Liceo de Cagayan University

SCHOOL OF TEACHER EDUCATION

LEVEL 4 Accredited by PACU-COA

Name _____________________________________ Course and Year ______________

Instructional Cycle

A. My Learning Activities
I will observe one class, then analyze my observations with the help of guide
questions. I will write down my reflections on my observations.

Resource Teacher: Mr. Santos Umbay

Grade/Year Level: Grade 11
Subject Area:Mathematics

B. Observation

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs)
at the beginning of the class? Did she share them with the class? How?

- At the outset of each session, the instructor should, without fail, present the
class's learning goals or intended learning outcomes (ILOS). by the act of
reading it in advance of the conversation.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.

- Use by the teacher by providing them with examples, as well as through having
the students participate in activities in groups.
 3. What assessment tasks did Teacher employ? Is/Are these aligned to the lesson
objectives/ILOs?

- The reason the teacher uses an evaluation of learning as well as an assessment

for learning is so that she may collect important information about the
development of the students. The educator is responsible for determining where
the students are in the learning process, determining where they need to go, and
determining the most effective approach for them to get there.

C. My Analysis (Use the guide questions to answer this. Answer in paragraph form.)
● If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities (TLA)
and Assessment Task (ATs) were not aligned, what would be the effect on the
performance of students?
● Did the teacher use appropriate learning activities? Are there Teaching Learning
Activities (TLAs) which are more appropriate than what the Teacher used?
● Are there more appropriate assessment tasks that the teacher should have used.
If yes, give examples.

- I believe that the class session will be unorganized, the students will be
confused, and the learning objectives may not be attained if the Intended
Learning Outcomes (ILO), Teaching-Learning Activities (TLA), and Assessment
Tasks (ATs) are not linked. This will cause students to avoid the material, which
will in turn lead to skill loss and a distorted learning experience. Teachers will
have trouble evaluating their pupils, and those kids won't remember anything.
TLAs, or teaching and learning activities, are not significantly higher as compared
to the methods the instructor really used, but I find that they are effective in
making class time more engaging and enjoyable. Aligning TLA with the ILO will
help both the students and the instructor succeed in their learning objectives by
making the lessons more engaging and stimulating.
At the conclusion of the class I saw, the cooperating teacher should have given
some kind of evaluation to her pupils to see how much they had learned. This is
useful if her stated aims at the beginning of the class were realized.
-
D. Reflection
What are your thoughts about the instructional cycle? How would it affect your
teaching?

- When planning a class or unit, good educators always start by determining which
curriculum benchmarks and subject requirements will be covered. The next step
is to develop a set of learning outcomes that can be directly linked to the content
requirements. At this point in the teaching process, the instructor has a firm grasp
on the instructional knowledge and skill sets required by the standards-based
curriculum. For this reason, educators should think forward to the means by
which they will evaluate students' progress toward the stated goals. As a result,
reflective educators build their instructional cycles on the data they get from
students' assessment results.