EDP-112 - Module 6-10

COURSE FACILITATOR: Rvie Santillan, LPT, MAED
FB/MESSENGER: Vee Macalisang - Santillan

Email: rmsantillan@nonescost.edu.ph.
Phone No: 09751942985
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This document is a property of NONESCOST
Unauthorized copying and / or editing is prohibited. (For Classroom Use Only) Prepared by: Ghagha Abesar
MISSION
To produce glocally viable graduates through innovative learning and research

environment and to contribute to nation-building by providing education, training,
research and resources creation opportunities in various technical and disciplinal
areas.
VISION
SUN – Negros: A glocally recognized university offering distinctively –niched

academic program engaged in dynamic quality instruction, research and extension by
2025.
INSTITUTIONAL OUTCOMES
1. Demonstrate logical thinking, critical judgment, and independent decision-making on any

confronting situations
2. Demonstrate necessary knowledge, skills, and desirable attitudes expected of one’s
educational level and field of discipline
3. Exhibit necessary knowledge, skills, and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of one’s
profession or community involvement without compromising legal and ethical
responsibilities and accountabilities.
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PROGRAM LEARNING OUTCOMES (CMO # 80 s. 2017)
Graduates of a BSED program are teachers who have the ability to:
a. articulate and discuss the latest developments in the specific field of practice. (PDF
level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. Work effectively and collaboratively with a substantial degree of independence in
multi-disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and
political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources
for diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
m. pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities.
n. apply scientific and evidence-based practices critical to the educational and learning
processes
o. demonstrate skilful performance in a variety of physical activities
p. adapt performance to a variety of physical activity settings: (e.g. formal classes,
recreational, and competitive)
q. critically examine the curriculum (e.g. content, pedagogy, and assessments) and
program, and enhance (e.g. innovate) them necessarily
r. plan and implement safe and effective physical activity programs to address the needs
of individuals and groups in school and/or non-school settings.
s. monitor and evaluate physical activity programs in school and/or non-school
settings.
t. use appropriate assessments in as and for student or client learning.
u. use information, media, and technology in pedagogy and for lifelong learning
v. demonstrate firm work/professional ethics.
w. cultivate solidarity by working and dealing with/relating to others harmoniously.
x. promote the advancement of the profession by making sense of and getting involved
in current discourse that impacts the profession.
y. pursue lifelong learning for personal and professional development.
z. communicate effectively with PE practitioners, other professionals, and stakeholders
aa. use oral, written, and technology formats deftly
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Warm greetings!
Welcome to the first semester of School Year 2021-2022! Welcome to the College of Education
and welcome to NONESCOST!
Despite all the happenings around us, there is still so much to be thankful for and one of these is
the opportunity to continue learning.
You are right now browsing your course module in EDP 112. As you read on, you will have an
overview of the course, the content, requirements, and other related information regarding the
course. The module is made up 16 Episode. Each Episode has seven parts:
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Please read your modules and learn the concepts by heart. It would help you prepare to be an
effective and efficient professional in field of teaching. You can explore more of the concepts by
reading the references and the supplementary readings.
I encourage you to get in touch with me in case you may encounter problems while studying
your modules. Keep a constant and open communication. Use your real names in your FB
accounts or messenger so I can recognize you based on the list of officially enrolled students in
the course. I would be very glad to assist you in your journey. Furthermore, I would also
suggest that you build a workgroup among your classmates. Participate actively in our
discussion board or online discussion if possible and submit your outputs/requirements on
time. You may submit them online through email and messenger. You can also submit hard
copies. Place them in short-size bond paper inside a short plastic envelop with your names and
submit them in designated pick-up areas.
I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges, and difficulties in learning as we go along this course. I am
very positive that we will successfully meet the objectives of the course.
May you continue to find inspiration to become a great professional. Keep safe and God bless!
Course Outline in EDP112-Observations of Teaching- Learning in Actual School

