Republic of the Philippines

Cagayan State University

LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

Learning
Preparing for
9
Episode

Teaching and
Learning
SPARK Your Interest
This Photo
by Unknown
Author is This Learning Episode gives emphasis on the principles of learning which must be
licensed
applied to ensure quality instruction. It also focuses on the intended learning outcomes which set
under CC BY
the direction of the lesson. They must be Specific, Measurable, Attainable, Realistic and Time-
bound (SMART) and formulated in accordance with time-tested principles. It also determines the
teaching methods 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 Outcomes

At the end of this 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.

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 1

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

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 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 learned with other concepts learned, with real world experiences and with their
own lives.
4. Learning is a cooperative and 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 a deductive (direct) or inductive (indirect).

INDUCTIVE
DEDUCTIVE Begins with
Begins with a rule, generalization, METHODS concrete, experience,
abstraction, OF details,
& ends with concrete, TEACHING examples
experience, details, & ends a rule,
examples generalization,
abstraction

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 2

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

OBSERVE, ANALYZE AND REFLECT

ACTIVITY 9.1. DEMONSTRATING AN UNDERSTANDING OF RESEARCH-BASED

KNOWLEDGE PRINCIPLES OF TEACHING AND LEARNING

Resource Teacher: Unnis Aguilor Teacher’s Signature: _______________

School: Calaoagan Dackel National High School Date: November 18,2021
Grade/Year Level: Grade 11 Subject Area: English

OBSERVE

Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidences 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 she first set an agreement to her students and
expectations and learning outcomes. introduces the objectives to reach the expected
learning outcome.
2. Learning is an active process. Learning is classified as specific, measurable,
attainable, realistic, and timebound instructions
which is practice from the teacher who is
handling the class and doing everything to
achieve teaching and learning.
3. Learning is the discovery of the personal meaning The teacher accepts her student’s ideas and let
and relevance of ideas. them realize the intention of his discussion which
could help them to broaden their understanding
about the certain topic, in this way they could
expound the meaning and relevance of ideas.
4. Learning is a cooperative and collaborative Learning can be easily applied if everyone is
process. Learning is enhanced in an atmosphere working on it. It can be easily understood if the
of cooperation and collaboration. students are basically doing it. That is why every
teacher let their students to engage to any

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 3

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

activities and grouped accordingly because

students can attain learnings if they on their
selves’ experience of what should need to be
done and what should they need to learn.

ANALYZE

1. What principles of learning were most applied? Least applied?

Most Applied:
The most applied learning principles are learning as effective by setting a goal and high
expectations of learning outcomes, learning is an active process, learning is the discovery of
personal meaning and relevance of ideas and learning is a cooperative and collaborative
process, these are the four common principles used by the teacher to their discussion for it
contributed a lot of help in absorbing the lesson to their students.
Least Applied:
The least applied principle is time-bound for it is common to teachers to exceed the amount of
time given to them for their lecture for the reason that it is time consuming especially if they are
in a group activity. Students tend to use a massive time to prepare for their group performance
as they need a great amount of time to plan and rehearse their topic for their given report.
Give instances where this/these principle/s of learning have been applied.
The discovery of personal meaning and relevance of ideas is an example of learning, as is the recitation
in class. The group work and group activity are examples of learning as a cooperative and collaborative
process. Inside the classroom, these activities assist students in learning.

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 4

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

REFLECT
From among the principles of learning, which one do you think is the most important?
Surprisingly, educators’ use of the term “active learning” has relied more on native
understanding than a common definition. Consequently, many faculties assert that all learning is
inherently active and that students are therefore actively involved while listening to formal
presentations in the classroom. Students must do more than just listen: They must read, write,
discuss, or be engaged in solving problems. Most important, to be actively involved, students
must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within
this context, it is proposed that strategies promoting active learning be defined as instructional
activities involving students in doing things and thinking about what they are doing.
Practices worth adopting “Learning is a cooperative and a collaborative process”. Learning is
teaching students with the things they aren’t well aware off and making the students interpret
of the things they did understand from the lessons. One teacher was very effective in
implementing these principles as a whole since you can distinguish how she conducts her class.
She can create a perfect classroom where it makes conducive for learning and offers effective
learning. As an observer and as a person, you can sense in a certain situation about things that
seems wrong. Active learning can take many forms and be executed in any discipline.
Commonly, students will engage in small or large activities centered on writing, talking, problem
solving, or reflecting.

