The teacher discusses the

The techniques for learning

outcomes

teacher
discusses
about the
techniques
of
learning
outcomes.
The
teacher
discusses
about the
techniques
of
learning
outcome
Pupil copying the writings on
the board
The teacher asks the students to Pupil gathered their ideas
write a reflection based on a based on their experience.
subject matter
Pupils cooperate through
gathering in a group activity.
Pupil
finding
another
reference
about
lessons to
discuss.
Pupil
finding
another
reference
about
lessons to
 discuss.
The pupil finds another
reference about lessons to
discuss.

Analysis1. Which principle/s of teaching was/were most applied?

The second Principle was applied the most.
2. Which principle of learning was least applied? Why was/ were the principles not very much
applied? Give instances where this/these principle/s could have been applied.
The fourth principle was least applied because some students are not participating during group
activities. This principle could be best applied if the activity is competition-like.
3. How did the application of these learning principles affect learning?
The application of these learning principles affects the learning by making them understand the
lessons easier and better.
4. How did the non-application of these learning principles affect learning?
The non-application of these learning principles makes the learning process of the students
slow.
5. Do you agree with these principles of learning? Or have you discovered that they are not
always correct?
Yes I agree with the principles of learning, and yes they are not always correct because it
always depends on the learners if they are compatible with the principle

My Reflections
As I consider my Resource Teacher's approach (or lack thereof) to certain principles, I find
myself pondering which methods would be beneficial for me to implement and which ones I can
improve upon. What insights can I glean from my observations?

Based on what I've seen, I believe it would be beneficial to adopt practices that encourage
students to collaborate with their peers and engage in hands-on activities. Conversely, I aim to
limit my use of instructional materials and instead focus on delivering verbal explanations to my
students.

Furthermore, I've discovered that tailoring instruction to different learning styles and principles is
crucial for optimal student learning. As a supportive guide, the teacher can facilitate this
process, resulting in a more effective educational experience for all students.

Principles of Learning in My Own Words

The Principles of Learning is a comprehensive teaching guide that offers a wide range of styles
and techniques to help students learn. Each principle is unique and effective in its own way, but
I believe that using only one principle is not enough. Combining two or more principles can lead
to better learning outcomes for students. For instance, if a teacher presents lesson objectives
along with a hands-on activity, students can work together and share their ideas based on their
understanding. This approach enhances the learning experience and improves overall
comprehension.
 The learning objective was
been shared and it was good
because it was student-
centered not only teacher-
centered.
The teacher's lesson
objective was SMART
because it was proven by the
activities that were done in
the class. The feedback
was fruitful to the
students, it has
applications for learners
The lesson began with a
statement and clarification
of the objective
Based on the totality of
the lesson discussed, the
lesson is complete
because the SMART
objective was applied
The Resource Teacher
encourages her students to
make the lesson objective
their own
With the SMART objective,
the learners can match the
instruction and assessment

2. Ask permission from your resource teacher for you to copy his/her lesson objectives for the
day’s lesson. Did his/her lesson objectives serve as a guiding star in the sense that the
development of the lesson was guided by his/her lesson objectives/ intended learning
outcomes?
With the help of objectives, teachers can successfully impart intended lessons.
My Analysis
1. Why is it sound teaching practice for a teacher to “begin with an end in mind” and to share
his/her lesson objectives or intended learning outcomes with his/her students?
It sounds like teaching practice for a teacher to “begin with the end in mind” because teachers
need clear objectives for effective teaching. To share his/her lesson objectives or intended
learning outcomes with his or her students is to let students know what they should attain and
for them to be guided as well as the teacher.
2. Did you find the lesson objective/s or intended learning outcome/s SMART? Support your
answer.
I believe that the lesson objectives are SMART because they allow for a clear evaluation of the
learners' progress at the end of the class. The application of these objectives is evident in the
learners' performance during activities and reviews.
3. Do SMART objectives help the lesson become more focused?
Using SMART objectives can help to focus a lesson and guide students to completion.
4. Where are the lesson objectives/ intended learning outcomes in the cognitive, psychomotor,
and affective domains? Support your answer.
The lesson objectives and intended learning outcomes in the cognitive, psychomotor, and
affective domains are crucial because they help teachers impart knowledge and encourage
learners to think critically (cognitive) and develop problem-solving skills (psychomotor).
Additionally, these objectives motivate learners to collaborate and participate to the best of their
abilities. Furthermore, they encourage teachers to value learners' emotions, feelings, and
behaviors. It also lets learners feel that their teachers care for them (affective domain).
5. Is it necessary to have the objectives always in the 3 domains –cognitive, psychomotor,
and affective? Why or why not?
It is essential to have objectives in all three domains - cognitive, psychomotor, and affective - to
ensure successful teaching and serve as a guide for lesson planning. Objectives aid teachers in
determining appropriate strategies and methods for effective teaching, enabling them to remain
focused during instruction.