Environment
Course Number EDP 112

Course Title Observations of Teaching- Learning in Actual School Environment
Course This the first experiential course, which immerse a future teacher to
Description actual classroom situation and learning environment where direct observation
of teaching learning episodes that focus on the application of educational
theories learned in content and pedagogy courses will be made. Observations
on learner’s behavior, teacher strategies of teaching, classroom management,
assessment in learning among others shall be given emphasis. A portfolio shall
be required in this course.
No. of Units 3 units
Pre-requisites None
Course At the end of the course the students shall be able to:
Intended CILO 1. Describe how safe and secure learning environment contribute to the
Learning physical, socio-emotional and cognitive development of learners (PPST
Outcomes Domain 2)
CILO 2. Determine ways of addressing learners’ diversity in terms of gender,
needs, interest, cultural background and difficult circumstances
(PPST Domain 3)
CILO 3. Appraise how teacher manifest his/her personal and professional
competencies. (PPST Domain7)
CILO 4. Illustrate the teaching- learning process and the use of ICT to promote
quality relevant and sustainable educated process (PPST Domain 4)
CILO 5. Assess the various classroom management strategies observed in the
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class (PPST Domain 2 and 4)
CILO 6. Analyze concepts, theories, and principles in curriculum development
in actual classroom setting. (PPST Domain 4)
CILO 7. Evaluate assessment and reporting practices done in the classroom
(PPST Domain 5)
CILO 8. Formulate one’s philosophy of teaching (PPST Domain7)
Episode I – The School Environment
Episode 2-Learners Diversity: Development Characteristic, Needs, and Interest
Episode 3-Gender, Needs, Strength, Interest, Experiences, Language, Race,

Culture, Religion, Socio-economic status, difficult circumstances,
and Indigenous Peoples
Episode 4- Learners Diversity: The Community and Home Environment
Episode 5- Creating an Appropriate Learning Environment
Episode 6- Classroom management and Classroom Routine

Content
Coverage Episode 7-Physical and Personal Aspect of Classroom Management
Episode 8- Close Encounter with the School Curriculum
Episode 9- Preparing for Teaching and Learning
Episode 10- The Instructional Cycle
Episode 11- Utilizing Teaching-Learning Resources and ICT
Episode 12 –Assessment for Learning and Assessment as Learning

(Formative Assessment)
Episode 13- Assessment of Learning (Summative Assessment
Episode 14- The teacher as a Person and as a Profession
Episode 15- Towards Quality Developing a Glocal Teacher of the 21st century
Episode 16 – On Teacher’s Philosophy of Education

References R1. Course Syllabus
R2. Curriculum Development, Bilbao, et al
R3. Primer on the K to 12 BEC
R4. The Teacher and the School Curriculum (OBE -& PPST-Based) Bilbao et.al,
Lorimar Publication Inc. Copyright 2020
Course 1.Active class participation (online discussion board, FB Closed group account)
Requirements 2. Logbook/ Journal (Reflection, Observation, and/or Activities on each Lesson)
3. Classroom Demonstration
4. Quizzes
5. Two (2) Long Examinations
6. Project-Based Multimedia (Final Examination)
Prepared by: RVIE MACALISANG - SANTILLAN, LPT, MAED
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Reviewed and Approved by:
Subject Area Coordinator: MARY GRACE M. OFQUERIA, LPT, Ph. D.
Dean, COE : MARY GRACE M. OFQUERIA, LPT, Ph. D.
GAD Director : MARY ANN T. ARCEŇO, LPT, Ph.D.
CIMD, Chairperson : MA. JANET S. GEROSO, LPT, Ph.D.
QA Director : DONNA FE V. TOLEDO, LPT, Ed. D.
VP- Academic Affairs : SAMSON M. LAUSA, Ph. D
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Episode
Classroom Management and
6 Classroom Routines
3 HOURS
Episode 6 focuses on the classroom structure and routines performed by

teachers in class to provide a safe, friendly non- threatening and caring environment.
Effective classroom routines ensure order and discipline to help the students to stay
calm and focused in their daily tasks.
At the end of the episode, you are expected to:

1. Identify the classroom routines set by the teacher.
2. Observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and
learning routines don’t just make the life of the teacher easier. They save valuable
classroom time. Efficient routines make it easier for students to learn and achieve
more.
Establishing routines early in the school year:

