Template #1.

Checklist on Principles of Teaching and Learning

A. Directions: Analyze the demo lesson conducted by your Cooperating Teacher the check
the corresponding column as to your video demo lesson observation whether the indicator was
observed or not observed. You may write your comments in the Remarks Column.

Indicators Observed Not Remarks

Observed
1. Explains the subject matter My assigned teacher
a. Clearly explained clearly the
b. Accurately
c. Comprehensively ∕ content and the
competencies that
expected to learn in the
lesson.
2. Relates the subject matter with previous My cooperating teacher
lessons that have been taught or future lessons always connect her
to be taught.
∕ lesson to what student
have learned in the
previous and relate it in
future situation.
3. Presents facts, theories and concepts to My cooperating teacher
support the validity of content.
∕ gives an example or
situation that connected
in the lesson.
4. Manifests understanding of the learners’ My cooperating teacher
background in relation to the subject matter.
∕ always make sure that
everyone have learned
the lesson.
5. Utilizes appropriate technology tools My cooperating teacher
specific to the subject matter to be taught.
∕ prepared some video
clips to make her lesson
more understandable.
6. Integrates appropriate technology tools My cooperating teacher
specific to the subject matter to be taught.
∕ use TV and laptops to
discuss her lesson clearly
by giving presentations.

∕
7. Promotes inquiry-based learning to develop My cooperating teacher
higher order thinking skills and or 21st century takes into consideration
skills. the needs and
circumstances of the
students as 21st-century
 learners.
8. Use appropriate languages to make subject When she discussed he
matter delivery more comprehensible.
∕ used alternative language
to make sure that
everyone can understand.
9. Shows skills in the use of information and She allows students to
communications technology
facilitate teaching and learning.
(ICT) to
∕ use technology to
research information
about the lesson.
10. Use effective verbal and non-verbal forms When she discussed the
of communication strategies to promote
meaningful learning.
∕ lesson sometimes she use
hand and face gestures.

Other Comments:
My cooperating teacher always begins each lesson with a recap of material that was
previously taught. This is likely done to help students remember and understand the material
better. Also, it helps students refresh their understanding and recall what they have learned
in the past and remember it more clearly. Other than that, she has a talent for making her
lessons engaging and interactive. It means that she has a natural ability to create lessons that
are interesting and involve student participation which can help keep students engaged and
motivated to learn.

Process Questions: For 10 points each, answer the following questions in brief but concise
statements.

A. Based on what you have observed in the teaching demonstration of your CT, explain the
importance of the different kinds of knowledge:

1. Content Knowledge
Having a strong foundation of content knowledge is important for teachers
because it enables them to accurately and effectively convey information to their
students. If a teacher lacks a thorough understanding of the subject matter, they may
struggle to explain concepts in a way that is clear and easy for students to understand.
Additionally, a teacher with a strong foundation of content knowledge is better able to
assess their students' learning and identify areas where they may need additional support
or instruction.

2. Pedagogical Knowledge
 It enables teachers to have knowledge of different teaching methods, materials,
and assessments that are suitable for the subject they are teaching and for their students.
Through this approach, they could meet the needs of their students based on their
learning styles and other individual differences. These techniques might include things
like lectures, discussions, hands-on activities, and collaborative projects, among others.
By using a variety of techniques, teachers can help ensure that all of their students have
the opportunity to learn in a way that is best suited to their needs and preferences.

3. Curricular Knowledge
When a teacher has a deep understanding of the curricular system, it means that
they are knowledgeable about the curriculum and what is expected to be taught at each
grade level. Through understanding this knowledge it allows my cooperating teacher to
effectively plan and deliver lessons that are aligned with the curriculum and help
students meet the learning goals and objectives. She was able to assess student
understanding and identify any gaps in knowledge. By having a deep understanding of
the curricular system, teachers can be more responsible and effective in their teaching, as
they are able to design lessons and assessments that are aligned with the curriculum and
meet the needs of their students.

B. What do you think were the strategies used by the teacher to enrich his/her mastery of the
subject matter?
Teachers can improve their subject matter mastery by staying current with
developments and research in their field, using a variety of teaching methods and
techniques, and collaborating with others. This can involve reading professional journals
and articles, attending conferences and workshops, participating in professional
development opportunities, and seeking feedback and collaboration with colleagues and
experts in the field. By using these strategies, teachers can stay up-to-date on best
practices and bring fresh, relevant content to the classroom, engage and challenge their
students, and continually improve their teaching practice.

C. What do you think were the strategies used by the teacher to enrich his/her pedagogical
knowledge?
Teachers can use a variety of methods to enhance their pedagogical knowledge
depend on a variety of factors, including the content, goals, and learning styles of the
students. However, one effective approach for teachers is to experiment with different
methods and techniques, and to choose the ones that best fit the needs of their students.
By choosing the teaching style that is most appropriate for the content and goals of the
lesson, and that meets the needs of the students, teachers can create an effective learning
environment that engages and challenges their students. Additionally, by continually
experimenting with different methods and techniques, teachers can continue to improve
their practice and find new ways to reach and engage their students.

D. What do you think were the strategies used by the teacher to augment his/her curricular
knowledge?
 By engaging in reflective practice, teachers can expand their curricular knowledge. This
practice involves actively thinking about and analyzing one's own teaching, with the goal of
identifying areas for improvement and making necessary changes. Seeking feedback from
colleagues and students can provide valuable insights into the strengths and weaknesses of
one's teaching, and can help identify areas for improvement.

Rubric for the Assessment (Answering the Template)

Criteria 10 Points 8 Points 6 Points 0 Point

Completeness Responded all Missed 1 to 2 Missed more No evidence
items indicators on thethan 2 indicators of answering
(indicators/ pedagogical on the the template.
lists) based on content used by pedagogical
the demo lesson. the demo teacher content used by
based on the the demo teacher
demo lesson. based on the
demo lesson. or
the responses
are not
complete.
Accuracy Responses are With at least 2 Responses are No evidence
accurate as to responses that not congruent to of answering
the content of are not the demo lesson. the template.
the demo lesson. congruent to the
demo lesson.

Note: 20 points for the Template

Rubric for the Assessment (Answering the Process Questions)

 Criteria 5 Points 4 Points 3 Points 0 Point
Details and Answer to the Answer to the Answer to the No evidence
Evidence question provides question provides question does not of answering
enough details and insufficient details provide details and the question.
evidence that and evidence that evidence that
support ideas/ support ideas/ support ideas/
opinions/argument opinions/arguments opinions/arguments
s. . .
Accuracy and Response to the Response to the Response to the No evidence of
Organization question is based question is based on question is based on answering the
on research mere opinion or a mere opinion or an question.
findings or a valid invalid source and is invalid source and is
source and is partially accurate as totally inaccurate as
accurate as to the to the content of the to the content of the
content of the viewed demo lesson viewed demo lesson
viewed demo or of this lesson. It or of this lesson. It
lesson or of this has wellorganized has disorganized and
lesson. It has but unclear unclear beginning,
wellorganized and beginning, body, body, and
clear beginning, or conclusion.
body, and conclusion.
conclusion.
Note: 10 points per Process Question