Resource Teacher: Ramos, Fredie P.

Teacher's Signature Grader/Year Level: Grade 9&10

School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

Episode 10 The Instructional Cycle

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my observation
with the help of the guide questions.
1. The more senses that are involve, the more e.g. Teacher used video on how digestion takes place
and the better the learning. and a model of the human digestive system
2. Learning is an active process N/A
3. A non-threatening atmosphere enhances
N/A
learning.
4. Emotion has the power to increase retention
N/A
and learning.
5. Good teaching goes beyond recall of
N/A
information.
6. Learning is meaningful when it is connected
N/A
to student’s everyday life.
7. An integrated teaching approach is far more
effective than teaching isolated bits of N/A
information.

ANALYZE
What is the best method of teaching? Is there such a thing?
 There is no ‘best’ method of teaching. However, some methods proves to be more effective than others.
REFLECT
Reflect on this question
How do we select the appropriate strategy for our lessons?
 1. Begin with objectives. Before selecting appropriate teaching strategies, determine the learning
objectives for the course. ...
2. Align your teaching strategies to the objectives. ...
3. Align your assessment strategy to the objectives. ...
4. Make modifications to the teaching strategies and assessments as you get to know your students and
their strengths
 Resource Teacher: Ramos, Fredie P. Teacher's Signature Grader/Year Level: Grade 9&10
School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

Activity 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following question.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of the
class? Did he/she share them with the class?
 N/A
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain his/her
lesson objectives/ILOs? Explain your answer.
 N/A
3. What assessment task/s did the teacher employ? Is/are these aligned to the lesson objectives/ ILOs?
 N/A

ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
 Simply said, OBTL is a student-centered approach to learning and teaching that has gained
widespread acceptance in universities throughout the world. These are best viewed as explicit
intentions that specify the procedures to be performed in order to reach our educational objectives
or goals. They should be quantifiable and specify the educational goals. The emphasis in OBTL is
not on what the instructor wishes to teach, but rather on what the desired effect of that instruction
is for the learner.
REFLECT
Reflect on the use of OBTL.
 Outcome-based Teaching and Learning (OBTL) is a student-centered education strategy in which
the program's targeted learning outcomes for students are explicitly established. After that,
teaching and learning activities are carefully planned to help pupils attain these goals. This means
that everything teachers do should be directed toward what they want pupils to know, comprehend,
and be able to do. To put it another way, teachers should focus on assisting students in developing
the knowledge, abilities, and personalities that will enable them to attain the clearly specified
planned outcomes.
 Resource Teacher: Ramos, Fredie P. Teacher's Signature Grader/Year Level: Grade 9&10
School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

Activity 10.3 Applying Effective Questioning Techniques

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the
classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource Teacher Asked
1. Factual/ Convergent
N/A
Closed/ Low level
2. Divergent/ higher order
/open-ended/ N/A
Conceptual
a. Evaluation N/A
b. Inference N/A
c. comparison N/A
d. application N/A
e. problem-solving N/A
3. Affective N/A

ANALYZE
Neil postman one said “children go to school as a question marks and leave school as periods” does this
have something to do with the type of question that teachers ask and the questioning and reacting techniques
that they employ?
 Teacher questions are instructional cues or stimuli that transmit to students the material items to
be learnt as well as guidelines for what they should do and how they should accomplish it in the
classroom. The instructor must constantly keep in mind that one important but critical component
of the teaching and learning process is the knowledge and abilities utilized in asking various types
of questions in the classroom. This remark by Neil Postman has something to do with the types of
inquiries because it highlights effective questioning tactics that may have an impact on the learners.
That by asking relevant questions and responding to students' ideas and opinions, we can
encourage and enhance their activeness, which will improve their class performance as well as
their thinking skills.

REFLECT
The importance of using various reacting techniques
 After careful observation, I discovered that good questioning tactics help students understand the
subject matter better and develop critical thinking skills. A good questioning approach in which
the "Cognitive or Knowledge component" is used to allow pupils to convey knowledge to their
peers. The "affective portion," which focuses on reacting tactics, is crucial since even a basic
reaction can leave an impression on a kid. As a result, we must have suitable reaction strategies
and be always receptive to others. Right and suitable questions must be a priority, with pupils
being held to a higher standard for responding appropriately. Appropriate asking encourages pupils
to participate in class and cope with the material.