FIELD STUDY 1 LEARNING EPISODE

FS 1 9
CLOSE ENCOUNTER WITH THE
SCHOOL CURRICULUM

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.
REVIST 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.
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 can be classified either as deductive (direct) or inductive (indirect).

DEDUCTIVE INDUCTIVE

Begins with a rule, Begins with the

generalization, Methods concrete,
abstraction and of experience, details,
ends with concrete, Teaching examples and ends
experience, details, with a rule,
and examples. generalization,
abstraction
OBSERVE, ANALYZE, REFLECT
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge
Principles of Teaching and Learning
Resource Teacher: ___________________________________ Teacher’s Signature:
________ School: _____________________
Grade/Year Level: ______________ Subject Area: ___________ Date: ____________

OBSERVE (page 102)

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.

Principles of Learning What did the Resource Teacher do to

apply the principle of learning
1. Effective learning begins with the
setting of clear and high expectations of
learning outcomes.

2. Learning is an active process.

3. Learning is the discovery of personal

meaning and relevance of ideas.

4. Learning is a cooperative and a

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

ANALYZE (page 103)

1. What principles of learning were most applied? least applied?
Most applied__________________________________________________________
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Least ________________________________________________________________
applied
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Give instances where this/these principle/s could have been applied?
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REFLECT (page 103)

From among the principles of learning, which one do you think is the most
important?
Activity 9.2 Identifying Learning Outcome that are Aligned with Learning
Competencies
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: _____________________
Grade/Year Level: ______________ Subject Area: ___________ Date: ____________

OBSERVE (page 104)

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.

2.

3.

4.

5.

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

1.

2.

3.

4.

5.

ANALYZE (page 105)

1. Do SMART objectives make the lesson more focused?
REFLECT (page 105)
Reflect on the

Lessons learned in determining SMART learning outcomes.

Activity 9.3 Distinguishing Between Inductive and Deductive Methods of

Teaching
Resource Teacher: ____________________________ Teacher’s Signature: ________
School: _____________________
Grade/Year Level: ______________ Subject Area: ___________ Date: ____________

OBSERVE (page 106)

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 recipients of instruction?
Was the emphasis on the mastery of Was the emphasis on the students’ application
the lesson or on the test? Prove. of the lesson in real life? Give proofs.
Was class atmosphere competitive? Was class atmosphere collaborative? Why?
Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
a.) constructivist – connected to past experiences of learners; learners constructed
new lesson meanings
b.) inquiry-based
c.) developmentally appropriate – learning activities fit the developmental stage of
children
d.) reflective
e.) inclusive – No learner was excluded; teacher taught everybody.
f.) collaborative – Students worked together.
g.) integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were
taught.
ANALYZE (page 107)
1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
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2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
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REFLECT (page 107)

Reflect on Principles of teaching worth applying
LINK Theory to Practice (page 108)
Direction: Encircle the letter of the correct answer.
1. Teacher Rose believes that students need to 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, 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
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 (page 109)
Post proofs 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 the intended learning
outcomes and the method used in class.
EVALUATE Performance Task (page 110)
Evaluate Your Work Task Field Study 1, Episode 9 – Preparing for Teaching and
Learning
Learning Outcomes: identify the teaching-learning practices that apply or violate
the principles of teaching learning • determine the guiding principles on lesson
objectives/earning 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: ____________________
Date Submitted: _______________
Year & Section: Course:
Learning Needs
Episode Excellent Very Satisfactory Satisfactory Improvement
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks not questions/tasks not
answered/ answered/ answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered answered observation
completely; completely; answers completely; questions were not
answers are with are clearly answers are not answered; answers
depth and are connected to clearly connected not connected to
thoroughly theories; grammar to theories; one (1) theories; more than
grounded on and spelling are free to three (3) four (4)
theories; from errors. grammatical/spellin grammatical/spelling
grammar and g errors. errors.
spelling are free
from error.
Reflection Profound and Clears but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
observed and and analyzed were observed and and analyzed
analyzed. analyzed
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in on in the context of reflected on in the reflected on in the
the context of the the learning context of the context of the
learning outcomes. learning outcomes. learning outcomes;
outcomes; Complete; well- Complete; not not complete; not
Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant
relevant to the learning outcome outcome
learning
outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more 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 1.0 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

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Signature of FS Teacher above Printed Name Date