This will help you, fellow education students to answer your FS, just make sure to improvise, and thank me later :)

1. My Tools
OBSERVATION SHEET
Name of the Resource Teachers observed: Mrs. Candelaria Torrevillas
Mrs. Liezel Caermare
Mrs. Ma. Cristina Galgo
School Address: GCCNHS Gingoog City, Misamis Oriental Date: Aug. 3, 2016
Grade/Year Level: Grade 9 and 7 Subject Area: English, Science and Math
A. For the Cognitive Lesson
1. What is the lesson about?
The lesson was all about Elements and Compounds and different kinds of
mixtures and solutions.
2. What are examples of facts mentioned in the lesson?
When the teacher was tackling about elements and compounds she first
defined them as to what are the basic components that forms them, she had
made mentioned about atoms and to let the students fully understand the
subject matter. These are some of the examples of facts shared by the
teacher: Atoms are the basic form of matter; elements are composed of two
or more atoms of the same kind. While compounds are made up of two or
more different kinds of atoms and mixtures and suspensions are created when
2 substances are mixed without chemical bonding
3. Did the lesson end with facts? Or did these facts lead to understanding of
concepts? Prove your answer.
The lesson did not just end with facts because the teacher made
connections to materials or things that can be associated with elements and
compounds that can be found in their home like salt, sugar, oxygen, water
and etc. in the classroom the teacher showed the students the bonding of
atoms of a certain material by the use of teaching devices which are ping
pong balls with different colors which represents as the atoms, the teacher
then also related mixtures with the food halo-halo which is an example of a
mixture she then further explained that halo-halo is a mixture because it is
composed of different substances without chemical bonding and it can be

2. easily separated and by doing this, the students found the concepts of the
subject matter interesting and easy to understand..
4. Write down instances of treating the topic in depth (giving examples,
examining cause and effect relationships, relating ideas or concepts to one
another).
The teacher really made a commendable job with regards to deepening
the topic, the example she had gave is that, it is much easier to separate the
components of a halo-halo than to separate the oxygen and hydrogen atoms
in the water. She then further explained that water is a compound and has
chemical bonding that is why it needs a great amount of energy to break
those bonds so in order to separate it you must heat the water until it boils
and evaporate, while separating the components of a halo-halo is easier to
separate since the ingredients are tangible enough and does not have
chemical bonds rather it is only attached physically so you can just segregate
the materials that you don’t want to eat.
5. Cite an instance/instances when students were encouraged to ask questions,
to talk about and reflect on what they have learned.
When the lesson was about to end the teacher asked the students if there
are confusions or do they have something to share in class with regards to the
subject matter. Then one student shared, she realized that in their home there
are a lot of mixtures that can be found, just like the uncooked rice which
sometimes have this tiny rocks and other foreign materials which is not a
grain but then you can just separate it easily because they are not chemically
bonded. Then other students also shared what the different materials in their
home that are examples of a mixture and compound and the class had an
interactive exchange of ideas.

3. B. For the Skill Lesson
1. What was the skill lesson about? Which skills was/were target? Manipulative
skill or thinking skill?
As what I have observed in the totality of the whole lesson the skill lesson
was all about enabling the students to identify if the given material was an
element or a compound and also they were asked to classify the material if
they are compound or just a mixture. Due to that observation I can really
confirm that the skill that is being targeted in the lesson is the thinking skill,
because the students had analyzed the characteristics of the material and
then relate it to the characteristics of elements, compounds, mixtures, and
solutions before they can create judgments so, they need to really brainstorm
and by doing that I believe Higher order of thinking skills (HOTS) took place in
the minds of the students.
2. Write evidence of the teacher’s encouragement of divergent thinking by the
students.
When we say divergent thinking, it is the expansion of a thought to end up
on multiple alternatives or options to answer a problem.
During the lesson proper when the characteristics of compounds and
mixtures were discussed the students were given opportunity to diverge their
thoughts and think as to many examples of compounds and mixtures. By
doing that it is really obvious that the teacher had encouraged divergent
thinking the single thought were the characteristics of a compound or mixture
the alternatives were the examples of it, which came from the students’ ideas,
but the teacher had given also avenue for the students to think really well
because they need to defend their answers .
3. Which are proofs that the Resource Teacher promoted convergent thinking?
When we say convergent thinking, it is narrowing down from many
possible thoughts to end up on a single best thought or an answer to a
problem.
The teacher gave a short activity in which she showed students pictures of
different atom bonds, the students were able to converge their insights from
the discussion which enabled them to identify if they are elements or

