding and Repetition Aid. This theory provides that a concept which is repeated is likely to be learned more; hence, the importance of review.

Fixing skills especially in this case when the students just came from a long vacation can be done through a game. The Teacher can start by giving a question from the lesson. When a student answers, he is given the chance to throw the next question. This continues until important topics or subtopics have been covered.

After a long vacation, the students are most likely still has a “hang-over” from the long break. It is best to give a review which is very stimulating and a game is a good idea.

Instructional Game – Modified Pik Pak Boom

The students were made to play pik pak boom changing the terms to East Asian countries

Law of Intensity. A sharp, clear, or exciting learning experience teaches more than a routine or boring one

The game could have been played a little longer. The game was sort of a drill which can help in mastery had the game been extended even for another three minutes.

Drill/Exercise promotes mastery.

Group Dynamics

The students were divided into groups with specific topics or questions to answer. A secretary and reporter were assigned to share the discussion to the class.

Peer Teaching. Sometimes learners also learn from their fellow students not just from the teacher.

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 Objectives
Learning Activities and Instructional Materials
Assessment Tools
Responsible Parenthood
At the end of the lesson, the students were able to:
a. define responsible parenthood;
b. identify the reasons for having children; and,
c. foresee the implications of having a big or small family. Activity:
Discussion;
Question and Answer

Material: textbook
Recitation
Ancient Rome
At the end of the lesson, the students were able to:
a. explain how Rome reached its glorious era during the ancient times; b. enumerate the leaders of ancient Rome;
c. differentiate good emperors from bad;
Activity:
Discussion
Question and Answer

Material: textbook
Recitation
Asia During Ancient Times: Korea
At the end of the lesson, the students were able to:
a. describe Korea during ancient times;
b. work cooperatively with the group; and
c. report to class clearly the topic assigned.
Activity:
Review through Discussion and Instructional Games
Group Dynamics
Reporting

Material: textbook
Recitation

Report

Observer

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 processes. Please express your thoughts, feelings, insights or new understanding through creative visual representation here.
Then share your reflection with your FS teacher and classmates.

 NARRATIVE REPORT

January 08, 2013

After the lunch break, the group proceeded at the Second Year classroom. Again, we accompanied the students on a trip. We took our seats and flew to China. The Teacher asked the students to share to class whatever they recall from the last meeting. The students recited and along the way the Teacher was supplementing the answers of the students.

It was “holy hour” and some of the students were showing signs of boredom. The Teacher keen on such reaction immediately introduced an Instructional Game. The class was divided into 4 groups. East Asian Countries were written on the born. Korea, China, Japan. A pattern was made – Korea, China, Japan, then inverse Japan, China Korea and so on and so forth. The Teacher points to the row and all the members of the team stands and utters the name of the country. The team that commits an error is marked. Whoever reaches three errors first will be punished.

The punishment was easy and amusing. The students were made to face the board and were instructed that all answers should be things used in the kitchen. The teacher says, “What do you use with this (shows the class wiping of the ass) and the first student says plate. Then the teacher asked what the student uses in his nose and the student not seeing the action says knife. The third one was asked what he uses with his ears and he replied spoon. The class including the group was laughing hard and enjoying the show.

After which the group was divided into three groups. Questions from the textbook were given to them. Groups 1 is assigned with letters a and b, Group 2, c and d, Group 3, e and f. Each group was assigned a secretary to take down what is being discussed and to report it in class after the allotted time. The students were given ten minutes to discuss but the other two groups requested for an extension. It was Group 2 who volunteered to go
first and report. There was a lively interaction during the questioning and answering after the report.

The other two groups were reminded to finish their reports as they are to report the following meeting. Before we said goodbye, we requested a picture taking with the class for remembrance.

I’ve learned that the teacher should be keen and observant. You should empathize with the learning mood of the students. The teacher should be ready to innovate and motivate the students not only to stimulate but to hold their attention. I’ve also learned that learning can be fun and learning is best when the class is having fun while learning.

Cite this Experiencing the Teaching- Learning Process

Experiencing the Teaching- Learning Process. (2016, Jul 22). Retrieved from https://graduateway.com/field-study-2/

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