● Enables you to run your daily activities run smoothly.
● Ensures you to manage time effectively.
● Helps you maintain order in the classroom.
● Makes you more focused in teaching because you spend less time in
giving directions/ instructions.
● Enables you to explain to the learners what are expected of them.
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Activity 6.1 Observing Classroom Management and Routines
Resource Teacher: ____________________________________Teacher’s Signature __________
School: _____________________________________________________________________________
Grade /Year Level: ________________ Subject Area: ______________________ Date: _______
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
Checklist on the Classroom Routines
Check Yes (✔) if observed and (✘) if not observed.
Classroom Routines Observed (✔) Not Observed (✘)

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/comfort room/washroom
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
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Classroom Routines Observed (✔) Not Observed (✘)
15. Lining up
16. Walking in line
17. Fire drill/ emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.
21.
22.
23.
24.
25.
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
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2. Which of those routines were systematic and consistently implemented?
Explain your answer.
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Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
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Activity 6.2 Listing Down Classroom Rules

School: _____________________________________________________________________________
Grade /Year Level: __________________ Subject Area: ___________________Date: _______
Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety
and security. Rules also teach disciple and self-control. Rules eliminate stress and will
provide a more pleasant, secured and non-threatening environment. Rules ensure the
students’ engagement and focus in their classroom activities.
Classroom Rules Importance

1. E.g. Read directions well. -Ensures less error in answering the
activity.
2.
3.
4.
5.
6.
1. Analyze each given rule. What circumstances led to the formulation of the rule?
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2. Are classroom rules really important?

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Reflect on the various classroom rules set by the Resource Teacher. Will you
have the same rules? If not, what rules are you going to employ? Explain your answer.
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Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.
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Evaluate Your Work Task Field Study 1, Episode 6- Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and observe how the students
execute the various classroom routines.
Name of FS Student___________________________________________________Date Submitted: ______
Course: __________________________________________ Major: ___________________________________
Learning Episode Excellent Very satisfactory Satisfactory Needs

4 3 2 Improvements
1
Accomplished All observation One (1) to two (2) Three (3) Four (4)
Observation questions/ task observation observation observation
Sheet completely questions/ tasks questions/ tasks questions/ tasks
answered/ not answered/ not answered/ not answered/
accomplished accomplished accomplished accomplished
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered questions were
completely; completely; completely; not answered
answers are with answers are clear answers are not completely;
depth and and connected to connected to answers are not
thoroughly theories; grammar theories; one (1) connected to
grounded on and spelling are free to (3) three theories; more
theories; grammar from error. grammar and than four (4)
and spelling are spelling error. grammar and
free from error. spelling error
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of context of the
learning outcomes; the learning learning
outcomes; complete, outcomes; outcomes; not
complete, well-organized, complete, not complete, not
well-organized, very relevant to the organized, organized, not
highly relevant to learning outcome relevant to the relevant.
the learning learning
outcome outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the days before the
deadline deadline
Comments Overall Rating:
Score
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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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Signature of FS Teacher over Printed name Date
1. What term applies to the established ways of managing a classroom into a more
organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom Management
2. When is the best time to establish classroom routines?
A. At the start of the year

B. At the end of the class
C. At the start of the activity
D. At the start of the class discussion
3. What is the primary reason for the establishment of classroom routines?
A. To ensure order.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
4. To ensure order in the transition activities, what must be done?
A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?
A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually.
D. Set the do’s and don’ts in every activity.
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Episode
Physical and Personal Aspects of
7
Classroom Management
3 HOURS
This Episode tackles classroom management and discipline. It focuses

on the personal and physical aspects of classroom management which are central to
teaching and therefore must be consistently implemented.
At the end of the episode, I must be able to:

1. Identify the two (2) aspects of classroom management.
2. Determine the classroom management strategies that the Resource Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive on tasks and
academically productive in class.
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Importance of Effective Classroom Management
● Increases chance of student success.
● Paves the way for the teacher to engage students in learning.
● Helps create an organized classroom environment.
● Increases instructional time
● Creates consistency in the employment of rules and regulations.
● Aligns management strategies with school wide standards.
● Decreases misbehaviour in the classroom.
● Gives student boundaries as well as consequences.
Two aspects of Classroom Management.

