PRINCIPLES OF LEARNING

Observation Worksheet Educ 223 – Field Study 2
Principles of Teaching 1 Instructor: Eddelyn D. Gupeteo

Name: Theresa Salaver-Eliab Date of Observation:May 14 and 15, 2012
Grade/Year Level/Section: First Year, Irreg. Teacher:Ma. Vanessa Amor Sobrejuanite
Time: 9:15-10:45 am Topic Lesson:Deviance and Social Control

Observation # 1: Principles of Learning

Observe a class and describe how the teacher handles the class, if learning flourishes in a situation in which teaching is seen as a facilitating process, taking into consideration the different principles on how learning takes place.

1. Use the matrix to record your observation on the principles of learning being employed in the class by the teacher.

Principles of Learning
Activity/Situation

1. Learning is an experience which occurs inside the learner and is activated by the learner.

The group activity where students were tasked to list the different deviance in the Philippine setting was an example of learning being activated by the learner.
2. Learning is the discovery of the personal meaning and relevance of ideas.

The examples of deviant behavior and situation given by both the teacher and students during discussion were experiences of everyday life. Students can readily relate to them.
3. Learning (behavioral change) is a consequence of experience.

A student gave an example on Internal Social Control. He said that he now throws his garbage properly. This conviction, he said, came from the constant awareness he learned as he was growing up.
4. Learning is a cooperative and learning process.

While lecture was going on, the teacher throws many questions and students shared their own ideas in the discussion.

The students were dividedinto groups of three and were tasked to come up with as many deviant behaviors they can name. Afterwhich, they will come up with three topmost deviant behavior and will have to explain their reasons for choosing such.
5. Learning is an evolutionary process.

Deviance and its technical aspect is a relatively new topic for most students. It is usually introduced only in Socio 111 in the college. But examples and the essence of deviance have already been experienced or witnessed by students even back in grade school or high school. The capacity of students to give examples to the teacher was a result of their previous knowledge or learning about the topic. The teacher gave the lesson as an upgrade of their previous experience.
6. Learning is sometimes a painful process.

The requirements given by the teacher for this topic (group activity and video documentary) demanded effort from students. They needed to go beyond Socio 111 class time to gather, brainstorm, formulate and run the project.
7. One of the richest resources for learning is the learner himself.

The examples, opinions, arguments and personal experiences provided by the students during the discussions were very rich resources that further enhanced learning in the class.
8. The process of learning is emotional as well as intellectual.

Students were engaged in the class activities. They provide examples and shareeven very personal experiences in relation to the topic. The level of their disclosure and comfortability revealed that the exercise was not only intellectual but emotional as well.
9. The process of problem solving and learning are highly unique and individual.

The teacher used varied strategies of delivering the input namely lecture-discussion, group activity and a project for the groups (a video documentary of deviant behavior. The students presented a creative presentation for deviance.

Analysis:

The teacher was able to address almost all the principles of learning in her class. In my opinion, the teacher’s approach to learning was constructivist in nature. While she acknowledged her authority, she highly honored the students’ natural capability by actively engaging them in the learning process. In the examples she gave during discussions, she made use of everyday life experiences to make the topic real for students. Moreover, students, from time to time, provided their own ideas. The different strategies she used like group activity, processing and project like the video documentary allowed for students to explore more on the in-depth meaning of deviance.

The conduct of the class can still be improved with the teacher employing the art of questioning. 10. Evaluate the Learning Climate.

Time
Activities
Intellectual Climate
Social Climate
Emotional Climate

May 14

9:15-10:11 am 10:12-10:30 am

10:30-10:45 am

May 15

9:15-9:30 am 9:30-10:45 am

Note: As a project, the class had a video presentation of the different deviant behaviors in society. This was shown on May 11. The teacher gave a copy of the video to the observer.

Lecture-Discussion

Group Activity

Processing of group output /
Synthesis.

Review on Deviance

Lecture-Discussion on Social Control

The teacher provided the concept and theories of deviance.

The teacher went around to monitor the progress of group activities. There was active exchange and consultation on the ideas of the students.

The teacher processed the group output while students justified their output invoking prior discussion on deviance.

The teacher cited the important points in the lesson of the previous day.

The teacher discussed the technicalities of social control ant its components.

It is also social because there was active participation among students.

Students worked together to come up with an output.

The activity involved participation of students.

Students participated in the discussion as the teacher was calling names to discuss the points.

The whole time that the teacher was discussing, she called students to participate and provide examples and comments.

There were several times that the whole class would laugh at their own experiences and the jokes of the teacher and classmates.

It is emotional because the discussions and examples revolved around personal experiences of students at the same time realities of everyday life in the Philippine setting.

It is emotional because they get to share their personal experiences about the topic.

Three students share their experiences on the following: shoplifting as a result of peer pressure; an advocacy against abortion and proper garbage disposal

Remarks:

Overall, the teacher was able to strike a balance on creating the intellectual, social and emotional climate for the class. What helped to achieve these were the different strategies she employed in delivering the lesson that promoted intellectual exchange,high participation and sharing of personal experiences of students. Also crucial in creating the dynamic climate was the disposition of the teacher. She was non-threatening. She encourages the class to share. She respects the ideas of the students but she has her own way of correcting them when they misunderstood the concepts. Her being a young faculty made her students relate to her well because she understands and uses the language of the young to bring home the message of the lesson.

______________________________ Name & Signature of Observer