Credit: 1 unit
Duration: 17 hours
This Field Study course 2 is designed to provide FS students with opportunities to connect teaching-learning theories and principles discussed in the six unit courses in Principles of Teaching 1 and 2 with actual classroom practice. It is intended to help the FS student observe how these principles of teaching and learning are applied by the Resource Teacher to make the teaching-learning process interactive, meaningful, exciting and enjoyable.
Field Study can be anchored on the following Professional Education subjects: Principles of Teaching 1 and
Principles of Teaching 2
Educational Technology 1 (partly)
1. Arrive at an experiential knowledge and understanding of the principles of teaching and learning. 2. Reflect on the application of the principles of teaching and learning for meaningful and lasting learning. 3. Determine how the guiding principles in lesson objective formulation are applied in the teaching-learning process. 4. Acquire the skill in developing cognitive, skill and value lessons meaningfully and interestingly by an in depth treatment of the subject matter and by integrating thinking skills. 5. Apply the guiding principles in the selection of teaching strategies. 6. Identify the teaching approach employed.
7. Trace the logical development of a lesson.
8. Identify effective questioning and reacting techniques.
While I observe three different classes, I will be able to identify
applications of the principles of learning in the teaching-learning process.
Field Study 2, Episode 1 – Principles of Learning
Focused on: Application of the principles of learning in the teaching-learning process Tasks
All tasks were done with outstanding quality; work exceeds expectations. 4
All or nearby all tasks were done with high quality.
Nearly all tasks were done with acceptable quality.
Fewer than half of tasks were done; or most objectives met but with poor quality. 1
Analysis questions were answered completely in depth answers; thoroughly grounded on theories.
Exemplary grammar and spelling.
Analysis questions were answered completely.
Clear connection with theories.
Grammar and spelling are superior.
Analysis questions were not answered completely.
Vaguely related to the theories.
Grammar and spelling acceptable.
Analysis questions were not answered.
Grammar and spelling unsatisfactory.
Reflections statements are profound and clear, supported by experiences from the episode.
Reflection statements are clear, but not clearly supported by experiences from the episode. 3
Reflection statements are shallow; supported by the experiences from the episode.
Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1
Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.
Portfolio is complete, clear well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3
Portfolio is incomplete; supporting documentation is organized but is lacking.
Portfolio has many lacking component; is unorganized and unclear.
On the deadline
A day after the deadline
Two days or more after the deadline
___________________________ _________________ Signature of FS Teacher Date Above...
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