Practices to avoid and improve on “Treat the students as an empty vessel”. The learning’s goal is
to give the children what they need, and make them realize things that they could not gain
outside the class with guidance of a teacher. The teacher must not feel the students that they
are the one who always the resource of information. The learning’s goal is to give the children
what they need, and make them realize things that they could not gain outside the class with
guidance of a teacher. We are leaving now in a computer world, meaning we are now leaving in
advance society. As a teacher we must avoid this kind of treat to the students because students
sometimes are more advance on learning base on what kind of society we are leaving now. We
to be reasonable sometimes and understand that they have a restored knowledge on their own.

ACTIVITY 9.2. IDENTIFYING LEARNING OUTCOMES THAT ARE ALIGNED WITH

LEARNING COMPETENCIES

Resource Teacher: Unnis Aguilor Teacher’s Signature: _______________

School: Calaoagan Dackel National High School Date: November 18,2021
Grade/Year Level: Grade 11 Subject Area: English

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 5

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

OBSERVE

Observe a virtual class, this time focusing on how the learning outcomes were stated. Determine
if the learning outcome/s was/were achieved or not. Give evidences.

1. Write the learning outcomes stated in the lesson.

LEARNING OUTCOMES (SMART ACHIEVED?

OBJECTIVES?)
YES NO YES NO
1. Describe what is verb / /
2. Identify the verb in the sentence. / /
3. Learn the value of being industrious. / /
4.
5.

2. Cite pieces of evidence that these learning outcomes were achieved.

1. Based on the teacher's definition, the students were able to understand what verbs
are.
2. The learners were able to determine the verb in every sentence posted by the
teacher based on their correct responses
3. The importance of being diligent was not even emphasized during the teaching-
learning process, so the third learning outcome was not achieved.
4. The teacher presents an activity to the class.
5. The teacher assesses the students at the end of the lesson.

ANALYZE

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 6

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

1. Do SMART objectives make the lesson more focused? Why?

Yes, because the teacher can complete her lesson in the allotted 60 minutes. In the classroom, for
example, the teacher has an activity, a lesson, and an assessment. This allows the students to learn
while the teacher completes her goals at the end of the lesson.

REFLECT
Reflect on the lessons learned in determining SMART learning objectives.

The best way to write a lesson plan is to use SMART learning outcomes as a guide. Furthermore, the
aforementioned learning outcomes will ensure that classroom instruction is of high quality.
Furthermore, a researcher named Edwin Locke discovered that people who set specific, difficult goals
outperformed those who set broad, easy goals. In light of this information, it is possible to conclude that
SMART learning outcomes can help teachers and students focus on the same goals. Moreover, no
matter how good the formulated learning outcomes are, they will not guarantee effective learning
because the teacher must still select appropriate teaching-learning practices that are aligned with the
intended learning outcomes.

ACTIVITY 9.3. DISTINGUISHING BETWEEN INDUCTIVE AND DEDUCTIVE METHODS

OF TEACHING

Resource Teacher: Unnis Aguilor Teacher’s Signature: _______________

School: Calaoagan Dackel National High School Date: November 18,2021
Grade/Year Level: Grade 11 Subject Area: English

OBSERVE

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 the teacher lecture all the time? Wee students involved in the teaching-learning process?
The teacher did not lecture all the time. How? Were they mere passive recipients of instruction?

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 7

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

The students were involved in the teaching

process in a way that they were being asked
questions during the discussion.

Was the emphasis on the mastery of the lesson or on the
test? Prove.
The emphasis was on the test as it became the
basis of the teacher if the learners have
understood the lesson.
Was the emphasis on the students’ application of the
lesson in real life? Give proofs.
The emphasis was not on the students'
application of the lesson in real life because the
teacher somewhat focused on letting the learners
identify the concept than connecting it to real-life
situations

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
The class atmosphere is competitive since the The class atmosphere was collaborative because
learners are actively participating especially the learners were allowed to work together in
during the discussion group activities.

Did the teacher focus on one discipline/subject?
The teacher only focused on one subject but she
integrated the previous lesson in order to help
the learners cope up with the new lesson
Did the teacher connect lesson to other
disciplines/subjects?
The teacher did not connect the lesson to other
subjects but on the past topic for the learners to
relate the previous to the new concept.

WHAT TEACHING-LEARNING PRACTICE SHOWS THAT TEACHING APPROACH WAS:

a. Constructivist – connected to past experiences of learners; learners constructed new lesson meanings

The teacher let the learners review the past lesson to connect it to the new topic.
b. Inquiry-based

The teacher frequently asked topic-related questions to the learner, especially during the discussion.
c. Developmentally appropriate – learning activities fit the developmental stage of children

The teacher taught the lesson with the aid of visual presentations which enabled the learners to

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 8

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

improve their way of perceiving things.

d. Reflective

The learners were asked about what they usually do at home. Through it, they can connect the lesson
to their own experiences
e. Inclusive – no learner was excluded; teacher taught everybody.