1. Personal Classroom Management consists of managing your own self to ensure
order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning

environment. Attending to these physical elements of the learning environment
ensures the safety, security and order in the class. It includes:
3.1 ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure/design of the classroom
3.6 physical space/learning stations
Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10.Interview students to assess their needs.
11.Address bad behaviour quickly.
12.Consider peer teaching.
13.Continuously engage the students.
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14.Assign open-ended project.
15.Write group contracts.
Activity 2.1 Observing learners’ characteristics at different stages

School: _____________________________________________________________________________
Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO

1.Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2.Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
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2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space/learning station clear from obstruction?
Analyze the different elements of personal/physical classroom management and

answer the following questions.
1. How does the voice of the teacher affect classroom instruction?

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2. What are your plans in ensuring effective classroom management?

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3. Why do we need to check on the physical aspects of classroom management?

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Reflect on the aspects of personal and classroom management.
1. What does this statement means to you as a future teacher? Explain.

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“No amount of good instruction will come out without effective classroom
management”
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2. What are your plans in ensuring effective classroom management?

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Activity 7.2 Demonstrating Knowledge of positive and non-violent
discipline in the management of learner behaviour

School: _____________________________________________________________________________
Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher.

Check (✔) if observed, put an (✘) if not observed and for no opportunity to
observe.
Effective Classroom Management Strategies Observed Not

Observed
No
Opportunity
to Observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
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8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behaviour quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.
18.
19.
20.
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
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2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
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As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to

diverse types of learners?
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Show piece(s) of evidence of learning to capture the classroom management

strategies used by your resource Teacher.
Course: __________________________________________ Major: ___________________________________

4 3 2 Improvements
1
analyzed.
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outcome outcome
deadline deadline
Score

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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1. How will you prevent truancy among students?

A. Check the attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
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5. To discipline unruly students, Teacher Helen always tells her students
“Remember I am the person in authority here. I have the power to pass or fail
you. “Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
Episode
8 Close Encounter with the School Curriculum
3 HOURS
Formal education begins in school. Schools are institutions established to

design total learning activities appropriate for each learner in each grade level. Thus
schools have recommended curriculum which is the enhanced K to 12 curriculum.
The recommended curriculum was translated into written curriculum like books,
modules, teachers’ guides and lesson plans which are the basis of the taught
curriculum. A teacher who implements the curricula needs support materials (support
curriculum) to enhance teaching and learning so that the written and the taught
curricula can be assessed (assessed curriculum) in order to determine if learning took
place (learned curriculum). However, there are so many activities that happen in
schools but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities
by preparing a miniscule curriculum called a lesson plan. The teacher then puts life to
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a lesson plan by using it as a guide in the teaching-learning process where different
strategies can be used to achieve the learning objectives or outcomes. There are many
styles of writing a lesson plan, but the necessary parts or elements such as (a)
Learning Outcomes (b) Subject Matter (c) Teaching-Learning Strategies, and (d)
Evaluation or assessment should always be included.
All of these elements should be aligned so that at the end of the
teaching-learning episode, learning will be achieved with the classroom teacher as a
guide.

⮚ Identify the different curricula that prevail in the school setting.
⮚ Describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of
learning outcomes.
⮚ Analyse if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.
School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process

