FS 1 EPISODE 9

Preparing for Teaching and Learning

Activity 9.1

Demonstrating an understanding of Research-Based Knowledge Principles

of teaching and Learning

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 evidence per principle of learning.

What did the Resource Teacher do

Principles of Learning
to apply the principle of learning

1. Effective learning begins with the  By making a lesson plan

setting of clear and high expectations  By writing her intended learning
of learning outcome. outcomes on the board

 The students raise their hands

2. Learning is an active process. when the teacher is asking
question instead calling for them
to answer.

3. Learning is the discovery of  The teacher gives task to the

personal meaning and relevance of students to make a reflection
ideas. about the topic that being
discussed.

4. Learning is a cooperative and a

 The students cooperate through
collaborative process. Learning is
gathering in a group activity.
enhanced in an atmosphere of
cooperation and collaboration.

Analyze

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

 Most applied:
 The most applied Principle of Learning is the second principle
which is the Learning is an Active Process.
 Least applied:
 The least applied Principle of learning is the fourth principle which
is the Learning is a cooperative and a collaborative process.
Learning is enhanced in an atmosphere of cooperation and
collaboration it is because not all students are participating during
group activities not unless if it is a competition like activities.
 Give instances where this/these principle could have been applied?
 It can be applied in:
 Group Competition like activities,
 Group activities that has a reward, and;
  Group activities that need all the student to participate just to
finish the group task.

Reflect

From among the principles of learning, which bone do you think the most
important?

 I think Learning is a cooperative and a collaborative process.

Learning is enhanced in an atmosphere of cooperation and
collaboration is the most important bone in the Principles of
Learning because it is important to give the student the opportunity
to work and collaborate to their friends and classmates as well as
allowing them to have hands on activities together.

Activity 9.2

Identifying Learning Outcomes that are aligned with Learning

Competencies

Observe

1. Write the learning outcomes stated in this lesson.

Learning Outcome
(Smart Achieve
Objectives?)

Yes No Yes No

1. Define the six trigonometric ratios. / /

2. Illustrate/evaluate the six trigonometric / /

ratios for a right triangle.

3. Use trigonometric ratios to find the / /

measurement of an acute angle.

4. Use trigonometric ratios to find the / /

measurement of the length of a side of a
right triangle.

5. Solve problems involving trigonometric / /

ratios.

2. Cite pieces of evidence that these learning outcome were achieve.

 1. The students are able to define the six trigonometric ratios.

2. The students are able to illustrate/evaluate the six trigonometric ratios

for a right triangle.
3. The students are able to use trigonometric ratios to find the
measurement of an acute angle.
4. The students are able to use trigonometric ratios to find the
measurement of the length of a side of a right triangle.

5. The students are able to Solve problems involving trigonometric ratios.

Analyze

1. Do SMART Objectives make the lesson more focused?

 In my own perspective, SMART Objectives make the lesson more
focused it because, the utilization of such SMART learning
objectives helps the teachers to be guided with regards to
achieving the intended learning outcomes and what they are
expecting from their classes.

Reflect

Reflect on the: Lessons learned in determining SMART learning

outcomes.

 Lesson Objectives must be SMART because this will guide the

teacher in the learning process and development of their students.
It will also help the teacher to in achieving the desired learning
outcomes of the lesson. it will also make the discussion clear and
organized. From my observation, I have learned that the teacher
must adhere to with their lesson objectives. By doing that will make
the flow of their discussion smooth and will make sure that the
students are learning.

Activity 9.3

Distinguishing between Inductive and Deductive Methods of Teaching

Observe

I will observe one Resource Teacher with 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?

Were students involved in the
teaching-learning process? How? Or
-The teacher is the one who do the were they mere passive recipients of
lecture most of the times. instruction?

-The teacher asks question and she

call someone who can share their
ideas about the question or the
statement.
Was the emphasis mastery for the Was the emphasis the students’
lesson or for the test? Prove your application of the lesson in real life?
point. Give proof.

-Yes, because after the discussion -The application of the discussion is

the teacher conduct an activity not real-life situation but instead
where she can test the learning of teacher presents a picture to show the
the students. tools and equipment for illustrations.
Was the class atmosphere Was the class atmosphere
competitive? Why? collaborative? Why?

-Yes, because the students have -Yes, it shows on how students

their different ideas that they make collaborate and cooperate in the class
them eagerly to share during the discussions and activities.
discussion.

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

-No because the teacher discussion -Yes, the teacher also relates it to
also trying to relate it to real-life other disciplines like in values.
situation which can help to easily
understood by the student.
What teaching-learning practice show that teaching approach was:
a) Constructivist – connected to past experiences of learners; learners
constructed new lesson meanings
The students already learned new ideas but through past experiences makes
them learn further.
b) Inquiry-based
The teacher gives a question wherein they can share ideas and also reflect on
it.
c) Developmentally appropriate – learning activities fit the developmental
stage of children
The teacher conducts activities which suitable to the learning skills of the
students.

d) Reflective
The teacher should reflect every discussion where teacher can guide them by
correcting their inappropriate beliefs but not exactly saying to the students that
they are wrong.
e) Inclusive – no learner was excluded; teacher taught everybody

The teacher not showing favoritism but she shows equal treatment and
opportunity to the learners.
 f) Collaborative – students worked together.
The students learn new knowledge but also, they can have an additional
learning through collaborating with other.
g) Integrative – lesson was multidisciplinary – e.g. in science, math
concepts were taught
The discussion is connected to other discipline and to real-life
situation/experiences.

