EPISODE 9

PREPARING FOR TEACHING AND LEARNING

Introduction
          
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.
Intended learning outcomes 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 course on Facilitating Learner-
Centered Teaching.

Learning Outcomes:

At the end of this activity, I should be able to:

 Identify the teaching-learning practices that apply or violate the principles of

teaching and learning;
 Determine the guiding principles on lesson objectives/ learning outcomes
applied in instruction;
 Judge if lesson objectives / intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved at the
end of the lesson;
 Observe the teaching methods used by the Resource Teacher, and
 Differentiate the different methods of teaching

My Observation
                                   
         
1. Principles and Practices of Teaching and Learning by Resource Teacher
2. Intended Learning Outcomes as SMART

3. Teaching Methods used by the Resource Teacher

          Given the chance to observe the Resource Teacher’s teaching style, activity forms are
provided to fill out. It is advised that I need to read the entire worksheet before meeting and
interviewing them.

Page 1
 Principles of Learning

Directions: Observe a class then identify evidence of applications/violations of the principles

of learning. 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 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.
Learning Outcomes

SMART Objectives Achieved

Learning Outcomes
Yes No Yes No
Learning outcomes stated in the lesson:
1.

2.

3.

4.

5.

Cite evidence that these learning outcomes were achieved.

1.

2.

3.

4.

5.

Observation Sheet

Page 2
 Teacher-Centered Learner-Centered
Did the teacher give 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? Why? Was class atmosphere collaborative? Why?

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

Teaching-Learning Practices
What teaching-learning practices shows that teaching approach was:
a. constructivist (connected to past experiences of learners; learners constructed new lesson meanings)

b. inquiry-based (the students’ curiosity is enhanced through the development of their critical thinking skills)

c. developmentally appropriate (learning activities fit the development stage of learner)

d. reflective (students’ feedback is exercised)

e. inclusive (no learner was excluded; teacher taught everybody)

f. collaborative (students worked together)

g. integrative (lesson was multi-disciplinary – e. g. in English, Math concepts were taught)

Page 3
My Analysis
1. After teacher’s observation, what principles of learning were most applied? Least applied?
Most applied
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Least applied
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Give instances where this/these principle/s could have been applied.

3. Do SMART objectives make the lesson more focused? Why? Why not?

4. What are possible consequences of teaching purely subject matter for mastery and for the
test?

5. If you were to reteach the class you observed, would you be teacher-centered or learner-
centered? Why?

My Reflection

1. From among the principles of learning, which one do I think is the most important?

Page 4
2. What lessons did I learn in determining SMART learning outcomes?

3. What principles of teaching I considered worth applying?

My Learning Artifacts

Post proofs of learning that you were able to gain in this Episode.
It could be the lesson plan of the Resource teacher you observed

References

Paki-edit po itong
naka-red mark.

1 page po ito. Huwag

Performance Task Evaluation
po putulin.
Field Study 1, Episode 1 – The School Environment
Learning Outcomes: determine a school environment that provided social, physiological
and physical environment of learning, and differentiate the characteristics and needs of
learners from the different developmental levels

Page 5
Name of FS Student:
__________________________________________________________
Course, Year and Section:
______________________________________________________
Date Accomplished: __________________________________________________________

Excellent Very Satisfactory Needs

Learning Satisfactory Improvement
Episode 4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks not questions/tasks not
Observation answered/ answered/ answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions were
answered
All questions were Questions were 4 or more
completely;
answered answered observation
answers are with
completely; completely; questions were not
depth and are
answers are clearly answers are not answered; answers
Analysis thoroughly
connected to clearly connected are not connected
grounded on
theories; grammar to theories; 1 or 3 to theories; more
theories; grammar
and spelling are grammatical / than 4 grammatical
and spelling are
free from errors. spelling errors. / spelling errors.
free from errors.