and outcomes as in lifelong learning. However, school curriculum in this course limits
such definition of total learning outcomes to confine to a specific learning space called
school. Schools are formal institutions of learning where the two major stakeholders
are the learners and the teachers.
Basic education in the Philippines in under the department of Education or
DepEd and the recommended curriculum in the K-12 or Enhanced Basic Education
Curricula of 2013. All basic education schools offering kindergarten (K) elementary
(Grades 1 to 6) and secondary (Grades 7-10, Junior High School and Grades 11 to 12,
Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features.
It is a curriculum that:
1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized
lessons and addition of issues like disaster preparedness, climate change and
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information and communication technology (ICT) are included in the
curriculum. Thus, in-depth knowledge, skills, and values, attitude through
continuity and consistency across every level and subject.
3. Builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from K to Grade 3, learners will become ready for
higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study
the complex ones in the skills. This process strengthens the mastery and
retention.
5. Gears up for the future. It is expected that those who finish basic education in
Grade 12 will be ready for college or tech voc careers. Their choice of careers
will be defined when they go to Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will
be ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to
Grade 12 in the country.
● The enhanced curriculum K to 12 curriculum is the Recommended
Curriculum. It is to be used nationwide as a mandated by Republic Act
10533.
● When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum.
It reflects the substance of RA 10533 or the Enhanced Basic Education
Act of 2013. In the teacher’s class it is the lesson plan. A lesson plan is
a written curriculum in miniscule.
● What has been written in a lesson plan has to be implemented. It is
putting life to the written curriculum, which is referred to as the Taught
Curriculum. The guidance of the teacher is very crucial.
● A curriculum that has been planned, and taught needs materials,
objects, gadgets, laboratory and many more that will help the teacher
implement the curriculum. This is referred to as the Supported
Curriculum.
● In order to find out if the teacher has succeeded in implementing the
lesson plan, an assessment shall be made. It can be done in the middle
or end of the lesson. The curriculum is now called the Assessed
Curriculum.
● The result of the assessment when successful is termed as Learned
Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
● However, there are unplanned curriculum in schools. These are not
written, nor deliberately taught but they influence learning. These
include peer influence, the media, school environment, the culture and
tradition, natural calamities and many more. This curriculum is called
Hidden Curriculum or Implicit Curriculum.
So what will be the roles and responsibilities of the teacher in the relations
with the school curriculum, specifically in the K to 12 or the enhanced
_____________________________________________________________________________________________________________________
curriculum for basic education? Teachers then should be multi-talented
professionals who:
● Know and understand the curriculum as enumerated above;

● Write the curriculum to be taught;
● Plan the curriculum to be implemented;
● Initiate the curriculum which is being introduced;
● Innovate the curriculum to make it current and updated;
● Implement the curriculum that has been written and planned;
● Evaluate the written, planned and learned curriculum.
Activity 8.1 Curricula in the School Setting
It’s time to look around. Discover what curriculum is operating in the school
setting. Recall the types of curriculum mentioned earlier. Can you spot where these
are found? Let’s do a hunting game!

School: _____________________________________________________________________________
1. Locate where you can find the following curriculum in the school setting.
Secure a copy, make observations of the process and record your information in
the matrix below. Describe your observations.
Type of Curriculum Where Found Description

1.Recommended
Curriculum (K to 12
Guidelines)
_____________________________________________________________________________________________________________________
2.Written Curriculum
(Teacher’s Lesson Plan)
3.Taught Curriculum
(Teaching Learning
Process)
4.Supported Curriculum
(Subject textbook)
5.Assessed
Curriculum(Assessment
Process)
6.Learning Curriculum
(Achieved Learning
Outcomes)
7.Hidden Curriculum
(Media)
Which of the seven type’s curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram show the relationship of one curriculum to the other.
_____________________________________________________________________________________________________________________
Make a reflection on the diagram that you have drawn.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
School: _____________________________________________________________________________
_____________________________________________________________________________________________________________________
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a
particular grade/year level.
2. Keep a close watch on the different components of the miniscule curriculum:
the lesson
3. Follow the three major components of a curriculum (Planning, Implementing
and Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior of
Components the teacher along the key points. Write your observation and description
in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major parts
do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcome?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be done?
B. Implementing Now it’s time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? Or were they participating in the
class activity?
f. Was the lesson finished within the class period?
C. Evaluating/ Did learning occur in the lesson taught? Here you make observations to
find evidence of learning.
Assessing
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
_____________________________________________________________________________________________________________________
Write a paragraph based on the data you gathered using these key question?
1. How does the teacher whom you observed compare to the ideal
characteristic or competencies of global quality teachers?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Was the lesson implemented as planned? Describe

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Can you describe the majority of students’ reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