Any lessons learned or insights gained from your observation focused on lesson objectives?
Write them down here. Are lesson objectives truly the guiding star in the development of a
lesson? Or are lesson objectives sometimes forgotten as the lesson develops? For lesson
objectives/ Learning outcomes to serve as guiding stars in the lesson development, will it help if
they are SMART?
Learning objectives should always be SMART. This guides teachers in choosing appropriate
strategies and methods and helps them identify weak areas in the three domains of learning
objectives.
Does integrating lesson objectives/ intended learning outcomes in the three domains (cognitive,
psychomotor, affective) or at least 2 ( cognitive psychomotor, and affective) make lessons
more meaningful?
(Feel free to add additional reflections.) Yes, it will make the lessons clearer and easier for
students to understand.

My learning portfolio

Without goals and plans to

reach them you are
like a ship that set sail with no
destination”
-Fitzhugh Dodson.
‘’Without goals and plans to reach them, you are like a ship that set sail with no destination” -
Fitzhugh Dodson.
In one sentence, relate this quote to learning objectives/ intended learning outcomes as a
guiding star in the lesson development.

“Without goals and plans to reach them, you are like a ship that set sail with no destination” -
Fitzhugh Dodson.
The teacher must guide the students toward their objective, just like a captain navigates a ship
toward its destination.

The Resource Teacher
asks the students to read the
questions and writings on the
board
The Students were asked to
analyze and answer the
questions on the board.
The students are jotting down
notes as they review their
test papers.
The students are being
challenged and are putting in
their best efforts to provide
answers.
The resource teacher
instructed the students to
verbalize the statements
displayed on the screen.
The students are given sets
of questions to answer.
The Teacher plays a dance
video to be acted by the
students
The students are energized
and ready to learn.
The teacher instructed the
students to read and present
their written work in front of
the class.
After reading the instructions,
the teacher follows up with a
question to confirm the
student's understanding of
the activity.
The students were divided
into five groups to participate
in activities and report back
upon completion.
The students appeared to be
thoroughly enjoying the
activity, as evidenced by their
enthusiastic facial
expressions.

1. All the lesson objectives were successfully absorbed by the students.

2. All three were applied since the lesson focused on developing the skills, minds, and
emotions of the students.
3. The students will only learn in one domain, leaving their learning incomplete in other
domains.
 4. It is possible to teach within a single domain, but learners may have an incomplete and
unsatisfactory learning experience.

My learning portfolio
The concept of communication can be analyzed in three different domains: cognitive,
affective, and psychomotor as proposed by B. Bloom. In the cognitive domain, the impact of
media and information on communication can be demonstrated through a video
presentation. In the affective domain, students can share their media habits, lifestyles, and
preferences with the class. Lastly, in the psychomotor domain, students can interview an
elder from their community to learn about indigenous media and information resources.

Please remember the following text:

Information: This section defines media convergence with current examples. Students
will be asked to define and discuss media convergence using examples.

Mental Procedures: This section editorializes the roles and functions of media in a
democratic society. Students will be tasked with creating an editorial piece regarding the
roles and functions of media in a democratic society.

Psychomotor Procedures: This section involves searching for the latest theories on
information and media. Students will be asked to search the internet for the latest
theories on media and information.

Students were asked, "Who was the first man
to land on the moon?"
Students were given a picture of the
Philippines map and asked to describe it in
their own words.
Students took a collection of photos of the
Philippines and categorized them by island
and body of water.
The students shared information they had
learned and asked their teacher about the
Philippines. They then determined if this
information was accurate or not by referring
to a book about the Philippines and reading
it. Finally, the students executed or performed
a psychomotor procedure by drawing and
relating the importance of what they had
learned about the Philippines.
The student integrates information and asks
about their lessons. They formulate and
determine for themselves what is in the
Philippines.
The students in the class were able to
identify the logical consequences of the
information presented to them. They were
also given additional examples to help
them understand the lesson better. The
students were able to understand actions
about the topic and provide more

Students were asked to create a graph
illustrating the Philippines. "What other
outcomes do you see?"
Students were asked to prepare a case
presenting the view of the Philippines. "How
effective is this?"
Students were asked to write about their
feelings regarding the Philippines and how
they would handle unlimited resources.
examples to support their understanding
of the lesson. When the teacher pointed
out factual or logical errors, the students
were able to identify and correct them.
The teacher encouraged the students to
remain positive and keep trying. The
students also did some classifying to
better understand the lesson. They sorted
information and identified similarities and
differences between different concepts
discussed in the class.
During the lesson, the students tested
their hypotheses by sharing their own
opinions about the topic. They also
conducted experiments and made
decisions based on their preferences, like
choosing to draw or write a song about
the Philippines. Additionally, the students
solved problems that were given to them
by the teacher by answering the
questions asked.
The students have set their learning goals
which they were able to achieve with the help
of their teacher's support and their efforts and
participation in class. They also took
responsibility for monitoring their learning
progress by actively listening to the teacher
and ensuring that they understood the topics
being discussed. Furthermore, the students
were mindful of the clarity and accuracy of
their learning process, which was evident
when the teacher praised them for doing a
good job.
Students believe in the importance of
what they learn. They recognize that
learning enables teachers to develop and
demonstrate greater emotional
intelligence in the classroom. This also
helps to determine each student's
readiness for learning and to identify
multiple access points to the curriculum to
increase engagement and success.
Students are convinced of their ability to
learn. They make progress transparent
with charts and graphs, treat mistakes as
opportunities to learn and connect their
 academic success with life options.

Furthermore, students are motivated to

learn and feel good about learning tasks.
This is especially true when teachers
encourage them to come to school every
day and challenge them in every task
they do.

My analysis

1. One class I observed only focused on spelling for the entire period, resulting in an
incomplete demonstration of Bloom's levels of processing information.
2. The majority of the class demonstrated comprehension of the lesson, but few displayed
the ability to create.
3. Not all levels of processing information were observed, including metacognition and the
self-system, although I did observe two classes. However, this was not very satisfying for
the students.
4. Retrieval was the most demonstrated process because all of the observed classes
focused on recalling the lesson, while the least demonstrated process was
metacognitive and self-system.

My reflection

Based on my observations, I have learned that most teachers in classes tend to only focus on
the lower levels of information processing, such as remembering and comprehension. There are
only a few teachers who put in the effort to truly impart learning to their students, which would
allow them to perform all the given tasks. The reason students attend school is to learn, but how
is that possible if their teachers lack passion?

A teacher plays a crucial role in shaping their students into great individuals. It is the teacher
who holds the highest authority in the classroom, but this does not mean that they should
control the learning process. Instead, the teacher should carefully facilitate the teaching-learning
process, allowing students to interact and engage with the subject matter. While it is not entirely
the teacher's fault if students fail to fully engage with the material, they should remain aware of
this possibility and take necessary actions to address it.

My learning portfolio

1. Remembering: The ability to recognize and recall relevant knowledge from long-term
memory. This involves defining, memorizing, and repeating information.

2. Understanding: The ability to construct meaning from oral, written, and graphic messages.
This involves interpreting, classifying, and paraphrasing information.
3. Applying: The ability to use information in a new way, such as demonstrating, dramatizing,
illustrating, and converting.

