LEARNING EPISODE 9

PREPARING FOR TEACHING AN LEARNING

ACTIVITY 9.1
DEMONSTRATING AN UNERSTANDING OF RESEARCH-BASED KNOWLEDGE
PRINCIPLES OF TEACHING AND LEARNING

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
Observe a class with the use of the principles of learning given in Revisit the Learning Essentials. I will
identify evidence of application/violations of the principles of learning. I can site more than one evidence per
principle of learning.

What did the Resource Teacher do to apply the

Principles of Learning
principle of learning
1. Effective learning begins with the setting of To apply this principle of learning, the resource
clear and high expectations of learning teacher presents his lesson via ppt on what are his
outcomes. intended learning outcome regarding the topic
2. Learning is an active process. The resource teacher let his students to participate
and interacts his students actively with the learning
process.
3. Learning is the discovery of personal meaning The resource teacher tasked his students to share their
and relevance of ideas. thoughts and ideas about the subject matter.
4. Learning is a cooperative and a collaborative The resource teacher gave the class in a groupings
process. learning is enhanced in an form to do the activity wherein the teacher assigned
atmosphere of cooperation and collaboration. each group to interpret and analyze and let them
brainstorm the ideas together with their group.

ANALYZE
1. What is the principles of learning being most applied? Least applied?
Most applied: As I observed, the most applied principle of learning is the “Learning is an active process”
where a student-centered approach were applied. Students learn more when they participate in process
of learning.
Least applied: As I have observed, the learning principle that was applied least is the “Learning is the
discovery of personal meaning and relevance of ideas”.

Give instances where this/these principles /s could have been applied?

- Learning is an active process
For this principle, teacher can ask reciprocal questions. By using this strategy, it encourage an open
dialogue in which students take on the role of teacher and it creates their own questions about the
topic, reading sessions or in the lesson.

REFLECT
From among the principles of learning, which do you think is the most importance?
- Principles of learning are guidelines for the ways in which people learn most effectively. For me, I
think the most important principle is “learning is an active process” because it uses student
 engagement to teach. It encourages students to actively participate in the learning process with the
use of student-centred approach. With less lectures by the teachers, students are expected to learn
through collaboration and exploration in a more student-centred approach that traditional learning
that has relied on long teacher discussions and lectures. With this kind of principle, the student’s job
is to participate in the construction of knowledge with the teacher and so the role of the teacher is to
facilitate them. in result, by encouraging the students to participate in the construction of
knowledge, it builds a deeper understanding, fosters critical thinking and develops problem solving
skills.

ACTIVITY 9.2
IDENTIFYING LEARNING OUTCOMES THAT ARE ALIGNED WITH LEARNING
COMPETENCIES

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
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 state in the lesson.

(SMART Objectives?) Achieved
Learning Outcomes
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?
- In my own opinion, SMART objectives help the lesson become more focused because the goals will set you
up for success by making goals specific, measurable, achievable, realistic and timely. With this, teachers are
guided to achieve their desirable intended learning outcomes. The SMART methods will help teachers to push
further, gives them a sense of direction, and helps them organize and reach their goals to achieve what they are
expecting from the students
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.
- I have learned from the lesson in determining SMART learning outcomes that, in your lesson
objectives or intended learning outcomes it should be SMART (Specific, Measurable, Attainable,
Result-oriented and Time bound) because this will really help the teacher as well as it will guide the
teacher in the learning process and to the development of the students. As what I have said, SMART
objectives will also help the teachers to direct the flow of the lesson and help the teacher to achieve
the desired goals on a specific topic as well as it help to make the discussion clear and organize.

ACTIVITY 9.3
DISTINGUISHING BETWEEN INDUCTIVR AND DEDUCTIVE METHODS OF
TEACHING

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
I will observe on Resource Teacher with the use of this observation sheet. Using the guide questions, I
shall reflect on my observations and analysis.

Teacher-centered
Did teacher lectures all the time?
- No
Was the emphasis on the mastery of the lessons or on Was the emphasis on the student’s applications of the
the test? Prove.
- No. The emphasis on the mastery was on
the lesson because the teacher made sure
that the students really cope with the
discussion.
Was class atmosphere competitive? Why?
- No. the teacher let them work with their
group and peers so that everyone can
participate and share their ideas and
thoughts as a whole.
Student-centered
Were students in the teaching-learning process? how?
or were they were passive recipients of instruction?
- Yes. The students were involved in the
teaching and learning process.
lesson in real life? Give proofs.
- Yes. Because the teacher let them make
their own example.
Was class atmosphere collaborative? Why?
- Yes. Because the teacher asked them to
group themselves and everybody should
cooperate and participate in the activities.

Did teacher focus only on the discipline/subject? Did teacher connect lesson to other
- Yes. From the start until the end, the disciplines/subjects?
teacher occupied all the class hour only in - No. the teacher only focused on the main
one subject so that the student will not get subject only.
confused.

What teaching-learning shows that teaching approach was:

a.) constructivist- connected to past experiences of learners; learners constructed new lesson meaning
- During the class discussion, the teacher let the students to connect student’s past experience to the
 topic and tries to connect it to the new concept for the discussion
b.) inquiry-based
- The teaching and learning practice I have seen from the teaching approach in inquiry-based was the teacher
posed thought-provoking questions to the students about the topic as well as encourages the students to have
independent thinking.
b.) developmentally appropriate- learning activities fit the developmental stage of the children
- The teacher nurtures a child’s development.

c.) Reflective
- Includes remembering, thinking about, and evaluating a teaching experience.

d.) inclusive- no learners was excluded; teacher taught everybody

- The teacher wanted all his students to actively participate both in the class discussion and learning
activities regardless of the student’s diversities.
e.) collaborative- student worked together

f.) integrative- lesson was multidisciplinary- e.g. In Science, Math concepts were taught.
- The teacher integrates other topic and ideas and connect it to the subject matter so that the learning
of the students is not only limited to the subject and also multidisciplinary.

ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
- The consequences of teaching purely subject matter for mastery and for the test is that the student will
not extend her knowledge because the teacher limits the learning with no application.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered?
- I would still use the student-centered approach where I will encourage student to actively participate but they
were the one who will facilitate.

REFLECT
Reflect on PRINCIPLES OF TEACHING WORTH APPLYING
- As a future educator, the principles of teaching are very important for us all educators for us to
improve ourselves and the process of learning of our students. This promotes excellence in learning
and teaching practices express in different institution that are committed as learning. In all of these
principles tackled, it enhances student to engage and learn through effecting teaching.

LINK THEORY ON PRACTICE

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of her lesson. She
proceeds to her learning activities at once without letting them know what they are supposed to learn for
the day. Which principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes
B. Learning is an active process
C. Leaning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.

2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on.
Teacher Lil is very much convinced of which principle of learning?
 A. Learning is an active process.
B. Leaning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes

3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains- cognitive, skill,
and effective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he explained
to the class before the students began with their task. Based on revised Bloom’s taxonomy, in which
level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing

5. You are required to formulate your own philosophy of education in the course. The Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating

SHOW YOUR LEARNING ARTIFACTS

Post proofs of learning that you were able to gain in this Episode. You may attach lesson plan/s used by
the Resource Teacher to show the intended learning outcomes and the method used in the class.