Analyze

1. What are possible consequences of teaching purely subject matter for

mastery and for the test?
 The students will be enclosed in the four corners of the room; the
learning will not extend to the real world because the students are
just bombarded with concepts but with no application. The students
will just study for the sake of examinations and what the teacher
had taught would be easily been forgotten.

2. If you were to reteach the class, would you be teacher-centered or

student-centered? Why?
 If I will be given a chance to reteach the class I will choice student-
centered because it is a new environment for the students wherein
they can learn and explore knowledge in their own. They will be
given an opportunity to have deeper understanding and
collaborating with their peers whom can also promotes to have an
additional knowledge.

Reflect

Reflect on the Principles of teaching worth applying

 Student-centered approach where in student are the center of the

discussions. They can reflect, solve problem, collaborate with their peers
and have deeper understanding to create new ideas or solution. Using the
technologies makes the students motivated in that way they can be easily
to learn, but still they guidance comes from their teacher wherein can
facilitate to a critical or sensitive discussion.
Teacher-centered approach where in t4he students are passive
learners. The teacher is the one who have an authority inside the
classroom. These two approaches can use both, the important thing is the
teacher must give the appropriate learning which every student needed
depending to their abilit4ies. The teacher must also use a strategy which
is effective and can be helpful for the learning of the students.
LINK Theory to 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
outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
C
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
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learn 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 affective or cognitive and affective
or skill and affective.
B. Begin with the end in mind.
B
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
B. Applying
 C. Synthesizing
D. Analyzing
D

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
B. Applying
B
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 plan (s) used by your Resource Teacher to show the intended
learning outcomes and the method used in class.

Fractions of a Whole

Subject: MATH

Grade: Grade 7

Ready, set, fractions! In this hands-on lesson, your students will

familiarize themselves with common fractions using concrete materials to
practice splitting items into halves, thirds, and quarters.

Learning Objectives

Students will be able to identify fractions and divide items into halves,
thirds, and quarters.

Materials and Preparation

 Whiteboard Orange or lemon Cupcake

 2 chocolate bars
 Knife (for dividing items) Fraction Quiz worksheet Fraction Coloring
worksheet Crayons
 White paper (one per student) Scissors

Key terms

 fraction
 denominator
 numerator

Attachments
  Fraction Coloring
 (PDF) Fraction
 Quiz (PDF)

Introduction (2 minutes)

 Explain to your class that today, they will be learning about fractions.
Define a fraction as a part of a whole.
 Draw a picture of a common fraction on the board, to better illustrate the
concept to your students.

Explicit Instruction/Teacher modeling (15 minutes)

 Display the orange or lemon to your class, and tell them that you want to
give half of the fruit to a person in the class.
 Use your knife to cut the citrus in half. Give one of the halves to a student
volunteer. Write the fraction 1/2 on the whiteboard.
 Explain to students that the denominator, or number on the bottom, tells
how many equal parts the item is divided into. Tell your class that the
numerator, or number on the top, tells how many of those parts are being
referred to.
 Show the students your chocolate bar, and tell them that you're going to
divide that chocolate bar into three equal pieces.
 Divide your chocolate bar into thirds. Give one third to a student volunteer.
 Tell your class that you just gave away one third of your chocolate bar.
 Write 1/3 on the chalkboard.
 Explain once more to students that the denominator tells how many equal
parts the item is divided into, and the numerator tells how many parts are
being referred to.

Independent working time (15 minutes)

 Pass out a copy of the Fraction Coloring worksheet to each student, along
with crayons.
 Instruct students to read the instructions for each question on the
worksheet, and to complete the worksheet independently.

Related books and/or media

 Find interactive books for each child’s level.

Differentiation

 Enrichment: Encourage advanced students to tackle more complicated

fractions, such as 2/5 and 5/6. Students can draw examples of more
complex fractions in their notebooks or on white paper.
 Alternatively, you could give students a few fractions that can be simplified
(such as 2/4 and 2/6) and ask them to tell you why 2/4 is the same as 1/2,
for example.
 Support: Avoid the words "denominator" and "numerator" with students
who are struggling; these terms may make fractions more confusing.
Instead, work with these students in a small group, emphasizing that the
 top number refers to the number of parts being taken or given, and the
bottom number refers to the number of parts of the whole.

Assessment (5 minutes)

 Assess your students' understanding of basic fractions by having them

complete the Fractions Quiz before leaving the classroom.

Review and closing (8 minutes)

 To close the lesson, review the definitions of fraction, numerator, and

denominator.