Final Ep10

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
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LEARNING ASSESSMENT
STRATEGIES
BEED/BSED
FIELD STUDY
THE K TO 12 GRADING SYSTEM
FS 1
Observations of
Teaching-Learning in
Actual School
Environment
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ON BECOMING A TEACHER
Episode 10 The Instructional Cycle
FIELD STUDY
The Instructional Cycle
SPARK Your Interest

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1
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FIELD STUDY
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.
TARGET Your Intended Learning

Outcome
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.
REVISIT the Learning Essentials

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FIELD STUDY
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.
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) is OBE applied
in the teaching-learning process. It is equivalent to competency-based and standards-
based teaching and learning in the Ktol2 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs)
and in turn the Assessment Tasks (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. mgrocas
Likewise, it is also important that teachers must be able to have a mastery of the
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FIELD STUDY
Who, What, Where, When questions

1. Factual/Convergent/Low-level
With one acceptable answer
2. Divergent/ Open-ended/ High- Open-ended; has more then one
level/Higher-order/Conceptual acceptable answer
a. Evaluation
e.g. When the phone rang and Liz picked it
b. Inference up, she was all smiles. What can you infer
about Liz?
c. Comparison
d. Application
e. Problem-solving
3. Affective e.g. How do you feel?
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 mgrocas
4. Repeating the answer

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FIELD STUDY
OBSERVE, ANALYZE,
REFELCT
Applying the Guiding Principles in the Selection and Use of

Activity 10.1 Strategies
Resource Teacher : ALONA GUEVARRA _Signature: _____________ School: MORENO

INTEGRATED SCHOOL Grade/Year Level : 9 Subject Area : MAPEH Date: / /23
OBSERVE

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FIELD STUDY
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 digestion
the more and the better the takes place and a model of the human
learning. digestive system.
Throughout the class, students actively

participated in various activities. They
engaged in a group discussion about the
benefits of exercise and healthy eating.
2. Leaning is an active process. Later, they participated in a practical
exercise session, performing physical
activities related to the topic. This active
involvement kept students engaged and
encouraged hands-on learning.
The classroom atmosphere was
welcoming and non-threatening. Ma’am
Alona fostered an environment where
students felt comfortable sharing their
3. A non-threatening atmosphere
thoughts and ideas during the discussion.
enhances learning.
Students freely asked questions and
offered opinions without fear of judgment,
creating a positive and open learning
environment.
While emotions were not explicitly
addressed, the discussion about physical
education and nutrition likely sparked
4. Emotion has the power to increase
interest and curiosity among students.
retention and learning.
Emotions can enhance retention, and the
engaging nature of the lesson likely
contributed to emotional engagement.

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FIELD STUDY
Ma’am Alona teaching extended beyond mere
recall of facts. During the discussion, he
encouraged students to explain the reasons
5. Good teaching goes beyond recall
behind the importance of exercise and
of information.
healthy eating. This promoted a deeper
understanding of the subject matter rather
than rote memorization.
Ma’am Alona made efforts to relate the lesson
to students' daily lives by discussing how
6. Learning is meaningful when it is
exercise and nutrition impact their health and
connected to students’ everyday
well-being. She linked the topic to their
life.
everyday experiences, making it more
relevant and relatable.
The lesson primarily focused on the subject of
health and nutrition within the context of
7. An integrated teaching approach
physical education. While the integration of
is far more effective than
other subjects was not explicitly observed in
teaching isolated bits of
this class, it could have been beneficial to
information.
provide a more holistic understanding of
health and wellness.

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

The "best" method depends on the learning objectives, the subject matter, the age and
background of the students, and the specific context of the educational setting. Effective
teachers often employ a combination of these methods to create a dynamic and
adaptable learning environment that caters to the needs of their students. Additionally,
ongoing assessment and feedback help teachers adjust their methods to optimize the
learning experience.
REFLECT
Reflect on this question.

How do we select the appropriate strategy for our lessons?
 Selecting the right teaching strategy involves considering factors like learning
objectives, student characteristics, subject matter, available resources, classroom
environment, teaching style, student engagement, adaptability, past experiences,
and collaboration with colleagues. It's a dynamic process aimed at tailoring the
learning experience to meet the specific needs and goals of students while staying
open to adjustments and improvements based on outcomes and feedback.
Selecting appropriate strategy for our lesson is the hardest part of all because
choosing and applying the right strategy will surely had a big difference and
impact to the students.
ANALYZE
Determining Outcome-Based Teaching and
Activity 10.2 Learning
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FIELD STUDY
Resource Teacher: ALONA GUEVARRA _Signature: _____________ School: MORENO

INTEGRATED SCHOOL Grade/Year Level : 9 Subject Area : MAPEH Date: / /23
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?
 Yes. She stated the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class. Ma’am Alona always started the lesson with the learning
objectives, she assure that the learning objectives is clearly stated for her
students to know the learning targets.
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.
 The teaching – learning activities (TLAs) she use in every discussion is the
recitation, sharing of ideas, classroom activities like pen and paper activities and
class engagement that are connected with the lesson and helpful and surely
attain and achieved the ILOs of the topic.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ILOs?
 The task that ma’am Alona employ is always aligned with the lesson objectives
that she give because in the beginning of the lesson she clearly stated what she
want to achieved.