The teacher treated all the students fairly; she ensured that all the learners can participate in the
discussion and activities.
f. Collaborative – students worked together

The learners were given a task that required them to work in groups.
g. Integrative – Lesson was multidisciplinary – e.g. In Science, math concepts were taught.

The teacher related the concept of the past lesson to the new topic in order to make the learners
understand easily

ANALYZE

1. What are the possible consequences of teaching purely subject matter for mastery and for
the test?
Teaching solely for the purpose of mastering the subject matter and passing the test may result in
negative consequences. Retention is unlikely to occur if the emphasis is not placed on the students'
application of the lesson in real life. Furthermore, the teacher will have no way of knowing whether or
not the students have gained a thorough understanding of the subject. As a result, incorporating the
lesson into real-life situations is required to ensure effective learning.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered?
Why?
If I were given the opportunity to reteach the classes I observed, I would focus on the students. As far as
I've noticed, the teaching-learning process is more effective when students are actively involved rather
than passive recipients of instruction. As a result, they will be unable to learn effectively and will become
disinterested in the subject. As a result, I believe that using a student-centered approach will encourage
students to actively participate in class and relate the lesson to real-life situations.

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 9

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

REFLECT
REFLECT ON PRINCIPLES OF TEACHING WORTH APPLYING.
The teaching principles serve as a guide for educators on how to handle the teaching-learning process
effectively. As far as I can tell, the teacher should take a student-centered approach because it
encourages students to take responsibility for their own learning. In line with this, the principle
"Learning is an active process" is worth employing because it will turn learners into active participants
rather than passive recipients of information throughout the teaching-learning process. Of course, the
teacher must put the needs of the students first in order to ensure that knowledge is acquired and that
learning outcomes are achieved. It is possible if the teacher uses differentiated instruction rather than
focusing solely on the traditional approach to teaching, because not all students have the same learning
style.

LINK Theory to Practice

DIRECTIONS: READ THE ITEMS GIVEN BELOW AND 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 teaching begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and collaborative process.

2. Teacher Lynda avoids drills out of context. She gives real world math problems for students to drill on.
Teacher Lynda 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 collaborative process.
D. Effective teaching 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 to 3 domains – cognitive, skill and
affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 10

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

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 that he explained to the
class before the students began with their task. Based on the revised Bloom’s taxonomy, in which level of
cognitive processing are the students?
A. Evaluating B. Synthesizing C. Applying D. Analyzing

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

SHOW Your Learning Artifacts

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

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 11

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 12

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

EVALUATE Performance Tasks

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 Mike Jeron Martinez Date Submitted: November 26, 2021
Year: 4 Course: BSED Major: Mathematics
Learning Episode Excellent Very Satisfactory Satisfactory Needs
4 3 2 Improvement
1
ACCOMPLISHED All observation One (1) to two (2) Three (3) observation Four (4) observation questions/
OBSERVATION SHEET questions/ tasks observation questions/ tasks questions/ tasks not tasks not answered/
completely answered/ not answered/ accomplished. answered/ accomplished. accomplished.
accomplished.
ANALYSIS All questions were All questions were answered Questions were not Four (4) or more observation
answered completely; completely; answers are answered completely; questions were not answered;
answers are with depth clearly connected to theories; answers are not clearly answers not connected to
and are thoroughly grammar and spelling are connected to theories; one theories; more than four (4)
grounded on theories; free from errors. (1) to three (3) grammatical/ grammatical/ spelling errors.
grammar and spelling spelling errors.
are free from error.
REFLECTIONS Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what were supported by what were somewhat supported by supported by what were
observed and analyzed. observed and analyzed. what were observed and observed and analyzed.
analyzed.
LEARNING ARTIFACTS Portfolio is reflected on Portfolio is reflected on in the Portfolio is not reflected on in Portfolio is not reflected on in the
in the context of the context of the learning the context of the learning context of the learning outcomes;
learning outcomes. outcomes. Complete, well outcomes. Complete, not not complete, not organized, not
Complete, well- organized, very relevant to organized, relevant to the relevant.
organized, highly the learning outcome. learning outcome.
relevant to the learning
outcome.
SUBMISSION Submission before the Submitted on the deadline. Submitted a day after the Submitted two (2) days or more
deadline. deadline. after the deadline.

Comments: Rating
Overall (Based on
Score 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 2.0 2.25 2.5 2.75 3.0 3.5 5
99 96 93 90 87 84 81 78 75 72 71-below

_________________________________________ ______________________
Signature of FS Teacher over Printed Name Date

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 13

 Republic of the Philippines
Cagayan State University
LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan

COLLEGE of TEACHER EDUCATION

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment 14