Learning Episode 9

Preparing for Teaching and Learning

FIELD STUDY 1
FS Student: MARVIN S. HILARIO Program/Year Level: BSED 4-SCIENCE

Resource Teacher: Mrs. Evangeline D. Tala Teacher’s Signature:

School: Balsik National High School Grade/Year Level: Grade 11

Subject Area: Science Date:01/08/2023

Learning Essentials
Here are major principles of development relevant to this Episode:
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.
A teaching method consists of systematic and orderly steps in the teaching-learning
process. It is the practical realization or application of an approach. All methods of
teaching classified either as deductive (direct) or inductive (indirect).

DEDUCTIVE INDUCTIVE
Begins with a rule, Methods Begins with the concrete,
generalization, abstraction experience, details, examples
and ends with concrete, Of
and ends with a rule,
experience, details, examples. Teaching generalization, abstraction.

Activity 9.1

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 Demonstrating an Understanding of Research-Based Knowledge Principles of
Teaching And Learning

Resource Teacher: Mrs. Evangeline D. Tala Teacher’s Signature:

School: Balsik National High School Grade/Year Level: Grade 11

Subject Area: Science Date:01/08/20235

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 of My resource teacher uses a projector to
clear and high expectations of learning show her teachings and the learning
outcomes. objectives she has for the lesson's subject.

The teacher urged the students to

2. Learning is an active process. participate completely in class discussions
and educational learning activities.

Students are given the chance by the

3. Learning is the discovery of personal
teacher to reflect on, articulate, and discuss
meaning and relevance of ideas.
the subject in front of the class.

4. Learning is a cooperative and a The teacher gives the students to

collaborative process. Learning is enhanced in understand the readings and the students
an atmosphere of cooperation and are eager to interact, share ideas, and ask
collaboration. questions about the topic.

ANALYZE

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1. What principles of learning were most applied? least applied?
Most Applied

According to what I've observed, the theory of learning that is most frequently used is
that "Learning is an Active Process," where a student-centered approach is used. When students
are actively involved in the learning process, they learn more. Teachers serve as facilitators
rather than as one-way information providers according to this learning theory. For instance, the
teacher gave a lecture during which the students listened attentively to her without taking notes,
and after 20 minutes, the students worked in groups to recollect, define, and elaborate on the
lecture's content.

Least Applied
The learning principle that has received the least amount of application is "Learning is
the discovering of personal meaning and relevance of concepts." In this instance, the instructor
took the majority of the class period to clarify and present their viewpoints.

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

Learning is a cooperative and a collaborative process. Learning is an enhance in an
atmosphere of cooperation and collaboration. In this instance, the teacher took the majority of the
class period to clarify and present their viewpoints.

REFLECT
From among the principles of learning, which one do you think is the most important?
"Learning is an active process" is, in my opinion, the most crucial tenet since it makes
advantage of student interaction to impart knowledge. With the use of a student-centered
approach, it encourages students to actively participate in the learning process. In a more student-
centered approach than traditional learning, which has relied on lengthy instructor talks and
lectures, students are expected to learn via cooperation and investigation. According to this type
of principle, it is the responsibility of the student to collaborate with the teacher in the
development of knowledge, and the teacher's mission is to assist the student. As a result, it
promotes critical thinking, problem-solving abilities, and deeper understanding by allowing
students to participate in the creation of information.

Activity 9.2

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 Identifying Learning Outcomes That Are Aligned With Learning Competencies

Resource Teacher: Mrs. Evangeline D. Tala Teacher’s Signature:

School: Balsik National High School Grade/Year Level: Grade 11

Subject Area: Science Date:01/08/20235

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.

Learning Outcomes (SMART objectives?) Achieved

Yes No Yes No

1. Describe the structure of the passive voice / /

2. Change a sentence's tone from active to passive / /

and vice versa.

3. Write passive voice sentences in the simple present / /

and simple past tenses.

4. Describe how to utilize the appropriate voice in / /

the appropriate contexts while considering usage,
affect, and intention.

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

1. In the Presentation stage, students start with their relevant prior knowledge—verbs ‘to be’
and past participles, before the teacher introduces the form of the passive voice
2. Students gradually changed active voice sentences regarding food into passive during
the debate, particularly in the Practice stage. Additionally, during the production phase,
students used the passive voice when discussing food.

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 3. Following a conversation, the instructor gave the students a task to compose passive
phrases in the simple present and simple past tenses about the food they had.