4. compounds. It was very strategic in the part of the teacher because she was
not only promoting convergent thinking but also had checked if the students
had understood the concepts, I can say this because the possible thoughts
were the characteristics that were discussed in the lesson and the students
were able to narrow down and classify them as elements and compounds
which proved that the discussion they had earlier was thoroughly absorbed by
the students.
4. If there was problem solving in the lesson, were the pupils taught to solve the
problem using algorithm or heuristic strategy?
As what I had observed there was a problem solving integrated in the
learning experience for such reason that the teaching approach was not
spoon feeding rather the learning experience was student centered, the
problems introduced to the students were the ones mentioned above in #2
and #3 they were given opportunity to find out whether it’s an element or a
compound, a mixture or a compound. I firmly believe that the teacher used
both algorithm and heuristic strategy because first the teacher showed the
characteristics of such and that enabled them to learn on a step by step
process and second it is heuristic because the teacher provided an avenue to
let the students recall and relate materials that are found in their respective
homes and classify them as compounds or mixtures.
5. What are proof that the students were encouraged to do critical thinking?
When we say critical thinking, it involves evaluating information or
arguments in terms of their accuracy and worth. Students use their critical
thinking ability through their activities not only in the common interaction in
the class but also analyzing their observation.
As what I had mentioned in #1 critical thinking was encouraged by the
teacher and it was incorporated in the activities that she gave to the students,
they were to analyze the given material and identify them as elements or
compounds , there is also an activity to let the students classify the material as
mixture or compounds and after their identification and classification of such
materials they were given a chance to explain why they identify and classify
the materials as such.
C. Value /Affective Lesson
1. What was the value lesson all about?

5. The value lesson was all about “Everything in this world are unique and
differs with each other sometimes it may seem similar but they are never the
same.”
2. Was the value taught alone or was it integrated with a cognitive or skill
lesson?
As what I have observed the value lesson was integrated with the cognitive
and skill lesson. The teacher gave examples of materials that seemed similar
to a compound but then it was a mixture it is integrated in the cognitive
aspect, in the skill aspect she described the mixture and compounds in
relation to her students the teacher said though their answers were the same
in thought but it differ in the choice of words used and it somehow made the
students more careful in describing such materials because they might get the
wrong answer if they don’t pay attention to the slightest detail.
3. How was the value lesson developed?
If I shall comment on how the value lesson was developed in the whole
learning experience, I must admit that the teacher had done a commendable
job in doing so.
I can say that the learning experience was fun and dynamic even though
unexpected responses of the students took place which lead to the deviation
of the topic but still the teacher made a connection and in fact integrated
values in those times. In addition the teacher also integrated value lesson
towards the lesson proper, and also to the activities that she had gave to the
students, I can see that the openness of the teacher made the values
incorporation in learning experience effective.
My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?
The cognitive content was delivered by the teacher meaningfully and
interestingly by using appropriate teaching aids that surely caught the interest of
the students, also cognitive content of the lesson was integrated within the

6. activities that she had given which ignited the liveliness in the class you can really
infer that during the class fun learning took place.
B. For the Skill Lesson
How was the skill taught meaningfully and interestingly?
The skill was taught meaningfully and interestingly in a sense that during the
activity in which thinking skills are involved, students were really engrossed in the
activities and it really amazed me because the students did not show any signs of
losing focus in the lesson. It also showed that the teacher was also humorous and
it makes me think that maybe the class was lively in doing the tasks because they
were really enjoying and happy with the presence of the teacher, and if skills of
the students are used with such motivation then it really shows that the teacher
made the students love what they are doing.
C. For the Affective Lesson
1. Is it possible to teach a value lesson without any cognitive basis at all? Explain
your answer.
In my point of view it is really impossible to teach a value lesson without
any cognitive basis at all because in order for you to create an opening to
integrate the values lesson cognitive basis should be set first. The major factor
that a teacher should consider are the students, he/she may ask
himself/herself if the learners are cognitively ready to connect or comprehend
the values lesson that will be incorporated in the lesson, if in case students did
not understand the cognitive basis of your lesson then it is futile to integrate
values lesson because it will lead students to further confusions, the teacher
might as well cater the needs of the students and clear their confusion before
teaching a value lesson.
2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?
I do, agree that cognitive or a skill lesson serves as a vehicle for value
education, it is due to the fact that students needs to understand a certain
concept first before he/she value it, and doing an activity which needs the
skills of the students makes them appreciate, love and value their skill. As
what I had observed value education can ride any learning event in the

7. classroom it just depend on how the teacher utilizes the moment and
integrate value in a creative and interesting way.
My Reflections
1. Someone once said: “There are dull teachers, dull textbooks, dull films but
no dull subject”. Do you agree? Write down your reflections here!
I agree with this statement because the subjects that the students are
taking are all interesting the only factor that is making it dull is the way
they are delivered to us. The dullness of subjects is sometimes caused by
the teacher factor, because of teachers who don’t know how to deliver
their lessons in an interesting way makes it dull and boring. Dull films also
are the reason why some subjects become uninteresting sometimes
students just don’t see the connection between the subject and the film.
Therefore, there are no dull subjects in fact the teacher who will teach
that particular subject will be the major determinant whether the subject
will be interesting or boring.
2. How should you organize subject matter (may it be cognitive, skill or value
lesson) so that your teaching will always be fresh and interesting.
In order for my teaching to be always fresh and interesting I will
organize my subject matter in a way that it is always student centered also
I will have a variety of integrations so that the class will not be bored just
talking about the particular subject matter, integrations such as current
events may as well be helpful in catching the students attention but I will
always make sure that the integrations that I include are significant and
relevant. I will also employ activities that do not only promote motivation
but also promotes learning as well.

8. My Portfolio
Research on/ or come up with a lesson plan ( cognitive or skill) that
integrates a values. Paste it here! ( You may want to refer to “Integrating
Values with Subject Matter”, in Principles of Teaching 2, 2006 by Corpuz B.,
G. Salandanan and D. Rigor, pp. 91-92.) An outline of the lesson
development will do.
My Lesson Plan
CHRIST THE KING COLLEGE
Gingoog City
LEARNING PLAN IN ENGLISH
S.Y 2015-2016
Department: High School Date: March 7, 2016
Grade/ Section: Grade 7 Chimpanzee
Transfer Goals:
The students in the long termwill be able to enrich their reading and
listening skills as well as theirthinking skills which will lead to an
avenue of interest in English Language particularly in Literature
Essential Understanding:
Learning to identify cause and effect relationshipshelps you
understand what is happening in the world around you.
You use cause and effect every day when you solve
problems and make decisions.
As a result, understanding causesand effects is extremely
important in day-to-day living.
Essential Questions:
What is the importance in knowing cause and effect relationship?
Where is the
direction of
the Lesson?
I. Preliminaries
Review:
Ask studentsabout their understanding of howimportant is knowing the
cause and effect relationship.
Focus:
Cause and effect relationship
Specific
Topic
Motivation: Hook

9. Rebus Puzzle (Pictogram Puzzle)
APK: Interactive talk
1. With the given examples can you make your own cause and effect
statement?
II. Lesson Development
A. Presentation of Concepts
At the end of the lesson, the pupils will be able to;
a. Define Cause and Effect
b. Appreciate the use of Cause and effect
c. Identify the Cause and effect in the statement and;
d. Create their own cause and effect statement.
Activities:
Group Activity: Role Play (What happened next? Why did it happen?)
The students will be divided into two groups,then each group is given 5 minutes to
Supply and practice the given situation, afterthat they will present it to the class.
Group 1(situations)
a. A girl was crying (why did it happen?)
b. The boy was sleeping in the class (what happened next?)
Group 2 (situations)
a. Our teachergave me high grades(why did it happen)
b. I did not eat my breakfast (what happened next)
Rubrics
Category 5 4 3 2
cooperation
creativity
Total points-------------------------------------------------------------___/10
Equip
Experience
Tailored
B. Broadening of Concept
Why is It important to know the cause and effect in every situation?
What do you think will happen if a person acts without thinking the result
of his/her actions?
Re-think
Re-visit
C. Integration
a. Ignacian Core/Related Values
Discipline
b. Social Orientation
Our actions have corresponding effects to ourselves and to others that
is why we should think before we act so that we will not regret at the
end.
c. Lesson Across Discipline
Science
Hypothesis is a scientific guess trying to explain why such reaction
occurs or what happens next when a certain reaction or phenomena
happens.
d. Biblical Passage
John 3:16

10. For God so loved the world that he sends his only begotten son and
those who believe in him shall never perish.
III. Evaluation/Assessment (OBE)
The students will be divided into two groups. Each group will draw a piece
of paper in which a corresponding activity is provided.
a. Group 1
Create an advertisement that will show or portray a cause and effect
relationship
(Example: advertisement of laundry soap)
b. Group 2
Create a short poem showcasing cause and effect relationship
IV. Summary
Each student is expected to complete this statement,
“Because I have listened and payed attention to the lesson, Now I Know
that_____________________________________________”
V. Purposive Assignment
Essay writing
Write an essay about an experience that you have that shows cause and
effect relationship.
VI. References/Materials
Laptop, LCD projector
www.google.com
www.wikipedia.com
Prepared By:
Iglesias, Hex B.
Student
Checked By:
Mrs. Joselita Canios
Instructor
Date:
March 7,2016
Status of Implementation
______ Implemented
______ Partially Implemented
______ Not Implemented
Modifications:
Date Observed:
Observed By:
Remarks: