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FIELD STUDY 1 LEARNING EPISODE 9

Preparing for Teaching and Learning
SPARK Your Interest
This Episode 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 episode dovetails with the course on
Facilitating Learner-Centered Teaching.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
► identify the teaching-learning practices that apply or 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, and
► differentiate the different methods of 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 forget; 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.
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A teaching method consist of systematic and orderly steps in teaching-learning process. It 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, experience
abstraction and ends Methods details, examples
with concrete, Of and ends with a rule,
experience, details Teaching generalization
examples abstraction

OBSERVE, ANALYZE, REFLECT

Activity 9.1Demonstrating an Understanding of Research-Based Knowledge
Principles of Teaching and Learning

Resource Teacher: JOHN HOMER BACEA Teachers Signature: ___________

School: A.S. BERNARDO NHS Grade/Year Level: 10- FARADAY
Subject Area: ENGLISH Date: ___________
OBSERVE
Observe 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 The teacher uses a projector to display the
setting of clear and high expectations expected learning objectives for the subject.
of learning outcomes
2. Learning is an active process Students were encouraged to participate fully
in class discussions and educational learning
activities by their teachers.
3. Learning is the discovery of personal Teachers give students the opportunity to
meaning and relevance of ideas. think about issues, express their opinions, and
discuss them in front of the class.
4. Learning is a cooperative and a By generating ideas, exploring in peer groups,
collaborative process. Learning is and summarizing their thoughts in group
enhanced in an atmosphere of exercises, teachers encourage students to
cooperation and collaboration understand what they read. Students are eager
to interact with one another, ask questions,
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share ideas, discuss, and collaborate.

ANALYZE

1. What principles of learning were most applied?

Most Applied

The most widely used teaching principle is "Learning is a collaborative

and collaborative process" because teachers usually group classes so that students are free
to share their views and discuss their assigned topics. After that, we have a discussion
and decide whether to share the work or not.

Least
Applied

The least used teaching principle in this example, where teachers spend
the majority of their time explaining and expressing their thoughts on a topic, is
"Learning is discovering the personal meaning and relevance of ideas."

Give instances where this/these principles could have been applied?

● Setting clear, high expectations for learning outcomes is the first step toward
effective learning.
Example: A teacher can use a projector to show a topic before class begins so that
students understand what the class is about.

● Learning is a process that requires active participation.

Example: A teacher can ask a student a question. As a result, he encourages
students to share their thoughts or what they've learned during discussions, where
he will act as a teacher and take responsibility for his own learning.
● Learning is the discovery of personal meaning and relevance of ideas.
Example: The teacher will explain and answer those questions in front of the class.
● Learning is a cooperative and a collaborative process. Learning is enhanced in an
atmosphere of cooperation and collaboration.
Example: Collaborative learning process is when the learners collaborate with each other to
come up with an idea to support their learning. The students working together and helping each
other doing their task is an example of collaborative learning.

REFLECT
From among the principles of learning, which one do you think is the most important?
"Learning is an active process" with a student-centered approach is the most important
teaching principle for me. When students are actively involved in the learning process, they learn
more effectively. Teachers are mediators in this learning paradigm, not one-way informants.
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Students will learn independently and with the help of others. Teachers encourage students to
participate in the learning process and educational learning activities by allowing them to
actively engage and interact with them.

Activity 9.2 Identifying Learning Outcomes that are aligned with Learning Competencies
Resource Teacher: JOHN HOMER BACEA Teachers Signature: ___________
School: A.S. BERNARDO NHS Grade/Year Level: 10- FARADAY
Subject Area: ENGLISH Date: ___________

OBSERVE
Observe 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 lessons.

(SMART
Achieved
Learning Outcomes Objectives)
Yes No Yes No
1. Identify the goals and scope of
/ /
communication.
2. Demonstrate comprehension of the
/ /
principles of communication.
3. Discuss the core values of
/ /
communication.
4. Describe the elements and levels of the
/ /
communication process.

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

The students responded to the teacher's inquiries.

They offer instructional videos on how to communicate effectively.

They divided communication into different categories.

They make a report.

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ANALYZE

1. Do SMART objectives make the lesson more focused?

Teachers will be able to understand what they need to accomplish by using SMART
objectives. This will actually assist and guide teachers in the learning process as well as
their students' development. Teachers can use SMART objectives to help guide the
course of a lesson and achieve desired outcomes on a given topic, as well as to keep
conversations clear and organized.
REFLECT
Reflect on the

Lesson learned in determining SMART learning outcomes

When you set specific, measurable, achievable, realistic, and timely goals, it helps you
focus more on your lessons. Teachers will be able to achieve the desired learning
outcomes as a result of this. The SMART method assists instructors in moving forward
by providing a sense of direction and assisting students in structuring and achieving goals
in order to achieve their desired outcomes.
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Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher: JOHN HOMER BACEA Teachers Signature: ___________

School: A.S. BERNARDO NHS Grade/Year Level: 10- FARADAY
Subject Area: ENGLISH Date: ___________

OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observation and analysis.

Teacher-centered Student-centered

Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Were they mere
● No, he spent his time attending
passive recipients of instruction?
lectures, group projects, and quizzes.
● Yes, students were involved in the
teaching and learning process. During
group work, they serve as listeners
and facilitators.
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
● No, the teacher made certain that the
students fully comprehended the ● Yes, because it allows teachers to
discussion and always allowed them form their own opinions about their
time to act as a facilitator in order to experiences.
assist students in understanding the
topic.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
● No, teachers collaborate in order to ● Yes, the teacher always told them that
share ideas and collaborate as a team. they should work together and that
everyone should participate.

Did teacher focus only on one Did teacher connect lessons to other
discipline/subject? disciplines/subjects?
● Yes, so that the students will not be ● No, the teacher only focused on the
confused. main subject only.

What teaching-learning practice shows that teaching approach was:

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a) Constructivist-connected to past experience of learners; learners constructed new

lesson meanings

● During the class discussion, the teacher encourages students to relate their
previous experiences to the topic and to try to connect them to the new ideas
b) Inquiry-based
under discussion.
● The teacher asked the students questions on the subject and encouraged them
to think for themselves. The questions can be subjective in nature in order to
enable students to share their opinions and ideas.
c) Developmentally appropriate-learning activities fit the developmental stage of children
● The teacher nurtures a child’s development (social, emotional, physical, and
cognitive).
d) Reflective
● Remembering, reflecting on, and analyzing a teaching experience are all part of
reflective teaching. When a teacher, for example, invites colleagues to attend
your class and solicits feedback from the students, this is referred to as a
reflective teaching technique.
e) Inclusive- No learner was excluded; teacher taught everybody.
● The teacher wants all of his students to actively participate in class discussions
and learning activities, regardless of their differences. She didn’t want to be
biased and wanted to be fair to all of her students.
f) Collaborative- Students worked together
● The teacher wants his students to collaborate with each other and work as a
team.
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught
● The teacher connects various topics and concepts to the subject matter so that
the students’ learning is not just controlled by the subject but also
multidisciplinary. In other words, the students are able to grasp and have the
opportunity to learn new topics.

ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
When a teacher focuses solely on subject matter for mastery and testing, the
students’ knowledge will be limited since the teacher restricts the students’ learning to a
concept with no applicability. Also, if this occurs, I believe that students will study solely for
the sake of exams, and everything the teacher has taught will be easily forgotten.

2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
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If I had to reteach the class, I would continue to employ a student-centered

approach in which I urge students to participate actively while they are the ones who
facilitate. I’ll lead them in the right direction and correct them if they make a mistake.
REFLECT
Reflect on Principles of teaching worth applying

As a future educator, we need to understand teaching concepts in order to enhance

ourselves and our students’ learning processes. This encourages high standards of learning
and teaching in a variety of learning institutions. Through effective teaching, all of these
principles improve student engagement and learning.

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 the
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 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, skill and affective 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
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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
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SHOW Your Learning Artifacts

Post proof of learning that you were able to gain in this Episode. You may attach the lesson plan
(s) used by your Resource Teacher to show intended learning outcomes and the method used in
class.
School A.S. BERNARDO NATIONAL HIGH SCHOOL
Teacher JOHN HOMR F. BACEA, MAT(Car)
Teaching Date and Time MARCH 7, 2021, 1:00- 2:00 PM
Grade Level 10- FARADAY
GRADES 1 TO 12 Learning Area ENGLISH
DAILY LESSON LOG Quarter II

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
I. OBJECTIVES
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of how world literatures and other text types serve as vehicles of
expressing and resolving conflicts among individuals or groups; also how to use strategies in critical reading,
listening, and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous
speeches.

B. Performance The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among
Standards
individuals or groups.

C. Learning Bias and Prejudice

Competencies/Objectives
Write the LC code for 1. Define bias and prejudice
each
2. Share importance of detecting biases
3. Extract Prejudice and Bias on a material viewed
Values: People are equal. Discrimination should not be done in a society
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content
can be tackled in a week or two.
II. CONTENT

Bias and Prejudice

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES
learning promotes concept development.
A. References

1. Teacher’s Guide pages K to 12 Curriculum Guide (May 2016)

2. Learner’s Material A Journey through Anglo-American Literature Learner‘s Material for English
pages

3. Textbook pages

4. Additional Materials PowerPoint Presentation, Projector, Video Clips, White Board and Markers, Activity
from Learning Resource
(LR) portal
Sheets/Worksheets, Paper and Pen

B. Other Learning Self-Learning Module (SLM)

Resources
Learner Activity Sheet (LAS)

Weekly Home Learning Plan

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
(4 A’s)
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
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learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Introductory Activity ANNOTATIONS

DAILY ROUTINE Indicator 2

1. Prayer

2. Cleaning Plan and deliver

teaching strategies
3. Greetings that are responsive to
special needs; chronic
4. Checking of attendance
illness
5. Setting of standards

6. Guidelines on COVID-19 Health Protocol through this

video taken from youtube
(https://www.youtube.com/watch?v=LrxTuj1SsEw)
B. Activity TASK 1. What I know!
Answer Page on your SLM.
Read and choose the letter of the correct answer. Indicator 1
1. ___________ is an opinion or judgment that disregards the facts. a.
Prejudice b. Bias b. Positive d. statement
2. Prejudice and bias often called ________.
a. isolation c. depression b. discrimination d. imbalance Apply knowledge of
3. A notion that technology will solve persistent social problems is an content within and
example of _______. across curriculum
a. cosmetic bias c. stereotyping b. unreality d. invisibility teaching areas
4. The chief god of love in Roman mythology is ____________.
a. Laura c. Jove b. Venus d. Zephyr
5. The well-known author who wrote the Sonnet XVIII is ____________.
a. William Shakespeare c. Morris Bishop b. Abraham Lincoln d. none of the
above

C. Analysis Analysis

Read the literary text of your SLM on page 3. Then answer the
following.

1. How their conditions reveal as labor, an integral – and Strategies promoting

tragic – part of our current history? critical and creative
2. Why does race continue to provoke? And why does it thinking, as well as
even matter? HOTS

D. Abstraction TASK 3: ALL EYES Indicator 1

Read WHAT IS IT on page 4 of your SLM.
Aligned with Objective
I on applied
Prejudice is an opinion or judgment that disregards the facts. knowledge of content
within and across
Example:  A prejudice is racism.  prejudice is liking a person because they curriculum teaching
have blue eyes.  prejudice is not liking someone because they don't share your areas focusing on the
subject HISTORY,
religion.
Values Education

Bias is an unfair personal opinion that influences your judgment.

E. Application TASK 4. TRY IT!

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Now that you have further understood prejudice and bias, here is a video Indicator 3
featuring a Filipina actress who claims that it is not right to put a label on
anyone. (https://www.youtube.com/watch?v=_xYsvcKfq8E) Select, develop,
organize and use
Answer the following: appropriate teaching
and learning
1. What is the ‘label’ attached to the woman in the video? resources, including
2. When you put a ‘label’ on someone, are you also being biased? Explain. ICT, to address
3. What advice would you give to the woman in the video? learning goals.

Most of the learners

would love to see the
video presentation
because of its
information.

F. Assessment Final Task: WHAT CAN I DO?

Instruction: Write P if the statement is Prejudice and B if it is bias. Write
your answer in the space provided before the number. Copy and answer in your Objective 9
worksheet on page 4.
(Indicator 9)

________1. Bullying and discriminating someone with disability. ________2.

Uses diagnostic,
Posting negative comments in social media about economic status of a family.
formative and
________3. Not serving someone in a restaurant or retail store because because summative
of their color of skin or race. assessment

________4. She/he won the contest because one of the judges is her/his father.

________5. Treating someone good because of being popular. Objective 4

(Indicator 4)

Engage learners
individually or in
groups.
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G. Additional Remediation

Look for a sample advertisement (like the previous video) that shows prejudice and bias. Supply the
table below about your prejudice and bias experiences. Write your answer in your worksheet.

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by:
JOHN HOMER F. BACEA
Checked and Observed by: Teacher

AURELUZ O. PALMA
Master Teacher I

Noted by:
FREDDIE T. DELANTAR
Principal I

EVALUATE Performance Task

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Evaluate Your Work Task. Field Study 1: Episode 9: Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or 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, and differentiate the different methods of teaching.
Name of FS Student: ROSELLE VELASCO Date Submitted: __________
Year & Section: ENGLISH – 4 Course: BACHELOR OF SECONDARY EDUCATION
Learning Excellent Very Satisfactory Satisfactory Needs
Episode Improvement

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline
(2) days or more
after the deadline
COMMENTS Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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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

ADRIAN PROTACIO, PhD __________________

Signature of FS Teacher above Printed Name Date