4. In the Presentation Stage, students watched watch video clips from some YouTube and
filled in the blanks with the passive construction. Students also recognized the voice of
the sentences, and mad scaffolded explorations about passive voice usage

ANALYZE
1. Do SMART objectives make the lesson more focused?
- In my perspective, SMART targets make the lesson more clear-cut since they
position you for success by making your goals specific, measurable, achievable,
realistic, and timely. This helps teachers accomplish the desired learning
outcomes they had in mind. The SMART approaches will encourage teachers to
go further, give them a sense of direction, and help them organize and
accomplish their objectives so that students meet their expectations.
REFLECT
Reflect on the

Lesson learned in determining SMART learning outcomes.

I've learned that in order to create SMART learning outcomes, your lesson
objectives or intended learning outcomes must be SMART (Specific, Measurable,
Attainable, Realistic, and Timebound). Doing so will really assist the teacher and guide
them in the teaching process as well as the growth of the students. As I've already stated,
SMART objectives will benefit teachers in guiding the direction of the lesson, assisting
them in achieving their objectives on a given subject, and aiding in the organization and
clarity of discussion.

Activity 9.3
Distinguishing Between Inductive and Deductive Methods of Teaching

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Resource Teacher: Mrs. Evangeline D. Tala Teacher’s Signature:

School: Balsik National High School Grade/Year Level: Grade 11

Subject Area: Science Date:01/08/20235

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 Student-centered

Did teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive
- No, the teacher effectively used her time by recipients of instruction?
allocating minutes to each section of the class.
She set aside time for group projects, the quiz, - Yes. The teaching and learning process
and the lecture. included the pupils. When they had group work,
they served as a listener and a facilitator.

Was the emphasis on the students' application

Was the emphasis on the mastery of the lesson
of the lesson in real life? Give proofs.
or on the test? Prove.
- Yes. as the teacher permitted students to create
- No, the focus was on mastering the lesson
their own examples of sentences describing the
since the instructor allowed each student the
meals they had.
opportunity to facilitate the discussion rather
than just lecturing about it, ensuring that all of
the students were comfortable with the subject.

Was class atmosphere competitive? Why?

Was class atmosphere collaborative? Why?
-No, the instructor allowed students to
- Yes. because they were instructed to form
collaborate with their peers and groups so that
groups and that everyone should interact with
everyone could take part and express their
one another and take part in the activities.
views and thoughts collectively.

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Did teacher focus only on one
discipline/subject?
Did teacher connect lesson to other
- Yes. The teacher focused exclusively on one disciplines/subjects?
subject for the entire class period from
- No, the teacher just paid attention to the main
beginning to end so that the students would not
or one subject.
become lost in it and would retain it.

What teaching-learning practice shows that teaching approach was:

a) constructivist-connected to past experiences of partners learners constructed new lesson

meanings,

- The instructor encouraged the students to relate their prior experiences to the issue under
discussion and tried to tie those experiences to the new idea.

b) inquiry-based

- The method of teaching and learning that I have observed using the inquiry-based approach is
when the teacher asks the students probing questions about the subject while also promoting
independent thought. The questions may be open-ended in order to enable students to share their
opinions and ideas.

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

- The teacher fosters a student's growth (social, emotional, physical, and cognitive)

d) reflective- Remembering, considering, and analyzing a teaching experience are all parts of
reflective teaching. When a teacher, for instance, asks students for comments and invites
colleagues to observe your class, that is believed to be a reflective teaching technique.

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

- Regardless of the students' differences, the teacher wished for all of them to actively engage in
both the class discussion and learning exercises. The instructor wished to be impartial and fair to
all of the students.

f) collaborative-Students worked together.

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 - when they are doing their task by group, you can see to them that they are collaborating on the
task that they need to accomplish. Also, this enhances they interpersonal skills by communicating
to their groupmates.

g) integrative - Lesson was multidisciplinary - e.g. In Science, Math concepts were taught.

- In order for the students' learning to be multidisciplinary and not just restricted to the subject,
the instructor connects other topics and concepts to the subject matter. In other words, the
students are able to understand and have the chance to learn new topics.

ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
If a teacher only teaches for test preparation and mastery, the student will not
learn more since the teacher restricts learning to the concept level and without any
application. Additionally, I can understand that if this occurs, pupils may just prepare for
exams, making it easy for them to forget what the teacher had taught.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
The student-centered approach would still be used if I were to teach the class
again. I would encourage students to actively participate, but they would be the ones to
facilitate. I'll steer them and reprimand them when they make mistakes.

REFLECT
Reflect on Principles of teaching worth applying
- The teaching principles are crucial for all educators, especially future ones, in order to
advance both our own learning and that of our pupils. This encourages the best
possible teaching and learning techniques to be used in various learning institutions.
By putting these concepts into practice, it improves student engagement and learning.

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