LEARNING MODULE No.

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Preparing for Teaching and Learning
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the teaching-learning practices that apply or
violate the principles of teaching learning;
b. determine the guiding principles on lesson
objectives/learning outcomes applied in instruction;
c. judge if lesson objectives/intended learning outcomes are
SMART;
d. determine whether or not the intended learning outcomes
are achieved at the end of the lesson;
e. observe the teaching methods used by the Resource
Teacher; and
f. differentiate the different methods of teaching.
Introduction :
This module 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 module dovetails with the course on
Facilitating Learner-Centered Teaching.

REVISIT the Learning Essentials

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 forgot; 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. Ot 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,
OBSERVE,Methods
ANALYZE,
of REFLECT
abstract and ends Teaching experience, details,
with concrete, examples and ends
experience, with a rule,
details, examples generalization,
abstraction
 Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles
of Teaching and Learning

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 11, 2021

OBSERVE

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.

What did the Resource Teacher do to

Principles of Learning
apply the principle of learning

1. Effective learning begins with the setting According to my observations, my resource

of clear and high expectations of learning teacher asks students about their prior
outcomes. knowledge of the subject and what they want
and need to know about it, and then she
presents her learning objectives for the new
lesson.

2. Learning is an active process. She consistently encouraged students to

actively participate in class discussions and
participate in certain lesson-related activities.

3. Learning is the discovery of personal Before beginning the new session, My

meaning and relevance of ideas.
Resource Teacher reviewed the previous
topic and invited students to express what
they had learned in the previous lesson and
connect it to their experiences by allowing
them to unmute their mic or send a message
in the chat box to share their thoughts and
comments.

4. Learning is a cooperative and a My resource teacher led a pair or groupwork

collaborative process. Learning is activity in which students solved word
enhanced in an atmosphere of problems. Students will utilize this opportunity
cooperation and collaboration. to ask questions and obtain clarification on
the activity on occasion.
ANALYZE

1. What principles of learning were most applied? Least applied?

Most applied

The most often used learning principle is that learning is an active process. As I
see my resource instructor, additional points are given to students as a reward for
cooperating in class. Students are more engaged in class when they are given such a
reward. Every time my resource teacher asked a question, there were lines of students
raise their hands to respond. There is a lot of active engagement in the class.

Least applied

I think the most least applied principle of learning is “Learning is a cooperative

and a collaborative process”. Since teaching done through online discussion, my
resource teacher, seldom assigns exercises that need cooperation; instead, she usually
prefers individual activities just to ensure that everybody is accountable in working their
individual output, activities, and project. Just to be fair to everybody knowing that in
assigning them doing group activities some are working while others are not. With this,
teacher demonstrates unbiased treatment to students.

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

Learning is an active process was a principle that my resource teacher used

frequently. For instance, a teacher may inquire, "What does globalization mean to you?"
Students raised their hands to express their views and opinions at this point.
Furthermore, students are allowed to speak out and discuss their real-life experiences
and lives. Furthermore, in accordance with the principle of learning that "learning is a
cooperative and collaborative process," the teacher assigns the least amount of activity,
such as a group activity in which a group of students is given the task of presenting a
jingle based on globalization through edited videos of them singing the jingle and
presenting it during their virtual class.

REFLECT

From among the principles of learning, which one do you think is the most important?

There is nothing more important and more crucial than Learning is an active
process. It is definitely because when a class consist of active students true learning
occurs. When you have this active learning, your class is not boring and it is more
exciting and interesting to learn and that promote academic excellence.
 Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 11, 2021

OBSERVE

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.

(SMART Objectives?) Achieved

Learning Outcomes
Yes No Yes No
1. Describe the emergence of global economic,
political, social, and cultural systems. / /

2. Explain the positive and negative effects of

globalization. / /

3. Construct an essay about

various activities in one’s daily life that show the / /
effects of globalization.

4. Distinguish different interpretations of and /

approaches to globalization. /

5. Identify the ethical implications of global /

citizenship /

2. Cite pieces of evidence that these learning outcomes were achieved.

1. Oral recitation

2. Live quiz done through quizzes app

3. Recorded activities

4. Project /performance task

5. Midterm & Final examination.

ANALYZE

1. Do SMART objectives make the lesson more focused?

In my opinion, SMART objectives truly assist the class become more focused since
teachers are directed in terms of reaching the targeted learning outcomes or what they
anticipate from the students when they employ such SMART learning objectives. The set
goals will make the delivery of the lesson be well – directed and concentrated on the
established aims and goals.

REFLECT

Reflect on the
Lessons learned in
determining SMART
learning outcomes.
I have learned that in making lesson plan it must be (SMART) Specific, Measurable,
Attainable, Realistic and Time-bound. All of the activities and subject matter content are aligned
to the intended learning outcomes. The SMART in lesson plan is also exist wherein specific
answers the questions “what is to be done?” “How will you know it is done?” and describes the
results (end product) of the work to be done. It defines the objective using assessable terms
(quantity, quality, frequency, costs, deadlines, etc.). It refers to the extent to which something
can be evaluated against some standard. These items should be included in the SMART
objective if they will be a factor in the achievement. All of his teaching strategies and other
aspects are relevant and interconnected.

I have also learned that if teacher failed to used SMART, I am pretty sure that the flow of
the lessons isn’t organized and the discussion may go anywhere and far from the topic you are
intended to discuss. However, if teacher using SMART surely, she will have a good outcome of
learning because she knows what to discuss, know the measures of the topic, the topic is
attainable to intended learners, the reliability of the topic and of course, know how the
discussion or the time frame of the discussion will be end.
 Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching
Resource Teacher: LIZEL D. OBENZA
School: SSCT MAINIT CAMPUS
Subject Area: CONTEMPORARY WORLD
OBSERVE
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
Did teacher lecture all the time?
No, every Thursday and Friday from 5-8
p.m., the teacher gives a lecture.
Was the emphasis on the mastery of the
lesson or on the test? Prove.
When a teacher administers a test to student,
especially in a modern world topic, she will
be aware and determine the students' level of
mastery. The significance of studying the
lesson and the benefits it may bring to the
students' lives is always emphasized by the
teacher.
Was class atmosphere competitive? Why?
Yes, since every student in the class actively
participates. There was a queue of hands
raised to answer a question asked by the
teacher.
Did teacher focus only on one
discipline/subject?
Yes, but she uses different approach and a
variety of themes to incorporate her lecture,
making it easier for the students to follow
along.
Teacher's Signature:
Grade/Year Level: BAT 1A & 1B
Date: November 11, 2021
Student-centered
Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
The students are involved in the discussion.
They were active learners wherein they were
engaging actively in the class discussion and
in the learning activities.
Was the emphasis on the student’s
application of the lesson in real life? Give
proofs.
There is genuine education, in which
students’ study and comprehend the subject
matter and how it will affect them in the near
future.
Was class atmosphere collaborative? Why?
Yes, in terms of group activities, the students
are interacting with one another and
collaborating with one another. They are also
assisting one another in answering the
questions posed by the teacher.
Did teacher connect lesson to other
disciplines/subjects?
Yes, the teacher connects or integrate the
lesson to other discipline such as
globalization and home industrial economic
subject and what are the correlation between
the two. With this, it enables the students to
cope up with the lesson easily.
What teaching-learning practice shows that teaching approach was:
a.) constructivist – connected to past experiences of learners; learners constructed new
lesson meanings.

Students are given the chance to actively engage in class discussions by the teacher.
During the class discussion, the teacher encourages students to relate their personal
experiences to the topic and attempts to link them to the new concept being discussed.

b.) inquiry-based

The teacher devised a series of questions linked to the topic matter, which she then
questioned the students about their views and opinions on.

c.) developmentally appropriate – learning activities fit the developmental stage of children

She delivered the lessons using a variety of suitable examples and audiovisuals
connected to the subject topic, allowing the students to improve their cognitive thinking.

d.) Reflective

After the students absorbed the learnings, she asked the students how they would utilize
their knowledge to enhance their lives and how they would serve society when they had
digested the information.

e.) inclusive – No learner was excluded; teacher taught everybody.

There is no bias in the teacher's treatment of all students. She encouraged all of her
students, regardless of their differences, to fully participate in class discussions and
learning activities.

f.) collaborative – Students worked together.

She provided activities that required collaboration, such as pair activities.

g.) integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were taught.
She is a teacher who integrates and connects several lessons to the subject and apply
real-world experiences in order students may learn and understand the lesson about.

ANALYZE

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

The possible consequences of teaching purely subject matter for mastery and for the
test is that students are just inundated with concepts with no application, learning will not
extend to the actual world. Students will study solely for the sake of exams, and everything
the instructor has taught will be forgotten quickly. 
 2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?

If I were to reteach, my class will be student-centered, with me serving as a facilitator for

the student's learning. Students are provided opportunity to make decisions about their own
learning and participate to the creation of learning experiences. I will expose them in the
classroom by enabling them to stand in the class and perform reports. See genuine
learning, differentiation, relevance, student participation, and student voice for related
discussions.

REFLECT

Reflect on Principles of teaching

worth applying

As a future teacher, the principles of teaching that is worth applying for is that, learning is
an active process because active learning excite and motivate students and become student
competitive in a class and it enhances memory and greater comprehension of material because
students interact with it rather than merely listening to it. It aids in the retention of student
attentiveness and the development of higher-level abilities such as critical thinking.

LINK Theory to Practice

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome 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, skills and effective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

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 task. Based on
revised Bloom’s taxonomy, in which level of cognitive processing are the students?

A. Evaluating C. Applying
B. Synthesizing 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 C. Creating
B. Applying D. Evaluating

SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Module. 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 SYLLABUS
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 9 – Preparing for Teaching and Learning

Learning Outcomes: identify the teaching-learning practices that apply r 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.

Name of FS Student: ABEGAIL A. LINAGA Date Submitted: Nov.19, 2021

Year & Section: 4C Course: BEED

Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
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 observation
 completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.

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 Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grad 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71 below