FIELD LEARNING PREPARING FOR

TEACHING AND
STUDY 1 EPISODE LEARNING
FS1 9
SPARK Your Interest
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-Cantered Teaching.
TARGET Your Intended 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
instructions;
 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 use 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 the 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 consist 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)

INDUCTIVE
DEDUCTIVE Methods Begins with the concrete,
experience
Begins with a rule, generalization of details, examples and ends with
a rule,
Abstraction and ends with concrete Teaching generalization, abstraction.
Experience, details, Examples.
OBSERVE, ANALYZE, REFLECT

Activity 9.1
Demonstrating an Understanding of Research-Based Knowledge
Principles of Teaching 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 applications/violations of the principles of learning. I
can 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 the The resource teacher establishes what
setting of clear and high student they need to learn at the beginning.
expectations of learning outcomes. It is important that you as teacher know first
and relay to your learners when you start an
instruction.
2. Learning is an active process The resource teacher continuous practicing
the lesson could really help the students
rather than memorizing.
3. Learning is the discovery of The resource teacher gives a real-world
personal meaning and relevance of example and connect to the lives to the
ideas. learners. The student will able to understand
what is the meaning of what they learning.
4. Learning is a cooperative and a The resource teacher let the students to do
collaborative process. Learning is create their own ideas like groupings,
enhanced in an atmosphere of brainstorming and etc. for them to have
cooperation and collaboration. cooperation and collaboration.

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

Most applied
The learning episode most applied is “learning is cooperative and
collaborative process”, because the teacher in the end of the discussion, she grouped the
students so that they can share their ideas and discuss in the class what they have done in
sharing their thoughts and ideas.

Least applied
The learning principle that was applied least from all the principles is
the, “Learning is the discovery of personal meaning and relevance of ideas”. We know that
teachers are the facilitator with the learning to the students and they are the one who explain
and share thought about the topic but today the students are the one who gives some ideas
about a certain topic.
Give instances where this/these principles/s could have been applied?
 For instance, the teacher gives some topic then she told the students to write their
own ideas about the topic and the students wrote their personal understanding about topic and
the then the teacher let the students to recite it and express what they wrote.

REFLECT
From among the principles of learning, which one do you think is the most important?
Based on what I observed, the most important is the “Learning is cooperative and
collaborative process” because learning is not active when does not student learn to others. I
see that the teaching-learning process is when effective and productive. The students learned
when they are engaged in a collaborative task. Group task where they brainstorming ideas
together with their peer groups and this way the learners enjoy the class. The learners, skills
and abilities are not one day growth; it is a step-by-step process. The collaborative learning
has been shown to not only develop higher-level thinking skills in students, but boost their
confidence and self-esteem as well. The performance of the students will improve. As a
future teacher, I will use the cooperation and collaboration methods so that I will build a
good performance to my learners. The students learn together and make each group member
a stronger individual.

ACTIVITY 9.2
Identifying Learning Outcomes that are aligned with Learning
Competencies
Resource Teacher: MARILOU NAVARRO Teacher’s Signature: School: UCH-SHS
Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: OCTOBER 2021
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 stated in the lesson.
(SMART Achieved
Learning Outcomes Objectives?)
YES NO YES NO
1. Distinguish the limitations on and possibilities for  
transcendence
2. Evaluate their own limitations and possibilities  

3.Identify the traits that distinguish them as persons  

4. recognize how human body imposes limits on and  

possibilities for transcendence
5.
 2. Cite pieces of evidence that these learning outcomes were achieved.
ANALYZE
1. Do SMART objectives make the lesson more focused?
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

Lesson learned in determining SMART learning outcomes.