School: _____________________________________________________________________________
_____________________________________________________________________________________________________________________
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: _________________________________________________
II. Subject area: _______________________________________________________
III. Grade Level: _______________________________________________________
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________________________________________________
2. Will the outcomes be achieved with the teaching methods used? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What component would tell if the outcomes have been achieved?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher of the three components are aligned?
Learning Artifacts for Activity 1-3

Present an artefact for Activity 1, 2 and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school
setting. This can be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three
components of a lesson plan.
a. Example:
Lesson Title: ______________________________________________
Subject Area: _____________________________________________
Grade Level: ______________________________________________
Lesson Outcomes Teaching Methods Evaluation
_____________________________________________________________________________________________________________________
Course: __________________________________________ Major: ___________________________________

4 3 2 Improvements
_____________________________________________________________________________________________________________________
1
analyzed.
outcome outcome
deadline deadline
Score

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
________________________________ ____________________
Choose the correct answer from the options given.

1. When we say school curriculum it refers only to K to 12 curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need
for a curricularist EXCEPT one. Which one is NOT?
_____________________________________________________________________________________________________________________
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community tradition, advancement in

technology, though not deliberately taught in the lesson, will influence the
curriculum. This is referred to as _____________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be
aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only
B. II only
C. III only
D. I, II and III
5. What is the most important reason why there should be constructive alignment
of the components of the curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning
outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.
Episode
9 Preparing for Teaching and

Learning
_____________________________________________________________________________________________________________________
3 HOURS
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-Centered Teaching.

⮚ 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.
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 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 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
Begins with a rule, Begins with the
generalization, concrete, experience,
abstraction Methods of details, examples and
and end with concrete, Teaching ends with a rule,
experience, details, generalization,
examples. abstraction.
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching and Learning
Resource Teacher: ____________________ Teacher’s Signature _________________School: ______
Grade/Year Level: _____________________Subject Area: _______________________ Date: _______
_____________________________________________________________________________________________________________________
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 principles of learning
1. Effective learning begins with the
setting of clear and high
expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of

personal meaning and relevance
of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
1. What principles of learning were most applied? Least applied?
Most Applied
______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Least Applied
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________________________________________
Give instances where this/these principle/s could have been applied?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
From among the principles of learning, which one do you think is the most important?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
1. Do SMART objectives make the lesson more focused?

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Reflect on the
Lesson learned in determining SMART learning outcomes.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies
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.

Learning Outcomes (SMART Objectives?) Achieved
Yes No Yes No
_____________________________________________________________________________________________________________________
2.Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

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 teacher lecture all the time? Were students involved in the teaching
learning process? How? Or were they
mere 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? Was class atmosphere collaborative?

Why? 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 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- Students worked together
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught.
1. What are 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 on Principles of teaching worth applying
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
Direction: Encircle the letter of the correct answer.
1. Teacher Rose believes that students need not know the intended learning outcomes 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 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. 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 2 or 3 domains cognitive, skill
and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes.
D. Write SMART lesson objectives/intended learning outcomes with students.
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 tasks. Based on 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 Bloom’s revised taxonomy, in which level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
_____________________________________________________________________________________________________________________
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.
_____________________________________________________________________________________________________________________
Course: __________________________________________ Major: ___________________________________

4 3 2 Improvements
1
analyzed.
outcome outcome
deadline deadline
Score

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
_____________________________________________________________________________________________________________________
________________________________ ____________________
_____________________________________________________________________________________________________________________
Episode
10 The Instructional Cycle

3 HOURS
This Episode centers on the guiding principles in the selection and use of teaching methods. It
will also tackle lesson development in the OBTL way. The K to 12 curriculum and teacher
education curriculum are focused on outcomes, standards and competencies. This means that
lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of
questions that teachers ask and their manner of questioning and reacting to student responses
have a bearing on class interaction. This Episode strengthens the theories learned in the
course, Teaching Methods and strategies and in other professional subjects in Education.
At the end of this episode, I must be able to:

