10.

The teacher used audio-visual presentation to better

understand the electromagnetism.
The teacher gave opportunity for the students to share ideas
about what they have learned from the presentation or
activity or thoughts about the concept.
The teacher always wear smile in class and deal with
students with calmness even when they are misbehaving.
She also accepts errors and inquiries without feeling bad
about it. She assures that class is in order that creates a non-
threatening atmosphere.
The teacher makes learning fun and enjoyable through
interactive discussion and activities where the students can
have a long retention and can recall what the lesson about as
they also remember how much they enjoyed it.
The teacher explains the discussion thoroughly that even she
changes the construction of definition and ask questions, the
students are still can answer her.
The teacher asks and hear students’ reflection on how and
where they can apply what they have learned in the lesson.
The teacher does not focus only to isolated bits information,
as much as possible, she integrates the lessons with one
another to elaborate it for better understanding and learning.

ANALYZE
Based on my perspective, through there are a lot of effective teaching methods. I think there is no such thing
as the best teaching method. Like in carpentry and other profession, using appropriate tools or techniques are
needed to achieve goals. In teaching, the teacher needs to consider the learning styles of the students in order to
give the beast learnings, so teacher should not focus or stick in one method but rather she needs to use variety
of teaching method. Also, teaching method should be suitable in order to achieve the intended learning
outcomes.

REFLECT
In any circumstances, the first step to accomplish to determine the objectives. In like matter, to select
appropriate strategy, setting the objective of the course is important. Objectives are the expected outcomes to
identify what specific to identify what specific knowledge and skills should be exhibited after setting the
objectives, we can now choose teaching strategies.

It includes how the lesson and activities will be executed to meet the objectives. Moreover, assessment
strategy must also design to objectives. After the implementation, we should asses the strategies employed to
know if modifications are needed to improve learning.

10.2

1. The teacher shares the ILOs in the class but not all the time only the objectives of the
activities are being discuss and shared since it is already provided on the module of the
students. When it comes to the ILOs of the overall lesson, it is not being stated at the of the
class but the teacher assures that all of these objectives are met by the end of the lesson
based on the teaching method she employed and administered assessments.

2. The teaching learning activities (TLAs) that teacher use is lecture and discussion, project making
(model) assignment, video presentation and group activities. Based on my observation, all of these
TLAs help achieve the lessons objectives as the students able to obtain the necessary skills and
knowledge.
3. Group activity such as reporting and project making are employed by the teacher as part of the
collaborative method. Writing assessments are also employed such as answering activity questions
individually and reflection essays. Those assessment tasks are all aligned to the ILOs/objectives of the
lesson.
 ANALYZE (QB)

A teaching and learning strategy called "outcome-based" puts the focus on the outcome. It focuses on the
skills and knowledge that students should have attained by the end of each class. The most crucial aspect of this
strategy is to evaluate pupils' abilities and see what they can accomplish when given instructions. OBTL also places a
strong emphasis on students' future roles and how they may use what they learn to solve problems in the real world.
To put it another way, OBTL is more likely to be a learner-centered strategy.

REFLECT (QB)
The use of outcome-based teaching and learning empowers the students since it focuses on and
emphasizes making the most of the students' time and abilities in order for them to achieve the competency required
for the course.
The curriculum's constructive alignment with regard to teaching methods and assessments aids in the
achievement of the desired learning outcomes and competency mastery. Accordingly, this kind of strategy benefits
students more than it does teachers. Learners will be able to assess how much and to what standard they need to
study if their goals are clear and precise. As it demands students to work, apply, generate ideas, and create in order
to prepare them for dealing with the real world, integrating Teaching Learning Activities (TLAs) aids in explaining what
OBTL do.
In fact, OBTL is more successful and satisfying for improving teaching and learning since it understood the
value of an aligned system to get the greatest results from the students.

10.3

Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual/Convergent  The 5 W’s questions with specific answer/s
Closed/Low level Example questions:
1.Who are the scientist behind the Electromagnetic Theory?
2.What are the forces of magnetism?
3.What is the source of electricity in the video?
2. Divergent/ Higher-
order / Open-ended /
Conceptual
a. Evaluation As your classmate present your work, rate them based on the given criteria. The
highest is 20.
b. Inference When the first nail is still attached to the magnet the following nails are magnetized
by the first nail, but when I gradually pull it away, the nails fall down. What can you
infer about that?
c. Comparison Based on the video what have you notice between the experiment of Oersted and
Faraday?
d. Application Base on the activity how will you explain the operation of a simple motor?
e. Problem-solving What do you think you can do to make your electric motor work?
3. Affective How do you find the activity?

ANALYZE (QB)

Yes. The students are constantly curious about new things, which prompts them to ask questions.
They are curious about phenomena that occur around them and things that seem incredibly unusual to
them. Therefore, the kind of questions teachers ask and the questioning and responding strategies open
doors for students to get the knowledge and answers they require to pique their curiosity.

The best place for learners to discover answers to their questions is at school. However, in order
to make learning more engaging and active, teachers do not spoon-feed their students; instead, they
allow them to research their own questions in order to gain a better understanding. Teachers guide the
learners to arrive to what they are looking for to ended their questions with a period.
REFLECTION (QB)

When communicating with students, reacting technique is also crucial but frequently overlooked.
The way teachers respond to a student's queries or replies may either encourage or discourage them
from engaging in class. There are numerous ways for a teacher to respond to a student--rephrasing
questions or replies, providing constructive criticism, or attending to the questions are all examples of
feedback. These will enable students to participate freely by building their self-confidence. The students'
responses are also improved because they will become aware of their errors. For instance, hand motions
used to indicate "continue" or "go on" are a significant aspect of nonverbal communication. These
encourage the students to keep thinking and be able to come up with the best answer. It also helps the
teachers to assess the student’s response.

Indeed, it is important to react to show engagement and interest in the interaction to build rapport
to the learners.