The best way to write a lesson plan is to use SMART learning outcomes as a guide.
Furthermore, the mentioned 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: MARILOU NAVARRO Teacher’s Signature: School: UCH-SHS
Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: OCTOBER 2021
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 Students-centered
Did teacher lecture all the time? Were students involving in the teaching-
learning process? How? Or were they mere
The teacher give lecture at the same time passive recipients of instructions?
asking questions to the class.
The students are involved in the discussion
of the teacher. The learners are active and
they participated in the class discussion and
by answering the teacher’s questions.
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.
The emphasis of the lesson is mastery of the
lesson and also when they are using it in The emphasis of the student’s application of
real life. The teacher does the mastery of the the lesson is relating and comprehend by
lesson because the student has many giving the real-life situation and give them
questions if the lesson is you as teacher an activity that will affect the future.
don’t know the background of your lesson
and the teacher always present to the
students the importance of studying the
lesson and the advantages that may bring to
their life.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

No, the students participate because they The students are doing group task so they
want to share their ideas and thoughts. cooperate and collaborate to each other
wherein there is a unity among them. When
they have a question to answer they asked
each other.
Did teacher focus only on one Did teacher connect lesson to other
disciplines/subject? disciplines/subjects?

The teacher used various subject to integrate The teacher had integrated with other
the lesson enable the students to cope up lessons to the subject matter which enable
with the lesson easily. the students to comprehend the text easily.

What teaching-learning practice shows that teaching approach was:

a) Constructivist- connected to past experiences of learners; learners constructed new
lesson meaning
When the class discussion is going on, the teacher let the students to connect their past
experience to the topic and tries to connect it to the new concept for the discussion.

b) Inquiry-based

The teacher asked a question to the learners regarding their ideas and thoughts about the
subject matter.
c) Developmentally appropriate- learning activities fit the developmental stage of
 children

She presented an activity that appropriate for the subject matter which enables the learners
or students to level up their cognitive thinking.
d) Reflective
After the students absorbed the learnings that she teaches to them, she asked to them if
how they will used this in their real-life scenarios.
e) inclusive- No learner was excluded; teacher taught everybody
The teacher is fair to all the students where no bias at all, she taught everybody whatever
what is their differences and she give learning activities that regardless of their diversities.
f) collaborative- Students worked together
The teacher gives activities which is students worked together, like group presentation.
g) integrative- Lesson was multidisciplinary-e.g. In Science, Math concepts were
taught.
The teacher integrates lessons and connect to the subject matter to be enable to understand
and comprehend by the students.

ANALZE
1. What are possible consequences of teaching purely subject matter for mastery and for
the test?
If the teacher purely teaches the lesson with no activities, I think some of the students
will not recall the lesson because that teaching is lack of activities. The students are just
bombarded with concepts but with no application that they doing, some are not attentive to
learn if the class discussion is only lecture.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
I would be students-centered especially today it is now a modern world where 21 st
century learner more engaging and learning with collaborations and cooperation, sharing
ideas and thoughts that came from with their experiences and this will boost their confidence.
I want my students to enjoy my lessons and our interaction to each other is equal.
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

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. Learning is the discovery of the personal meaning of ideas
D. Learning is a cooperative and a collaborative process

2. Teacher Lil 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. 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 in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2or3 domains,
cognitive, skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/ intented learning outcomes with students.
D. Write SMART lesson objectives / intended learning.

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. Synthezing D. Analysing

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

EVALUATE Performance Task

Evaluate Your work task Field study 1. Episode 9- Preparing for Teaching and Learning

Learning Outcome: identify the teaching- learning practices that apply for 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: MIKEE GALLA Date Submitted

Year & Section : SS4 Course: BSED

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) or more
Observation question/task observation questions/tasks not observation questions/
Sheet completely questions/tasks not answered/ tasks not answered/
answered/accomplished. answered/accomplished accomplished. accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answer are clearly answer are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer not connected to
grounded on theories; Grammar and spelling are one (1) to three (3) theories; more than four
grammar and spelling spelling are free from grammatical/ (4) grammatical/
are fee from error. errors. spelling errors. Spelling errors

Reflection Profound and clear; Clear but lacks depth; Not so clear an Unclear and shallow;
supported by what were supported by what were swallow; somewhat rarely supported by
observe and analyzed observe and analyzed supported by what were what were observe and
observed and analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not reflected
Artifacts in the context of the in the context of the reflected on in the on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
Complete, well Complete; well outcomes. Complete; complete; not organized,
organized, highly organized. Relevant to not organized. Relevant not relevant
relevant to the learning the learning outcome to the learning outcome
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline
Comments Over-all Score Rating:
(Based on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13- 11 10 9-5 7-
12 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 93 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above printed name Date