⮚ Identify the application of some guiding principles in the selection and use
of teaching strategies.
⮚ Determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
⮚ Identify The Resource Teacher’s questioning and reacting techniques.
⮚ Outline a lesson in accordance with outcome based teaching-learning.
These are the guiding principles in the selection and use of teaching methods:
_____________________________________________________________________________________________________________________
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning,
the Department of Education promotes Standards-and Competency-Based teaching
with its K to 12 Curriculum Guide. The Technical education Skills Development
Authority (TESDA) has been ahead of DepEd and the Commission on Higher Education
(CHED) in the practice of competency Standards- Based teaching and Assessment.
CHED requires all higher education institutions in the country to go outcome-based
education (OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and learning
(OBTL) in OBE applied in the teaching-learning process. It is equivalent to
competency-based and standard based teaching and learning in the K to 12
Curriculum.
When you apply OBTL you see to it that the teaching and learning activities
(TLA) and in turn the Assessment Task (ATs) are aligned with the intended learning
outcomes. In other words, in OBTL you first establish your intended learning outcomes
(lesson objectives). Then you determine which teaching-learning activities (TLAs) and
also the assessment tasks (ATs) you will have to use to find out if you attained your
ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the
activities we use to teach and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the
art of questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of questions that Teachers Ask

1. Factual/Convergent/Closed/Low-Level Who, What, Where, When questions with one
acceptable answer
2. Divergent/Open-ended/High-level/Hig Open-ended; has more than one acceptable
her-order/Conceptual answer
a. Evaluation
b. Inference e.g. When the phone rang and Liz picked it

up, she was all smiles. What can you infer
about Liz?
c. Comparison
d. Application
e. Problem-solving
3. Affective
_____________________________________________________________________________________________________________________
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behaviour
11. Criticizing respondent for his/her answer
12. Scolding for misbehaviour or for not listening
13. Overusing expressions such as “okay”, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
Resource Teacher: ___________________________Teacher’s Signature: ________

School: ____________________________________________________________________________________
Grade/Year Level: ____________________________Subject Area: ___________Date: _______________
Observe one class with the use of the observation sheet for greater focus then analyze
my observations with the help of the guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.
3. A non-threatening atmosphere
enhances learning.
4. Emotion has the power to increase

retention and learning.
_____________________________________________________________________________________________________________________
5. Good teaching goes beyond recall of
information.
6. Learning is meaningful when it is

connected to students’ everyday life.
7. An integrated teaching approach is far

more effective than teaching isolated
bits of information.
What is the best method of teaching? Is there such a thing?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Reflect on this question.

How do we select the appropriate strategy for our lessons?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Activity 10.2 Determining Outcome-Based Teaching and Learning
Resource Teacher: ____________________________ Teacher’s Signature: ________

School: ________________________________________________________________________________
Grade/Year Level: ____________________________ Subject Area: ________Date: _______________
OBSERVE
Observe a class and answer the following questions.
_____________________________________________________________________________________________________________________
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did he/she share them with the class? How?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ ILOs?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Reflect on the use of OBTI.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Activity 10.3 Determining Outcome-Based Teaching and Learning
Resource Teacher: ____________________________ Teacher’s Signature: ________

School: ________________________________________________________________________________
Grade/Year Level: ____________________________ Subject Area: ________Date: _______________
OBSERVE
_____________________________________________________________________________________________________________________
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of
questioning.
Types of Question Examples of Questions that the Resource Teacher Asked
1. Factual/
Convergent Close/
Low level
2. Divergent/
Higher-order/
Open-ended/
Conceptual
a. Evaluation
b. Inference
c. Comparison
d. Application
e. Problem-solving
3. Affective
1. Neil Postman once said: “Children go to school as a question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Reflect on
The importance of using various reacting techniques.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________
_____________________________________________________________________________________________________________________
Show proofs of learning that you were able to gain in this Episode by interviewing at least two
teachers on their thoughts on OBTL.
Course: __________________________________________ Major: ___________________________________

4 3 2 Improvements
1
analyzed.
outcome outcome
deadline deadline
_____________________________________________________________________________________________________________________
Score

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
________________________________ ____________________
Direction: Encircle the letter of the correct answer. Episode 1

1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.
2. The more senses that are involved, the more and the better the learning. Which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

