Aguado Module2 Edp112

REPUBLIC OF THE PHILIPPINES
NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLO

OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com
COLLEGE OF
EDUCATION
COURSE MODULE IN
OBSERVATIONS OF
TEACHING-LEARNING IN
ACTUAL SCHOOL
ENVIRONMENT
1st Semester; A.Y. 2021 – 2022
COURSE FACILITATOR: RENA DEE J. AGUADO, LPT, MAEd

FB/MESSENGER: Redz Jaleco-Aguado
2
Email: jaleco.renadee22@gmail.com
Phone No: 09638097488
MODULE
This document is a property of NONESCOST Module 1 | Page 1
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only Edited &Adapted by: Rena Dee J. Aguado LPT, MAEd
VISION
SUN-NEGROS: A glocally recognized university offering distinctively – niched academic
programs engaged in dynamic quality instruction, research and extension by 2025.
MISSION
To produce glocally viable graduates through innovative learning and research
environment and to contribute to nation – building by providing education, training,
research and resource creation opportunities in various technical and disciplinal areas.
GOAL
UPGRADEd instruction, research, extension and governance for glocal recognition.
INSTITUTIONAL OUTCOMES
1. Demonstrate logical thinking, critical judgment and independent decision-making
on any confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of
one’s educational level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of
one’s profession or community involvement without compromising legal and
ethical responsibilities and accountabilities.
6. Manifest abilities and willingness to work well with others either in the practice of
one’s profession or community involvement without compromising legal and
ethical responsibilities and accountabilities.

PROGRAM LEARNING OUTCOMES
CHED BSEd Program Outcomes:
Bachelor of Secondary Education major in Science

The program shall produce a graduate who can:
a. articulate and discuss the latest developments in the specific field of practice.
(PDF level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaboratively with a substantial degree of independence
in multi-disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA
7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical,
and political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners.
j. apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local,
national, and global realities.
m. pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
n. demonstrate deep understanding of scientific concepts and principles.
o. apply scientific inquiry in teaching and learning.
p. utilize effective science teaching and assessment methods.
q. manifest meaningful and comprehensive pedagogical content knowledge
Bachelor of Secondary Education major in Mathematics

The program shall produce a graduate who can:
a. articulate the rootedness of education in philosophical, socio-cultural,
historical, and political contexts.
b. demonstrate mastery of subject matter/discipline.
c. facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments.
d. develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners.

e. apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices.
f. demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes.
g. practice professional and ethical teaching standards sensitive to the local,
national, and global realities.
h. pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
i. articulate and discuss the latest developments in the specific field of practice.
(PDF level 6 descriptor)
j. effectively communicate in English and Filipino, both orally and in writing.
k. work effectively and collaboratively with a substantial degree of independence
in multi-disciplinary and multi-cultural teams. (PDF level 6 descriptor)
l. act in recognition of professional, social, and ethical responsibility.
m. preserve and promote “Filipino historical and cultural heritage” (based on RA
7722).
n. exhibit competence in mathematical concepts and procedures.
o. exhibit proficiency in relating mathematics to other curricular areas.
p. manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of mathematics.
q. demonstrate competence in designing, constructing and utilizing different
forms of assessment in mathematics.
r. demonstrate proficiency in problem-solving by solving and creating routine and
non- routine problems with different levels of complexity.
s. use effectively appropriate approaches, methods, and techniques in teaching
mathematics including technological tools.
 NONESCOST – BSEd Program Outcomes

The program shall produce a graduate who can
1. demonstrate proficiency, mastery and application of content, pedagogy and

technological knowledge in the chosen field
2. exhibit exemplary character, proactiveness, and cultural responsiveness to the

needs of the community.

Warm greetings!
Welcome to the first semester of School Year 2021-2022! Welcome to the College of
Education and welcome to NONESCOST!
Despite of all the happenings around us, there is still so much to be thankful for and one
of these is the opportunity to continue learning.
You are right now browsing your course module in EDP 112, Observations of Teaching-
Learning in Actual School Environment. As you read on, you will have an overview of the
course, the content, requirements and other related information regarding the course.
The module is made up of different episodes. Each episode has seven parts:
INTRODUCTION- Overview of the lesson
LEARNING OUTCOMES- Lesson objectives for you to ponder

on
Revisit Learning Essentials – Fuels you to go on
Reflect
( Dewey )
Analyze
Observe ( Bruner)
( Bandura This are activities to work for
and
Yygotsky)
Observe- A smooth transition to the lesson
Analyze -Collection of ideas that you must discover
Reflection– Measures your learning in the lesson where you wandered

Tests your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to
be effective and efficient professional in your respective fields. You can explore more of
the concepts by reading the references and the supplementary readings.
I encourage you to get in touch with me in case you may encounter problems while
studying your modules. Keep a constant and open communication. Use your real names
in your FB accounts or messenger so I can recognize you based on the list of officially
enrolled students in the course. I would be very glad to assist you in your journey.
Furthermore, I would also suggest that you build a workgroup among your classmates.
Participate actively in our discussion board or online discussion if possible and submit
your outputs/requirements on time. You may submit them online through email and
messenger. You can also submit hard copies. Place them in short size bond paper inside
a short plastic envelop with your names and submit them in designated pick-up areas.
I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I
am very positive that we will successfully meet the objectives of the course.
May you continue to find inspiration to become a great professional. Keep safe and God
bless!

Course Outline in EDP112 - Observations of Teaching- Learning in Actual
School Environment
Course EDP 112

Number
Course Title Observations of Teaching- Learning in Actual School Environment
Course This the first experiential course, which immerse a future teacher
Description to actual classroom situation and learning environment where direct
observation of teaching learning episodes that focus on the application of
educational theories learned in content and pedagogy courses will be
made. Observations on learner’s behavior, teacher strategies of
teaching, classroom management, assessment in learning among others
shall be given emphasis. A portfolio shall be required in this course.
No. of Units 3 units
Pre-requisites None
Course At the end of the course the students shall be able to:
Intended CILO 1. Describe how safe and secure learning environment contribute to
Learning the physical, socio-emotional and cognitive development of
Outcomes learners (PPST Domain 2)
CILO 2. Determine ways of addressing learners’ diversity in terms of
gender, needs, interest, cultural background and difficult
circumstances (PPST Domain 3)
CILO 3. Appraise how teacher manifest his/her personal and professional
competencies. (PPST Domain7)
CILO 4. Illustrate the teaching- learning process and the use of ICT to
promote quality relevant and sustainable educated process (PPST
Domain 4)
CILO 5. Assess the various classroom management strategies observed
in the class (PPST Domain 2 and 4)
CILO 6. Analyze concepts, theories, and principles in curriculum
development in actual classroom setting. (PPST Domain 4)
CILO 7. Evaluate assessment and reporting practices done in the
classroom (PPST Domain 5)
CILO 8. Formulate one’s philosophy of teaching (PPST Domain7)
Episode I – The School Environment
Episode 2-Learners Diversity: Development Characteristic, Needs, and

Interest
Episode 3-Gender, Needs, Strength, Interest, Experiences, Language,

Race, Culture, Religion, Socio-economic Status, Difficult Circumstances,
and Indigenous Peoples
Episode 4- Learners Diversity: The Community and Home Environment
Episode 5- Creating an Appropriate Learning Environment
Content Episode 6- Classroom management and Classroom Routine

Coverage
Episode 7-Physical and Personal Aspect of Classroom Management
Episode 8- Close Encounter with the School Curriculum
Episode 9- Preparing for Teaching and Learning
Episode 10- The Instructional Cycle
Episode 11- Utilizing Teaching-Learning Resources and ICT
Episode 12 –Assessment for Learning and Assessment as Learning

(Formative Assessment)
Episode 13- Assessment of Learning (Summative Assessment)
Episode 14- The teacher as a Person and as a Profession
Episode 15- Towards Quality Developing a Glocal Teacher of the 21 st

century
Episode 16 – On Teacher’s Philosophy of Education
References R1. Course Syllabus

R2. Curriculum Development, Bilbao, et al
R3. Primer on the K to 12 BEC
R4. The Teacher and the School Curriculum (OBE -& PPST-Based)
Bilbao et.al, Lorimar Publication Inc. Copyright 2020
Course 1.Active class participation (online discussion board, FB Closed group

Requirements account)
2. Logbook/ Journal (Reflection, Observation, and/or Activities on each
Lesson)
3. Classroom Demonstration
4. Quizzes
5. Two (2) Long Examinations
6. Project-Based Multimedia (Final Examination)
Prepared by: RAMONITO N. ABESAR, LPT, MAED-PES
Reviewed and Approved by:
Subject Area Coordinator: MARY GRACE M. OFQUERIA, LPT, Ph. D.
Dean, COEd :MARY GRACE M. OFQUERIA, LPT, Ph. D.

GAD Director :MARY ANN T. ARCEŇO, LPT, Ph.D.

CIMD, Chairperson :MA. JANET S. GEROSO, LPT, Ph.D.
QA Director :DONNA FE V. TOLEDO, LPT, Ed. D.
VP- Academic Affairs :SAMSON M. LAUSA, Ph. D
Declaration of Copyright Protection
This course module is an official document of Northern Negros State
College of Science and Technology under its Learning Continuity Plan on
Flexible Teaching-Learning modalities.

Quotations from, contractions, reproductions, and uploading of all or
any part of this module is not authorized without the permission from the
faculty-author and from the NONESCOST.
This module shall be used for instructional purposes only.

MODULE 2
EPISOD
E
CLASSROOM MANAGEMENT
6 AND CLASSROOM ROUTINES
3 HOURS
Episode 6 focuses on the classroom structure and routines performed by teachers in class to
provide a safe, friendly non- threatening and caring environment. Effective classroom routines ensure order
and discipline to help the students to stay calm and focused in their daily tasks.
At the end of the episode, you are expected to:
1. Identify the classroom routines set by the teacher.

2. Observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and learning routines
don’t just make the life of the teacher easier. They save valuable classroom time. Efficient routines make it
easier for students to learn and achieve more.
Establishing routines early in the school year:

 Enables you to run your daily activities run smoothly.
 Ensures you to manage time effectively.
 Helps you maintain order in the classroom.
 Makes you more focused in teaching because you spend less time in giving directions/
instructions.
 Enables you to explain to the learners what are expected of them.
Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: _______________________________ Teacher’s Signature __________
School: _____________________________________________________________________
Grade /Year Level: ______________ Subject Area: ______________________ Date: _______
Observe the classroom routines of the Resource Teacher by

Observe
accomplishing the given checklist.
Checklist on the Classroom Routines
Check Yes (✔) if observed and (✘) if not observed.

Classroom Routines Observed (✔) Not Observed (✘)
1. Movement into the classroom ✔
2. Transition in classroom activities ✔
3. Movement out of the classroom ✔
4. Use of lavatories/comfort room/washrooms ✔
5. Passing of papers ✔
6. Passing of books ✔
7. Working with pairs/groups ✔
8. Tardy students ✔
9. Absent students ✔
10. Submission/Collection of materials ✔
11. Submission of projects ✔
12. Asking questions during lessons ✔
13. Asking for assistance ✔
14. Joining classroom activities ✔
15. Lining up ✔
16. Walking in line ✔
17. Fire drill/ emergencies ✔
18. Movement between activities ✔
19. Use of classroom supplies ✔
20. Checking of assignments ✔
Others, please specify.
21.
22.
23.
24.
25.
Analyze
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
Ans.: Yes, because these routines are effectively followed by the students and sustain the order
inside the classroom. Without these daily routines it will be difficult for the teacher to ensure the
discipline and order inside the class
2. Which of those routines were systematic and consistently implemented? Explain your answer.
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________.
Reflect Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
Activity 6.2 Listing Down Classroom Rules
Resource Teacher: _________________________________Teacher’s Signature __________

School: _____________________________________________________________________
Grade /Year Level: __________________ Subject Area: ___________________Date: _______
Observe a class and list down the classroom rules formulated by the
Observe Resource Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and security. Rules also
teach disciple and self-control. Rules eliminate stress and will provide a more pleasant, secured and non-
threatening environment. Rules ensure the students’ engagement and focus in their classroom activities.

Classroom Rules Importance
1. E.g. Read directions well. -Ensures less error in answering the activity.
2.
3.
4.
5.
6.
Analyze
1. Analyze each given rule. What circumstances led to the formulation of the rule?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________
2. Are classroom rules really important?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules?
If not, what rules are you going to employ? Explain your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________
Show your Learning Artifacts
Take some snapshots of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.

EVALUATE Performance Task
Evaluate your Work Task Field Study 1, Episode 6- Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and observe how the students
execute the various classroom.
Name of FS Student__________________________________________Date Submitted: ______
Course: ________________________________Major: ___________________________________
Learning Excellent Very Satisfactory Needs Improvements

Episode 4 satisfactory 2 1
3
Accomplished All observation One (1) to two (2) Three (3) Four (4) observation
Observation questions/ task observation observation questions/ tasks not
Sheet completely questions/ tasks questions/ tasks answered/
answered/ not answered/ not answered/ accomplished
accomplished accomplished accomplished
Analysis All questions were All questions Questions were Four (4) or more
answered were answered not answered questions were not
completely; completely; completely; answered completely;
answers are with answers are clear answers are not answers are not
depth and and connected to connected to connected to theories;
thoroughly theories; theories; one (1) more than four (4)
grounded on grammar and to (3) three grammar and spelling
theories; grammar spelling are free grammar and error
and spelling are from error. spelling error.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported shallow; rarely supported by
by what were by what were somewhat what were observed
observed and observed and supported by what and analyzed.
analyzed. analyzed. were observed
and analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the learning
learning outcomes; learning learning outcomes; not
complete, well- outcomes; outcomes; complete, not
organized, highly complete, well- complete, not organized, not
relevant to the organized, very organized, relevant.
learning outcome relevant to the relevant to the
learning outcome learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2) days
the deadline deadline after the deadline before the deadline
Comments Overall
Score
Rating:
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71 -
below
______________________________________ ___________________

Signature of FS Teacher over Printed name Date
EPISOD
E
PHYSICAL AND PERSONAL
7 ASPECTS OF CLASSROOM
MANAGEMENT
3 HOURS
This Episode tackles classroom management and discipline. It focuses on the personal and
physical aspects of classroom management which are central to teaching and therefore must be
consistently implemented.
At the end of the episode, students will be able to:

1. Identify the two (2) aspects of classroom management.
2. Determine the classroom management strategies that the Resource Teacher employed in his/her
class
Classroom management refers to the wide variety of skills and techniques that teachers use to keep
students organized, orderly, focused, attentive on tasks and academically productive in class.
Importance of Effective Classroom Management
 Increases chance of student success.
 Paves the way for the teacher to engage students in learning.
 Helps create an organized classroom environment.
 Increases instructional time
 Creates consistency in the employment of rules and regulations.
 Aligns management strategies with school wide standards.
 Decreases misbehaviour in the classroom.
 Gives student boundaries as well as consequences.
Two aspects of Classroom Management

1. Personal Classroom Management consists of managing your own self to ensure order and
discipline in your class. It includes:
1.1 voice

1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment. Attending to

these physical elements of the learning environment ensures the safety, security and order in the
class. It includes:
2.1 ventilation
2.2 lighting
2.3 acoustics
2.4 seating arrangement
2.5 structure/design of the classroom
2.6 physical space/learning stations
Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behaviour quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Activity 7.1 Observing learners’ characteristics at different stages

School: ____________________________________________________________________________
Observe a class and interview the Resource Teacher. Ask how the personal and physical aspects of
classroom management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
1.Personal Classroom Management

1.1 Is the teacher well-groomed that he/she demands respect from the learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2.Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space/learning station clear from obstruction?
Analyze the different elements of personal/physical classroom management and answer the following
questions.
1. How does the voice of the teacher affect classroom instruction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
2. What are your plans in ensuring effective classroom management?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
3. Why do we need to check on the physical aspects of classroom management?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
Reflect

Reflect on the aspects of personal and classroom management.
1. What does this statement means to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management”
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
2. What are your plans in ensuring effective classroom management?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
Activity 7.2 Demonstrating Knowledge of positive and non-violent discipline in the management of
learner behaviour
Resource Teacher: __________________________________Teacher’s Signature __________

School: ____________________________________________________________________________
Observe
Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (✔) if observed, put an (✘) if not observed and for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No Opportunity

Observed to Observe
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.

3. Document the rules.
4. Refrain from punishing the entire class.

5. Encourage initiative from class.
6. Offer praise and rewards.

7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.

10. Interview students to assess their needs.
11. Address bad behaviour quickly.

12. Consider peer teaching.

13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.

Others (Please specify)
16.
17.
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
2. What were not used by the Resource Teacher? Were these important? What should have been
used instead? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
Reflect As a future teacher, reflect on the observations then answer the given
question.
1. What classroom management strategies do I need to employ to respond to diverse types of

learners?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________

Show piece(s) of evidence of learning to capture the classroom management strategies used by your
resource Teacher.

Evaluate Your Work Task Field Study 1, Episode 7-Physical and Personal Aspects of Classroom
Management
Learning Outcome: Identify the two (2) aspects of classroom managementand determine the classroom
management strategies that the Resource Teacher employed in his/her class.
Name of FS Student_____________________________________ Date Submitted: ______
Course: ___________________________ Major: ___________________________________

3
free from error.
and analyzed.
Comments Overall
Score
Rating:

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e

99 96 93 90 87 84 81 78 75 72 71 -
below
________________________________________ _________________
EPISOD
E
3
8 CLOSE ENCOUNTER WITH
THE SCHOOL CURRICULUM
HOURS
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each learner in each grade level. Thus schools have recommended curriculum
which is the enhanced K to 12 curriculum. The recommended curriculum was translated into written
curriculumlike books, modules, teachers’ guides and lesson plans which are the basis of the taught
curriculum. A teacher who implements the curricula needs support materials (support curriculum) to
enhance teaching and learning so that the written and the taught curricula can be assessed (assessed
curriculum)in order to determine if learning took place (learned curriculum). However, there are so many
activities that happen in schools but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan. The teacher then puts life to a lesson plan by using it as a guide
in the teaching-learning process where different strategies can be used to achieve the learning objectives
or outcomes. There are many styles of writing a lesson plan, but the necessary parts or elements such as
(a) Learning Outcomes (b) Subject Matter (c) Teaching-Learning Strategies, and (d) Evaluation or
assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode,
learning will be achieved with the classroom teacher as a guide.
At the end of the episode, students are expected to:

1. Identify the different curricula that prevail in the school setting.
2. Describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes.
3. Analyse if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process and outcomes as in
lifelong learning. However, school curriculum in this course limits such definition of total learning outcomes
to confine to a specific learning space called school. Schools are formal institutions of learning where the
two major stakeholders are the learners and the teachers.
Basic education in the Philippines in under the department of Education or DepEd and the
recommended curriculum in the K-12 or Enhanced Basic Education Curricula of 2013. All basic education
schools offering kindergarten (K) elementary (Grades 1 to 6) and secondary (Grades 7-10, Junior High
School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a curriculum
that:
1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized lessons and addition of
issues like disaster preparedness, climate change and information and communication technology
(ICT) are included in the curriculum. Thus, in-depth knowledge, skills, and values, attitude through
continuity and consistency across every level and subject.
3. Builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral progression where
the students learn first the basic concepts, while they study the complex ones in the skills. This
process strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finish basic education in Grade 12 will be
ready for college or tech voc careers. Their choice of careers will be defined when they go to
Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready to embark
on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to Grade 12 in the
country.
 The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to be

used nationwide as a mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standards of the K to
12 Curriculum it became a Written Curriculum. It reflects the substance of RA 10533 or the
Enhanced Basic Education Act of 2013. In the teacher’s class it is the lesson plan. A lesson
plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting life to the written
curriculum, which is referred to as the Taught Curriculum. The guidance of the teacher is
very crucial.
 A curriculum that has been planned, and taught needs materials, objects, gadgets, laboratory
and many more that will help the teacher implement the curriculum. This is referred to as the
Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The curriculum is
now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum. Learned
curriculum whether small or big indicates accomplishment of learning outcomes.

 However, there are unplanned curriculum in schools. These are not written, nor deliberately
taught but they influence learning. These include peer influence, the media, school
environment, the culture and tradition, natural calamities and many more. This curriculum is
called Hidden Curriculum or Implicit Curriculum.
So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who:
 Know and understand the curriculum as enumerated above;

 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned;
 Evaluate the written, planned and learned curriculum.
Activity 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting. Recall the
types of curriculum mentioned earlier. Can you spot where these are found? Let’s do a hunting game!

School: ____________________________________________________________________________
1. Locate where you can find the following curriculum in the school setting. Secure a copy, make
observations of the process and record your information in the matrix below. Describe your
observations.
Type of Curriculum Where Found Description
1.Recommended Curriculum (K to
12 Guidelines)
2.Written Curriculum (Teacher’s

Lesson Plan)
3.Taught Curriculum
(Teaching Learning Process)

4.Supported Curriculum (Subject
textbook)
5.Assessed
Curriculum(Assessment Process)
6.Learning Curriculum (Achieved

Learning Outcomes)
7.Hidden Curriculum (Media)
Which of the seven type’s curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.

Make a reflection on the diagram that you have drawn.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

School: ____________________________________________________________________________
This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular grade/year
level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior of the
Components teacher along the key points. Write your observation and description in your
notebook.)
Planning 1. Borrow the teacher’s lesson plan for the day. What major parts do you see?
Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcome?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the plan?
d. Will the teacher assess or evaluate the lesson? How will this be done?
B. Implementing Now it’s time to observe how the teacher implemented the prepared lesson plan.
Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? Or were they participating in the class
activity?
f. Was the lesson finished within the class period?
Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations to find
evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

Write a paragraph based on the data you gathered using these key
questions.
1. How does the teacher whom you observed compare to the ideal characteristic or
competencies of global quality teachers?
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
2. Was the lesson implemented as planned? Describe

___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
4. Can you describe the majority of students’ reactions after the lesson was taught? Confused?
Happy and eager? Contented? No reactions at all.
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
Based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make a short
paragraph on the topic.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

School: _____________________________________________________________________

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: _________________________________________________
II. Subject area: _______________________________________________________
III. Grade Level: _______________________________________________________
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up
Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
2. Will the outcomes be achieved with the teaching methods used? Why?

______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
3. What component would tell if the outcomes have been achieved?

______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher of the three components are aligned?
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2 and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This can be in
pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan.
a. Example:
Lesson Title: ______________________________________________
Subject Area: _____________________________________________
Grade Level: ______________________________________________

Lesson Outcomes Teaching Methods Evaluation

Evaluate Your Work Task Field Study 1, Episode 8–Close Encounter with the School Curriculum
Learning Outcome: Identify the different curricula that prevail in the school setting. Describe how the
teacher manages the school curriculum by planning, Implementing lessons through different strategies and
assessment of learning outcomes, Analyze if the teacher aligns the objectives to subject matter, to
teaching strategies and assessment.
Name of FS Student___________________________________ Date Submitted: ________
Course: ___________________________ Major: ___________________________________

3
free from error.
and analyzed.
Comments Overall
Score
Rating:

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71 -

below
_____________________________________ _______________________
EPISOD
E
3
9 PREPARING FOR TEACHING
AND LEARNING
HOURS
This Episode gives emphasis on the principles of learning which must be applied to ensure quality
instruction. It also focuses on the intended learning outcomes which set the direction of the lesson. They
must be (SMART) Specific, Measurable, Attainable, Realistic and Time-bound and formulated in
accordance with time-tested principles. It also determines the teaching method used by the Resource
Teacher whether (inductive or deductive) which is the practical realization or application of an approach.
This episode dovetails with the course on Facilitating Learner-Centered Teaching.
At the end of the episode, you are expected to:

1. Identify the teaching-learning practices that apply or violate the principles of teaching learning.
2. Determine the guiding principles on lesson objectives/learning outcomes applied in instruction.
3. Judge if lesson objectives/intended learning outcomes are smart
4. Determine whether or not the intended learning outcomes are achieved at the end of the lesson.
5. Observe the teaching methods used by the Resource Teacher.
6. Differentiate the different methods of teaching.
These are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I do, I
understand.”

3. Learning is the discovery of the personal meaning of ideas. Students are given the opportunity to
connect what they learn with other concepts learned, with real world experiences and with their
own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning process. It is the
practical realization or application of an approach. All methods of teaching can be classified either as
deductive (direct) or inductive (indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the

generalization, Methods concrete experience,
abstraction and of details, examples and
ends with concrete Teaching ends with a rule,
experience, details, generalization,
examples. abstraction.
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching

and Learning
Resource Teacher: __________________________ Teacher’s Signature _________________
School: _____________________________________________________________________
Grade/Year Level: _____________________Subject Area: _______________ Date: ________
Observe a class with the use of the principles of learning given in Revisit the Learning
essentials. Identify evidence of applications/violations of the principles of learning. Cite more than one
evidence per principle of learning.
Principles of Learning What did the Resource Teacher do to apply the

principles of learning
1. Effective learning begins with the setting of

clear and high expectations of learning
outcomes.
2. Learning is an active process.

3. Learning is the discovery of personal
meaning and relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is enhanced
in an atmosphere of cooperation and
collaboration.
Analyze
1. What principles of learning were most applied? Least applied?
Most Applied
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________
Least Applied
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________
Give instances where this/these principle/s could have been applied?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
From among the principles of learning, which one do you think is the most important?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________

Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies
School: _____________________________________________________________________
Grade/Year Level: _________________Subject Area: ___________________ Date: _______
Observe a class, this time focusing on how the learning outcomes were stated. Determine if the
learning outcome/s was/ were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives?) Achieved

Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
Analyze

1. Do SMART objectives make the lesson more focused?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________
Reflect on the …
Lesson learned in determining SMART learning outcomes.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching
School: _____________________________________________________________________
Grade/Year Level: _______________Subject Area: __________________ Date: ___________
I will observe one Resource Teacher with the use of this observation sheet. Using the guide questions, I
shall reflect on my observations and analysis.
Teacher-centered Student-centered

Did teacher lecture all the time? Were students involved in the teaching learning
process? How? Or were they mere passive
recipients of instruction?
Was the emphasis on the mastery of the lesson or Was the emphasis on the students’ application of
on the test? Prove. the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one discipline/subject? Did teacher connect lesson to other
disciplines/subjects?
What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of learners; learners constructed new lesson meanings
b) Inquiry-based
c) Developmentally appropriate-learning activities fit the developmental stage of children
d) Reflective
e) Inclusive- No learner was excluded; teacher taught everybody.
f) Collaborative- Students worked together
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught.

1. What are possible consequences of teaching purely subject matter for mastery and for the test?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________
Reflect on Principles of teaching worth applying
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson plan (s) used
by your Resource Teacher to show the intended learning outcomes and the method used in class.

