A NARRATIVE REPORT ON EXPERIENTIAL LEARNING COURSE

Field Study 1
Observation is the main point of this study. The purpose of observation is to provide
opportunity for us to relate the theory to actual practice. It was in the year 2007 during my
freshman year, which I and my classmates were brought to the University of Pangasinan high
school (laboratory school) located beside PMC (Pangasinan Medical Center) to observe for our
first field study course. We were asked to focus on observation guides that will help us to be
competent in determining a school environment that provides social, psychological and physical
environment supportive of learning. My observation during the first stage was that each building
was connected to each other including the preparatory pupils room, elementary classrooms and
high schools. This made it difficult to maintain orderliness among the learners. The computer
room though was complete in facility same through with their library. Each year level was given
three (3) classrooms. I observed that each classroom lacked proper ventilation that made the
students attend to how they would be comfortable with the warm weather. My critic teacher then
was very cooperative and told us that it might be because of the lack of fund for renovation. She
showed us actual teaching inside the classroom and she made it clear that classroom management
was very crucial in teaching. In every class, modules were given for the students to follow the
discussions. I also observed the differences of the students and my critic teacher handled those
differences. She made the classroom interactive and enjoyable with her presence despite the
students different behavior and attitudes.
Field Study 2
In the course subject, Principles of Teaching, important points were discussed. This field
study helps us to connect teaching-learning theories and principles with actual classroom
practice. It can also help to see how the principles are applied by the classroom teacher to make
the classroom and the process interactive. We were again deployed in University of Pangasinan
high school, but different from the year level in the first field study. We had eight (8) objectives
we accomplished during this course. First objective that I underwent was arriving at an
experiential knowledge and understanding of the principles of teaching and learning. Second
objective, I reflected on the application of the principles of teaching and learning. Third, I
determined how the guiding principles in lesson objective formulation were applied in the
teaching-learning process. Fourth, I learned to acquire the skill in developing cognitive skill and
valuing lessons meaningfully and interestingly. Fifth, I applied the guiding principles in the
selection of teaching strategies. Sixth, I used the teaching approach employed. Seventh, I tried to
trace the logical development of the lesson. Lastly, I identified effective questioning and reacting

techniques. When my critic teacher let me handle one of her classes, I started to apply the
teaching-learning theories and principles with actual classroom practice. At first, it was difficult
for me to make the classroom and the teaching-learning process interactive. I also observed how
my critic teacher applied the principle of teaching through activities she gave to her students. She
met the learners characteristics and needs.
Field Study 3
Technology in the Learning Environment. Nowadays, technology is the main source of
learning. This course helped me to develop and utilize appropriate technology to facilitate
learning. It aimed to select the teaching materials that best suit the needs of the learners, apply
the principles of developing instructional materials and develop and use instructional materials
appropriate to a chosen subject area. I was deployed in Judge Jose De Venecia, Sr. Memorial
National High School in Bolosan District, Dagupan City. I focused on the schools learning
resources, the utilization of the teaching aids, the preparation of the learning materials that were
appropriate to the learning content, and determined the appropriateness of the internet resources
to the learning tasks. Most teachers then were not yet using projector and PowerPoint
presentations in teaching, but my critic teacher gave her students assignments in which internet
was needed. For example, she asked them to make a research about the uses and functions of the
parts of speech since the schools module did not give complete data about it. Through that, my
critic teacher made the students use technology for learning.
Field Study 4
Curriculum is the aggregate of courses of study given in a school, college or university.
This field study course 4 gave details of tasks which were accomplished such as follows: 1)
Looking deeper into the concepts, nature and purposes of the curriculum; 2) I focused on the
dimensions of curriculum design. I learned that one should examine a curriculum, identify the
dimensions of the curriculum design, and give some situation samples of each dimension. One
should identify the various implementations of the curriculum, state the role of technology in
delivering the curriculum, and explain the different ways of assessing the curriculum. My critic
teacher explained and introduced me to the curriculum in high school. She advised me that
understanding the curriculum will help me to teach the students effectively. I also formulated a
sample curriculum as a final requirement in this course.

Field Study 5
For us to be able to know the level of knowledge of students and to know how much they
learned from the teacher, an assessment is needed. In this course, I identified evidence of
applications of the principles of assessment of learning and wrote down the reflections based on
experience. It included observation sheet and analysis sheet that were submitted to my professor.
I formulated examples of test questions: one in grammar and one in literature. The questions
were based from the actual lessons of the learners. Our professor then asked our group to assess
our individual works using content validity of tests (Table of Specifications and test validity). I
secured copies of written quiz/test and a lesson plan from the teacher upon which the quiz/test
was based and a copy of Table of Specifications. On scoring rubrics, I focused on types of
scoring rubrics from which I also formulated my own rubrics submitted to my professor. Lastly, I
studied about scoring, grading, communicating results as to the grades of the individuals in a
given period. My critic teacher gave quizzes next day after the discussions. She made sure that
the test made the students think and apply learning they gained. In getting the result of the
quizzes, she asked the students of their scores and for the low scorers, she had set remedial or
other activities that helped them understand the lesson.