EDP-112 - Module 6-10

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COURSE FACILITATOR: Rvie Santillan, LPT, MAED

FB/MESSENGER: Vee Macalisang - Santillan

To produce glocally viable graduates through innovative learning and research

SUN – Negros: A glocally recognized university offering distinctively –niched

1. Demonstrate logical thinking, critical judgment, and independent decision-making on any

Course Outline in EDP112-Observations of Teaching- Learning in Actual School

Course Number EDP 112

Episode I – The School Environment

Episode 2-Learners Diversity: Development Characteristic, Needs, and Interest

Episode 3-Gender, Needs, Strength, Interest, Experiences, Language, Race,

Episode 4- Learners Diversity: The Community and Home Environment

Episode 5- Creating an Appropriate Learning Environment

Episode 6- Classroom management and Classroom Routine

Episode 8- Close Encounter with the School Curriculum

Episode 9- Preparing for Teaching and Learning

Episode 10- The Instructional Cycle

Episode 11- Utilizing Teaching-Learning Resources and ICT

Episode 12 –Assessment for Learning and Assessment as Learning

Episode 13- Assessment of Learning (Summative Assessment

Episode 14- The teacher as a Person and as a Profession

Episode 16 – On Teacher’s Philosophy of Education

Prepared by: RVIE MACALISANG - SANTILLAN, LPT, MAED

Subject Area Coordinator: MARY GRACE M. OFQUERIA, LPT, Ph. D.

Dean, COE : MARY GRACE M. OFQUERIA, LPT, Ph. D.

GAD Director : MARY ANN T. ARCEŇO, LPT, Ph.D.

CIMD, Chairperson : MA. JANET S. GEROSO, LPT, Ph.D.

QA Director : DONNA FE V. TOLEDO, LPT, Ed. D.

VP- Academic Affairs : SAMSON M. LAUSA, Ph. D

Episode 6 focuses on the classroom structure and routines performed by

At the end of the episode, you are expected to:

Establishing routines early in the school year:

Checklist on the Classroom Routines

Check Yes (✔) if observed and (✘) if not observed.

Classroom Routines Observed (✔) Not Observed (✘)

Reflect on the various routines observed.

Resource Teacher: ____________________________________Teacher’s Signature __________

Classroom Rules Importance

2. Are classroom rules really important?

Take some snapshots of the classroom routines employed by the Resource

Name of FS Student___________________________________________________Date Submitted: ______

Course: __________________________________________ Major: ___________________________________

Learning Episode Excellent Very satisfactory Satisfactory Needs

2. When is the best time to establish classroom routines?

A. At the start of the year

3. What is the primary reason for the establishment of classroom routines?

4. To ensure order in the transition activities, what must be done?

5. What routine must be set to guarantee the safety of the students?

This Episode tackles classroom management and discipline. It focuses

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

Two aspects of Classroom Management.

2. Physical Classroom Management consists of managing the learning

Some Effective Classroom Management Strategies

Activity 2.1 Observing learners’ characteristics at different stages

Aspects of Classroom Management YES NO

Analyze the different elements of personal/physical classroom management and

1. How does the voice of the teacher affect classroom instruction?

2. What are your plans in ensuring effective classroom management?

3. Why do we need to check on the physical aspects of classroom management?

Reflect on the aspects of personal and classroom management.

1. What does this statement means to you as a future teacher? Explain.

2. What are your plans in ensuring effective classroom management?

Resource Teacher: ____________________________________Teacher’s Signature __________

Observe the classroom management strategies that your Resource Teacher

Resource Teacher: __________________________Teacher’s Signature

Name of FS Student_____________________________________________Date Submitted:

Course: ________ Major: _

Resource Teacher: __________________________Teacher’s Signature

Name of FS Student_____________________________________________Date Submitted:

Course: ________ Major: _

Resource Teacher: __________________________Teacher’s Signature

Name of FS Student_____________________________________________Date Submitted:

Course: ________ Major: _

Name of FS Student_____________________________________________Date Submitted:

Course: ________ Major: _

Resource Teacher: ___________________Teacher’s Signature: