MODULE

Episode

10 The
Instruction
al
Cycle
3 HOURS

This Episode centers on the guiding principles in the selection and use of teaching methods. It
will also tackle lesson development in the OBTL way. The K to 12 curriculum and teacher
education curriculum are focused on outcomes, standards and competencies. This means that
lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods and strategies and in other professional subjects in Education.

At the end of this episode, I must be able to:

 Identify the application of some guiding principles in the selection and use
of teaching strategies.
 Determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
 Identify The Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome based teaching-learning.

These are the guiding principles in the selection and use of teaching methods:

1. Learning is an active process.

2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.

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

Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its
K to 12 Curriculum Guide. The Technical education Skills Development Authority
(TESDA) has been ahead of DepEd and the Commission on Higher Education (CHED) in
the practice of competency Standards- Based teaching and Assessment. CHED requires
all higher education institutions in the country to go outcome-based education (OBE) in
its CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) in OBE
applied in the teaching-learning process. It is equivalent to competencybased and
standard based teaching and learning in the K to 12 Curriculum.

When you apply OBTL you see to it that the teaching and learning activities (TLA)
and in turn the Assessment Task (ATs) are aligned with the intended learning outcomes.
In other words, in OBTL you first establish your intended learning outcomes (lesson
objectives). Then you determine which teaching-learning activities (TLAs) and also the
assessment tasks (ATs) you will have to use to find out if you attained your ILO’s.

In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities
we use to teach and the AT’s are the evaluation part.

OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL.

Likewise, it is also important that teachers must be able to have a mastery of the
art of questioning and reacting techniques to ensure the effective delivery of instruction.

These are the types of questions that teachers ask.

Types of questions that Teachers Ask

1. Factual/Convergent/Closed/Low-Level Who, What, Where, When questions with one
acceptable answer
2. Divergent/Open-ended/Highlevel/ Open-ended; has more than one
Higher-order/Conceptual acceptable answer

a. Evaluation

b. Inference e.g. When the phone rang and Liz picked it up,
she was all smiles. What can you infer about
Liz?
c. Comparison

d. Application

e. Problem-solving

3. Affective

These are also some of the reacting techniques that teachers use:

1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question

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 7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behaviour
11. Criticizing respondent for his/her answer
12. Scolding for misbehaviour or for not listening
13. Overusing expressions such as “okay”, “right”

Activity 10.1 Applying the Guiding Principles in the

Selection and Use of Strategies
Resource Teacher: ___________________________Teacher’s Signature: ________

School: ____________________________________________________________________________________

Grade/Year Level: ____________________________Subject Area: ___________Date: _______________

Observe

Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, e.g. Teacher used video on how
the more and the better the learning. digestion takes place and a model of the
human digestive system.

2. Learning is an active process.

3. A non-threatening atmosphere
enhances learning.

4. Emotion has the power to increase

retention and learning.

5. Good teaching goes beyond recall of

information.

6. Learning is meaningful when it is

connected to students’ everyday life.

7. An integrated teaching approach is far

more effective than teaching isolated
bits of information.

_____________________________________________________________________________________________________________________
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 Analyze

What is the best method of teaching? Is there such a thing?

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Reflect

Reflect on this question.

How do we select the appropriate strategy for our lessons?

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Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: ____________________________ Teacher’s Signature: ________

School: ________________________________________________________________________________

Grade/Year Level: ____________________________ Subject Area: ________Date: _______________

OBSERVE
Observe

Observe a class and answer the following questions.

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? How?

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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.

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 ______________________________________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ ILOs?
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1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
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Reflect

Reflect on the use of OBTI.

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Activity 10.3 Determining Outcome-Based Teaching and Learning

Resource Teacher: ____________________________ Teacher’s Signature: ________

School: ________________________________________________________________________________

Grade/Year Level: ____________________________ Subject Area: ________Date: _______________

OBSERVE
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 Close/
Low level
2. Divergent/
Higher-order/
Open-ended/
Conceptual

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 a. Evaluation

b. Inference

c. Comparison

d. Application

e. Problem-solving

3. Affective

Analyze

1. Neil Postman once said: “Children go to school as a question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask and
the questioning and reacting techniques that they employ?

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Reflect

Reflect on

The importance of using various reacting techniques.

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Show your Learning Artifacts

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Show proofs of learning that you were able to gain in this Episode by interviewing at least
two teachers on their thoughts on OBTL.
Evaluate Your Work Task Field Study 1, Episode 6- Classroom Management and Classroom
Routines
________________________________ ____________________
Signature of FS Teacher over Printed name Date
Learning Outcome: Identify the classroom routines set by the teacher; and observe how the
students execute the various classroom routines.

Name of FS Student___________________________________________________Date Submitted:

______

Course: __________________________________________ Major:

___________________________________

Learning Episode Excellent Very satisfactory Satisfactory Needs

4 3 2 Improvements
1
Accomplished All observation One (1) to two (2) Three (3) Four (4)
Observation questions/ task observation observation observation
Sheet completely questions/ tasks questions/ questions/ tasks
answered/ not answered/ tasks not not answered/
accomplished accomplished answered/ accomplished
accomplished
Analysis All questions All questions were Questions were Four (4) or more
were answered answered not answered questions were
completely; completely; completely; not answered
answers are with answers are clear answers are not completely;
depth and and connected to connected to answers are not
thoroughly theories; grammar theories; one (1) connected to
grounded on and spelling are to (3) three theories; more
theories; free from error. grammar and than four (4)
grammar and spelling error. grammar and
spelling are free spelling error
from error.
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, outcomes; outcomes; not
complete, wellorganized, complete, not complete, not
wellorganized, very relevant to the organized, organized, not
highly relevant to learning outcome relevant to the relevant.
the learning learning
outcome outcome

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Submission Submitted before Submitted on the Submitted a Submitted two (2)
the deadline deadline day after the days before the
deadline deadline
Comments Rating:

Overall Score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Direction: Encircle the letter of the correct answer. Episode 1

1. Learning is an active process. Which one is an application of this principle? A. Avoid

drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the
steps.

2. The more senses that are involved, the more and the better the learning. Which practice
is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.

3. In OBTL, upon which should my assessment be based?

A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity

4. Which type of question will least promote interaction among students?

A. Divergent
B. Conceptual
C. Convergent
D. Inference

5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible

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_____
This document is a property of NONESCOST
Unauthorized copying and / or editing is prohibited. (For Classroom Use Only) Prepared by: Ghagha
Abesa