4. Analyzing: The ability to distinguish between parts and understand how they relate to each
other and the overall structures and purposes. This involves comparing and constructing
information.

5. Evaluating: The ability to make judgments and justify decisions. This involves appraising,
agreeing, defending, judging, debating, measuring, selecting, testing, and verifying information.

6. Creating: The ability to put elements together to form a functional whole, and create a new
product, or point of view. This involves assembling, generating, constructing, designing,
developing, formulating, rearranging, rewriting, organizing, and desiring information.

1. Retrieval: This involves writing three persuasive paragraphs expressing one's

position on a given issue.
2. Comprehension: The ability to draw generalizations and conclusions based on the
material viewed.
3. Analysis: The ability to differentiate formal and informal definitions of words.
4. Knowledge Utilization: The ability to identify the effectiveness of devices used by
speakers to attract and hold the listener's attention.
5. Metacognitive System: The ability to determine the relevance of results.
6. Self-System: The ability to identify strategies for retaining information.

Episode 6

The resource teacher started by checking the
assignment of her students that was given
yesterday and after checking the assignment
she discussed the adjective and adverb.
The development of her lesson by teaching
the students what adjectives, adverbs, and
conjunctions. She asked her students what
adjectives, adverbs, and conjunctions are,
and the students answered it.
By the end of her lesson, she gave an
assignment to the students to learn more
about adjectives and adverbs
The resource teacher starts by an
explanation what is the element of musical
rhythm
The development of his lesson by teaching
the students/learners the “Element of music
rhythm” and differentiating the rhythm and
beat with examples of each.
At the end of his lesson, he tested his
students on his topic was asked if they still
remember.
Analysis

The teacher used the inductive method by letting the students to respond her, by questioning
the students and the students responded to the teacher and there was an interactive.

The student is more involved in the Student-centered approach because individual students
may be better suited to learning in a particular way by distinctive modes for learning thinking,
relating, and creating

The method that had greater demand from the teachers is the inductive method because a
teacher’s response to students' answers is just as important as the question asked. A response
may redirect students when an incorrect answer is given or students misinterpret the question

There an instances where the teacher taught the lesson deductively/inductively by

explaining the lesson and the students responded to the teacher it could been better if
the teacher taught them inductively/deductively when the students understood what the
topic was all about

Reflection

The more effective teaching method is inductive because the inductive method is very effective
for developing perceptual and observational skills. Students not only learn content but they learn
how to process data and how to use it to arrive at appropriate conclusions by the inductive
method students acquire first-hand knowledge and information from actual observation.
Students will usually be more involved in the learning experiences and tend to participate more
actively when an inductive is used. Students tend to understand and

Portfolio

Deductive Method: Writing for teaching procedures text. The teacher explains the generic
structure and language feature first, then gives examples, and then gives
exercise/student activity, finally, students write the procedure text

Inductive Method: Example learners listen to a conversation that includes examples of the use
of the third conditional. The teacher checks that the students understand the meaning of its use
by checking learners’ comprehension of the listening, and only after this focuses on the form,
using the examples from the text to elicit rules about the form, its use, and its pronunciation

Theory Observation Confirmation Hypothesis

Observation Tentative Theory Pattern

Episode 7

The teacher used a video on how digestion takes

place and a model of the human digestive system
 The teacher asked her students to keep participating
in class and always behave, once she is speaking
about her lesson discussions
The teacher did not force her students to answer
the questions given if they didn’t know the facts
answer
The teachers add an emotional touch to learning and
to easily understand the topic discussion if it is a real
The teacher always monitor their students not
only their lessons and academic standing but
also their life at home
The teachers didn’t connect their lesson to the
students in real life so the students felt bored in
class
The resource teacher did consider the different styles
of learning of his learners

Analysis

In my observation of my Resource Teacher, she adheres to a lot of principles: they help the
students integrate their understanding by re-working their understanding of previously acquired
concepts in the light of threshold concepts and helping students to regard their
understanding as provisional and tolerate uncertainty because students have to learn
incomplete conceptions to make more ‘complete’ conceptions accessible to them and be
happy to move on

The principles of teaching were applied, hence observed are all of the principles of teaching.
The resource teacher connect their lessons to her/him students in real-life situation and
they recall the information, non-threatening of her/him students and consider their
differences in Multi-Intelligences, the resource teacher also give emotions it depends on their
lessons discussion to easily respond and understand the students

Reflection

I learned that there is no such thing as the best Teaching Method. The best method is the one
that works, the one that yields results and motivates the students. I must say that there is no
one best teaching method because all of our students do not learn the same way. Different
learning styles are described in different models. One simple one would be that some people
learn new things visually, some auditory, and some kinesthetically, which means that they
have to be hands-on. That’s why teachers have to be so versatile and use a variety of methods
to teach and review material so that they can reach all learners.

Portfolio
1. Good teaching goes beyond the recall of information.
2. Learning is meaningful when it is connected to students’ everyday life

1. Learning is an active process.

2. Good teaching goes beyond recall of information\

A non-threatening atmosphere enhances learning.

Emotion has the power to increase retention and learning

1. A non-threatening atmosphere in learning

.2. Learning is meaningful when it is connected to students' everyday life.

The more senses that are involved, the more and the better learning

An integrated teaching approach is far more effective than teaching isolated bits of
information

Episode 8

The teacher stated and shared the learning outcomes with the students at the beginning of the
class. She dictated the ILOs and explained them to the students before conducting her
discussion

She conducted a group activity. Boys vs. girls. In the activity, students have to arrange the
jumbled letters of the materials used in the kitchen utensils. It helped her attain her ILOs
because the students were able to identify and construct their description of each material used
in the kitchen utensils

The teacher gave an evaluation. She let the students write descriptions and characteristics of
the materials used in kitchen utensils and organize them on a table. The AT used was aligned
with her ILOs because the students gained knowledge about the lesson

Analysis

The students will not be able to perform well in the activities and acquire the knowledge and
skills. They will be confused about what the teacher is teaching and they will not gain an
understanding of how they will apply the acquired skills and information

Yes, because there are numerous ways of presenting the topic to the students which can be
more effective such as providing real objects to support their learning and making them apply
the objectives through experience. Through the real objects, the students can identify and group
them according to the material used

Yes. She could have let the students construct their ideas and meanings and presented them in
front of the class. It is more appropriate because the higher thinking skills of the students
were improved and they can share their ideas with their peers and ask for their opinion of what
they think about his/her answers

No, because if the teacher and the students are confused then it only means that they did not
understand the lesson. The ILO must be attained with the appropriate outcomes for the students
to use their knowledge and skills in the application of what they learned.

As a teacher, the students must understand and attain the ILOs of the lesson. If they do not gain
an understanding of the lesson, then the teaching–learning process is not effective at all. The
teacher will have to reteach the class until they can gain learning

Reflection

We are back to teaching by objectives or Bloom’s mastery learning or to make sure that the
teachers will provide the students with full learning in which they can use those learnings and
skills in real-life situations. It also guides the teachers on what they need to teach the
students and how they will teach the students

Yes, because through OBTL, the students were trained to be more knowledgeable and
skillful in accomplishing their tasks or work. They are practiced to be globally competitive with
other people and show them that they can do what others can do. Also, as they step to a higher
grade, they improve their higher thinking skills

OBTL is more focused on the learners, the outcomes, and the skills to be developed by the
learners. Through OBTL student can develop good behaviors, improve their higher thinking
skills, and also acquire 21st-century skills because it is appropriate for active learning.

Analysis

A. Intended Learning Outcomes

At the end of the lesson, the students must be able to:
a) Identify the different types of plate boundaries.
b) Discuss the possible cause of the plate movement.
c) Perform the ways to ensure disaster preparedness during earthquakes, tsunamis, and
volcanic eruptions

B. Teaching – learning Activities

the students will conduct a role play to show/ demonstrate the safety precautions
and what to do and not to do before, during, and after a calamity

C. Assessment tasks
Conducting a quiz about the topic. Asking questions from low levels to higher levels of
information processing

Episode 9