Clear but lacks

Not so clear and Unclear and
Profound and clear; depth; supported
shallow; somewhat shallow; rarely
supported by what by what were
Reflection were observed and observed and
supported by what supported by what
were observed and were observed and
analyzed analysed
analyzed analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning outcomes;
Learning Complete, well-
learning outcomes; learning outcomes; learning outcomes;
Artifacts organized, highly
Complete, well- Complete, not not complete, not
organized, very organized, relevant organized, not
relevant to the
relevant to the to the learning relevant to the
learning outcome
learning outcome outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

EPISODE 10
THE INSTRUCTIONAL CYCLE

Page 6
Introduction
          
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 students
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.

Learning Outcomes:

At the end of this activity, I should 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; and
 outline a lesson in accordance with outcome-based teaching-learning.

My Observation
                                   
         
1. Guiding Principles in the Selection of Teaching Methods

2. Outcomes-Based Teaching and Learning

3. The art of questioning and reacting techniques to ensure the effective delivery of
instruction

          Given the chance to apply the guiding principles in the selection and use of strategies,
and the effective questioning strategies, activity forms are provided to fill out. It is advised
that I need to read the entire worksheet before meeting and interviewing them.

A. Observation Sheet for Guiding Principles in the Selection and Use of Strategies

Page 7
 Directions: Observe one class with the use of observation sheet for greater focus then
analyse my observations with the help of the guiding questions.
1. Learning is active process.
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.

B. Questions to Answer

1. Did the teacher state the learning objectives/intended learning outcomes at the
beginning of the class? Did he /she share them with the class? How?

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

3. What assessment tasks did the teacher employ? Is/are these aligned to the lesson
objectives/ILOs?

C. Types of Questions that Teachers Ask

Directions: As I observe the class, I write the questions raised and identify the level of
questioning

1. Factual/Convergent/Closed/Low-level
2. Divergent/Open-ended/High-level/Higher
order/ Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective

My Analysis

Page 8
1. Is there such a thing as best method of teaching? Why?

2. What is my idea about Outcome-Based Teaching and Learning (OBTL)?

3. Explain: “Children go to school as question marks and leave school as periods!” by Neil
Postman

My Reflection

1. As a future teacher, how will I select the appropriate strategy for my lessons?

2. How will I use Outcome-Based Teaching and Learning (OBTL)?

3. How important for me is the effective use of various reacting techniques?

My Learning Artifacts

Present proofs of leaning that you were able to gain in this Episode by interviewing at least
two teachers on their thoughts on Outcome-Based Teaching and Learning (OBTL).

References

Paki-edit po itong
naka-red mark.

1 page po ito. Huwag

Performance Task Evaluation
po putulin.
Page 9
Field Study 1, Episode 1 – The School Environment
Learning Outcomes: determine a school environment that provided social, physiological
and physical environment of learning, and differentiate the characteristics and needs of
learners from the different developmental levels

Name of FS Student:
__________________________________________________________
Course, Year and Section:
______________________________________________________
Date Accomplished: __________________________________________________________

Excellent Very Satisfactory Needs

Learning Satisfactory Improvement
Episode 4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks not questions/tasks not
Observation answered/ answered/ answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions were
answered
All questions were Questions were 4 or more
completely;
answered answered observation
answers are with
completely; completely; questions were not
depth and are
answers are clearly answers are not answered; answers
Analysis thoroughly
connected to clearly connected are not connected
grounded on
theories; grammar to theories; 1 or 3 to theories; more
theories; grammar
and spelling are grammatical / than 4 grammatical
and spelling are
free from errors. spelling errors. / spelling errors.
free from errors.

Clear but lacks

Not so clear and Unclear and
Profound and clear; depth; supported
shallow; somewhat shallow; rarely
supported by what by what were
Reflection were observed and observed and
supported by what supported by what
were observed and were observed and
analyzed analysed
analyzed analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning outcomes;
Learning Complete, well-
learning outcomes; learning outcomes; learning outcomes;
Artifacts organized, highly
Complete, well- Complete, not not complete, not
organized, very organized, relevant organized, not
relevant to the
relevant to the to the learning relevant to the
learning outcome
learning outcome outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

Page 10
Page 11