Learning Episode 9:

FIELD STUDY 1 Preparing for

Teaching and Learning
SPARK Your Interest
This episode gives emphasis on the principles of learning which must be applied
to ensure the 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.

TARGET Your Intended Learning Outcome

At the end of the episode, I must be able to:

 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; and
 Differentiate the different methods of teaching.

REVISIT the Learning Essentials

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 forgot; 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.
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Learning Episode 9: Preparing for Teaching and Learning
 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
Methods
of Begins with the concrete,
Begins with a rule, Teaching
experience, details, examples
generalization, abstraction
and ends with a rule,
and ends with concrete,
generalization, abstraction.
experience, details, examples

OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge

Principles of Teaching and Learning

Resource Teacher: ___________________________ School: ____________

Year Level: _____________ Subject Area: _____________ Date: ________

OBSERVE
Interview your Cooperating Teacher. With the use of the principles of learning
given in Revisit the Learning Essentials, identify evidence of applications/ violations of
the principles based from their experiences. Cite more than one evidence per principle
of learning.

Principles of Learning What did the Resource Teacher do to

apply the principle of learning
1. Effective learning begins with
setting clear expectations and
learning outcomes.
2. Learning is an active process.

3. Learning is the discovery of the

personal meaning of ideas.
4. Learning is a cooperative and a
collaborative process.
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Learning Episode 9: Preparing for Teaching and Learning
ANALYZE

1. What principles of learning were most applied?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________.

2. What principles of learning were least applied?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________.

REFLECT

1. From among the principles of learning, which do you think is the most important?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________.

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Learning Episode 9: Preparing for Teaching and Learning
Activity 9.2 Identifying Learning Outcomes that are Aligned with
Learning Competencies

Resource Teacher: ___________________________ School: ____________

Year Level: _____________ Subject Area: _____________ Date: ________

OBSERVE

Interview your Cooperating Teacher. This time, focus on how the learning
outcomes were stated. Determine if the learning outcomes were achieved or not. Give
evidence.
1. Write the learning outcomes stated 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.

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Learning Episode 9: Preparing for Teaching and Learning
ANALYZE

Answer the following questions.

1. Do SMART objectives make the lesson more focused?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________.

REFLECT

1. What are the lessons have you learned in determining SMART learning outcomes?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________.

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Learning Episode 9: Preparing for Teaching and Learning
Activity 9.3 Distinguishing Between Inductive and Deductive Methods
of Teaching

Resource Teacher: ___________________________ School: ____________

Year Level: _____________ Subject Area: _____________ Date: ________

OBSERVE

Interview your Cooperating Teacher with the use of this observation sheet. Using
the guide questions, reflect on my observations and analysis.

Teacher-Centered Student-Centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
passive recipients of instruction?

Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

What teaching-learning practice shows that teaching approach was:

a) Constructivist - connected to past experiences of learners; learners constructed
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Learning Episode 9: Preparing for Teaching and Learning
 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 – student worked together.

g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts

were taught.

ANALYZE
1. What are the 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

1. Reflect on principles of teaching worth applying.

____________________________________________________________________
______________________________.

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Learning Episode 9: Preparing for Teaching and Learning
SHOW Your Learning Artifacts

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.

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Learning Episode 9: Preparing for Teaching and Learning
LINK Theory of Practice
Directions: Read the items given below and encircle the correct answer.
1. Teacher believes that students need to 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 expectation and clear outcomes.
B. Learning is an active process.
C. Learning is the discovery if the personal 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
student to drill on. Teacher Lil is very much convinced of which principle of learning?

A. Learning is an active process.

B. Learning 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 to the lesson. Which principle is applied?

A. Lesson objectives/ intended learning outcomes must integrate 2 or 3 domains –

cognitive, skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share the 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 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

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Learning Episode 9: Preparing for Teaching and Learning
EVALUATE Performance Task

Evaluate your work TASK Field Study 1, Episode 9 – Preparing for Teaching and Learning
Learning Outcomes: 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; and Differentiate the different methods of teaching.

Name of FS Student: ________________________________ Date Submitted: _______________

Year & Section: _____________________________________ Course: _______________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/tasks not answered/accomplished. answered/accomplished.
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four or more
answered completely; answered completely; answered completely; observations were not
answers are with depth answers are clearly answers are not clearly answered; answers not
and are thoroughly connected to theories; connected to the connected to theories;
grounded on theories; grammar and spelling theories; one (1) to three more than (4)
grammar and spelling are free from errors. (3) grammatical/ spelling grammatical /spelling
are free from errors. errors. errors
Reflection
Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed what were observed and were observed and
analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the text of the in the text of the on in the text of the on in the context of the
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
Complete, well Complete, well Complete, well complete; not organized,
organized, highly organized, highly organized, highly not relevant
relevant to the learning relevant to the learning relevant to the learning
outcome outcome outcome
Submission Submitted before the Submitted on the Submitted after the Submitted two (2) days
deadline deadline deadline or more after the
deadline
COMMENT/S Overall Score Rating:
(Based
Transmutation)

Transmutation of Score to Grade/Rating

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

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Learning Episode 9: Preparing for Teaching and Learning
 BERNARD S. PANTONILLA, Ph.D. _________________
Signature of FS Teacher above Printed Name Date

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Learning Episode 9: Preparing for Teaching and Learning