Evaluate Your Work Task Field Study 1, Episode 9 –Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of teaching-
learning, determine the guiding principles on lesson objectives/learning outcomes applied in
instruction, judge if lesson objectives/intended learning outcomes are SMART, determine whether or
not the intended learning outcomes are achieved at the end of the lesson, observe the teaching
methods used by the Resource teacher, differentiate the different methods of teaching.
Name of FS Student___________________________________ Date Submitted: ________
Course: ________________________________ Major: ______________________________

3
free from error.
and analyzed.
Comments Overall
Score
Rating:

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below

Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71 -
below
______________________________________ ___________________
EPISODE
1 THE INSTRUCTIONAL CYCLE
3
0
HOURS
This Episode centers on the guiding principles in the selection and use of teaching methods. It will
also tackle lesson development in the OBTL way. The K to 12 curriculum and teacher education curriculum
are focused on outcomes, standards and competencies. This means that lessons must be delivered with
focus on outcomes. Likewise, this Episode dwells on types of questions, questioning and reacting
techniques that teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student responses have a bearing on class interaction. This Episode
strengthens the theories learned in the course, Teaching Methods and strategies and in other professional
subjects in Education.
At the end of this episode, you are expected to:

1. Identify the application of some guiding principles in the selection and use of teaching
strategies.
2. Determine whether or not the lesson development was in accordance with outcome-based
teaching and learning.
3. Identify The Resource Teacher’s questioning and reacting techniques.
4. Outline a lesson in accordance with outcome based teaching-learning.

These are the guiding principles in the selection and use of teaching methods:

2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of information.
Realizing the importance of these guiding principles in teaching and learning, the Department of
Education promotes Standards-and Competency-Based teaching with its K to 12 Curriculum Guide. The
Technical education Skills Development Authority (TESDA) has been ahead of DepEd and the
Commission on Higher Education(CHED) in the practice of competency Standards- Based teaching and
Assessment. CHED requires all higher education institutions in the country to go outcome-based education
(OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) in OBE applied in the
teaching-learning process. It is equivalent to competency-based and standard based teaching and learning
in the K to 12 Curriculum.
When you apply OBTL you see to it that the teaching and learning activities (TLA) and in turn the
Assessment Task (ATs) are aligned with the intended learning outcomes. In other words, in OBTL you first
establish your intended learning outcomes (lesson objectives). Then you determine which teaching-
learning activities (TLAs) and also the assessment tasks (ATs) you will have to use to find out if you
attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we use to teach
and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning of Benjamin
Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the art of questioning
and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of questions that Teachers Ask
1. Factual/Convergent/Closed/Low-Level Who,What, Where, When questions with one

acceptable answer
2. Divergent/Open-ended/High-level/Higher- Open-ended; has more than one acceptable
order/Conceptual answer
a. Evaluation
b. Inference e.g. When the phone rang and Liz picked it up,
she was all smiles. What can you infer about Liz?
c. Comparison
d. Application

e. Problem-solving
3. Affective
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behaviour
11. Criticizing respondent for his/her answer
12. Scolding for misbehaviour or for not listening
13. Overusing expressions such as “okay”, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and

Use of Strategies
Resource Teacher: ___________________________Teacher’s Signature: ________________
School: _____________________________________________________________________
Grade/Year Level: ____________________Subject Area: ________Date: _______________
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more e.g. Teacher used video on how digestion
and the better the learning. takes place and a model of the human
digestive system.
3. A non-threatening atmosphere enhances

learning.

4. Emotion has the power to increase retention
and learning.
5. Good teaching goes beyond recall of

information.
6. Learning is meaningful when it is connected to

students’ everyday life.
7. An integrated teaching approach is far more

effective than teaching isolated bits of
information.
What is the best method of teaching? Is there such a thing? ____________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________
Reflect on this question.
How do we select the appropriate strategy for our lessons?

_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________
Activity 10.2 Determining Outcome-Based Teaching and Learning
Resource Teacher: ____________________________ Teacher’s Signature: __________
School: _____________________________________________________________________
Grade/Year Level: ______________________ Subject Area: ________Date: ______________
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning
of the class? Did he/she share them with the class? How?

______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain
his/her lesson objectives/ ILOs? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ ILOs?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
Reflect on the use of OBTL

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________
Activity 10.3 Determining Outcome-Based Teaching and Learning
Resource Teacher: ____________________________ Teacher’s Signature: __________
School: _____________________________________________________________________
Grade/Year Level: ______________________Subject Area: ________Date: _______________
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the
classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource Teacher Asked
1. Factual/Convergent Close/
Low level
2. Divergent/ Higher-order/
Open-ended/ Conceptual

a. Evaluation
b. Inference
c. Comparison
d. Application
e. Problem-solving
3. Affective
1. Neil Postman once said: “Children go to school as a question marks and leave school as periods!” Does
this have something to do with the type of questions that teachers ask and the questioning and reacting
techniques that they employ?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
Reflect on
The importance of using various reacting techniques.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________

Show proofs of learning that you were able to gain in this Episode by interviewing at least two teachers on
their thoughts on OBTL.

Evaluate your Work Task Field Study 1, Episode 10- The Instructors Cycle
Learning Outcome: Identify the applications of some guiding principles in the selection and use of
teaching strategies, determine whether or not the lesson development was in accordance with
outcome-based teaching and learning, identify the Resource Teacher’s questioning and reacting
techniques, outline a lesson in accordance with outcome based teaching-learning.
Name of FS Student__________________________________________Date Submitted: ______
Course: ________________________________Major: ___________________________________

3
free from error.
and analyzed.

Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71 -
below
______________________________________ ___________________


Aguado Module2 Edp112

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Aguado Module2 Edp112

Uploaded by

Copyright:

Available Formats

REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLO

COURSE FACILITATOR: RENA DEE J. AGUADO, LPT, MAEd

programs engaged in dynamic quality instruction, research and extension by 2025.

environment and to contribute to nation – building by providing education, training,

UPGRADEd instruction, research, extension and governance for glocal recognition.

This document is a property of NONESCOST Module 1 | Page 2

CHED BSEd Program Outcomes:

Bachelor of Secondary Education major in Science

Bachelor of Secondary Education major in Mathematics

This document is a property of NONESCOST Module 1 | Page 3

 NONESCOST – BSEd Program Outcomes

1. demonstrate proficiency, mastery and application of content, pedagogy and

2. exhibit exemplary character, proactiveness, and cultural responsiveness to the

This document is a property of NONESCOST Module 1 | Page 4

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder

Revisit Learning Essentials – Fuels you to go on

Observe- A smooth transition to the lesson

Analyze -Collection of ideas that you must discover

Reflection– Measures your learning in the lesson where you wandered

This document is a property of NONESCOST Module 1 | Page 5

This document is a property of NONESCOST Module 1 | Page 6

Course EDP 112

Episode I – The School Environment

Episode 2-Learners Diversity: Development Characteristic, Needs, and

Episode 3-Gender, Needs, Strength, Interest, Experiences, Language,

Episode 4- Learners Diversity: The Community and Home Environment

Episode 5- Creating an Appropriate Learning Environment

Content Episode 6- Classroom management and Classroom Routine

This document is a property of NONESCOST Module 1 | Page 7

Episode 8- Close Encounter with the School Curriculum

Episode 9- Preparing for Teaching and Learning

Episode 10- The Instructional Cycle

Episode 11- Utilizing Teaching-Learning Resources and ICT

Episode 12 –Assessment for Learning and Assessment as Learning

Episode 13- Assessment of Learning (Summative Assessment)

Episode 14- The teacher as a Person and as a Profession

Episode 15- Towards Quality Developing a Glocal Teacher of the 21 st

Episode 16 – On Teacher’s Philosophy of Education

References R1. Course Syllabus

Course 1.Active class participation (online discussion board, FB Closed group

Prepared by: RAMONITO N. ABESAR, LPT, MAED-PES

Reviewed and Approved by:

Subject Area Coordinator: MARY GRACE M. OFQUERIA, LPT, Ph. D.

Dean, COEd :MARY GRACE M. OFQUERIA, LPT, Ph. D.

This document is a property of NONESCOST Module 1 | Page 8

QA Director :DONNA FE V. TOLEDO, LPT, Ed. D.

VP- Academic Affairs :SAMSON M. LAUSA, Ph. D

Declaration of Copyright Protection

This course module is an official document of Northern Negros State

College of Science and Technology under its Learning Continuity Plan on

Flexible Teaching-Learning modalities.

This document is a property of NONESCOST Module 1 | Page 9

faculty-author and from the NONESCOST.

This module shall be used for instructional purposes only.

This document is a property of NONESCOST Module 1 | Page 10

At the end of the episode, you are expected to:

1. Identify the classroom routines set by the teacher.

Establishing routines early in the school year:

Activity 6.1 Observing Classroom Management and Routines

This document is a property of NONESCOST Module 1 | Page 11

Observe the classroom routines of the Resource Teacher by

Resource Teacher: _______________________Teacher’s Signature

Name of FS Student____________________________________Date Submitted:

Course: Major: ___

Resource Teacher: ________________________Teacher’s Signature

Name of FS Student_______________________________ Date Submitted:

Course: _ Major: _________

Resource Teacher: ________________________Teacher’s Signature

Resource Teacher: ________________________Teacher’s Signature