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FIELD STUDY
ANALYZE
1. What are your thought about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
 Outcome-Based Teaching and Learning (OBTL) is an educational approach that
helps the teacher and student in everyday life inside the school. OBTL makes the
teacher and her lesson align with what she wants to achieve also OBTL
emphasizes setting clear and measurable learning objectives before teaching
that is beneficial for both teachers and students.
Reflect on the use of OBTL?

 Outcome-Based Teaching and Learning (OBTL) is an educational approach that
emphasizes setting clear and measurable learning objectives before teaching. It
promotes transparency, accountability, and student engagement. The use of
Outcome-Based Teaching and Learning is a positive step towards enhancing the
quality of education. Using OBTL helps the teacher and the students to have a
wonderful and meaningful learning and discussion.
Activity 10.3 Applying Effective Questioning

Resource Teacher : __________________________________Signature: Techniques
_____________ School: ___________
Grade/Year Level : _______________________ Subject Area : ________________________ Date:__________
OBSERVE

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FIELD STUDY
Types of Question Examples of Questions that the Resource Teacher Asked

Observe a class activity. You shall focus on the questions that the Resource Teacher
1. Factual/
asks during -What areWrite
the classroom discussion. the five
the components of health-related
questions raised fitness?
and identify the level of
Convergent
questioning. -How do you calculate your maximum heart rate?
Closed/ Low -What is the purpose of a warm-up in a fitness routine?
level -Define muscular strength.
2. Divergent/
Higher – level/
Open – ended/
Conceptual
-Why is flexibility important for overall health?
a. Evaluation - Evaluate the effectiveness of different types of
stretching exercises.
- Based on your understanding of skill-related fitness,
how might it benefit athletes in various sports?
b. Inference
- Inference the relationship between nutrition and
fitness
- Compare and contrast aerobic and anaerobic
exercises.
- How does muscular strength differ from muscular
c. Comparison
endurance?
REFLECT
- Compare the skill-related fitness requirements for
basketball and swimming.
- Design a fitness routine for a sedentary individual
looking to improve their health-related fitness.
- Apply the principles of progression to a strength
d. Application
training program.
- How can you apply the concept of specificity to
enhance athletic performance?
e. Problem- - Identify and solve common obstacles people face when
solving trying to maintain a consistent exercise routine.
-How do you feel about participating in physical
3. Affective activities regularly, and how does it affect your overall
well-being?

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FIELD STUDY
ANALYZE
1. Neil postman once said: “Children go to school as 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?
 Neil Postman's statement emphasizes the vital role of questioning techniques in

education. Teachers are instrumental in shaping students' intellectual
development, and their approach to encouraging curiosity and critical thinking
can have a profound and lasting impact on students' educational journeys. By
fostering open-ended questions and creating a culture of inquiry, educators’ help
students maintain their innate desire to question and explore, equipping them
for a lifetime of learning and problem-solving. I believed that every students is a
question mark we are all clueless about the life that is waiting for us but we’re all
here standing and proving that someday we will learned and we will become
better. We go to school clueless but we go home with knowledge and fearless.
Reflect on “The importance of using various reacting techniques
 The importance of using various reaction techniques, especially in the context of

education and interpersonal communication, cannot be overstated. Reacting
techniques refer to the diverse ways in which individuals respond to
information, situations, or stimuli. Reacting techniques are beneficial and helpful
for the teachers and students to freely state their wants. Using a variety of
reaction techniques is crucial in education and communication. Communicators
can easily communicate in a broader world where the audience will freely
understand and react to what he/she is communicating. Also, These techniques
accommodate diverse learning styles, enhance understanding, engage emotions,
promote critical thinking, and ensure cultural sensitivity. Using various reaction
techniques in the modern world that we’re living in today makes all of us as a

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FIELD STUDY
prepare individuals for adaptability in an evolving world, making
communication and learning more effective and inclusive.
SHOW Your Learning Artifacts
Show proofs of learning that you were able to gain in this Episode by interviewing
at least two teachers on their thought on OBTL.
Q1: What are your thoughts on Outcome-Based Teaching and Learning (OBTL)
in physical education?
Teacher 1: I believe OBTL is a game-changer in physical education. It

allows us to clearly define the objectives and expected outcomes for our
students in terms of physical fitness, skills development, and overall
wellness. For instance, we can set specific goals like improving
cardiovascular endurance, mastering certain sports skills, or promoting a
healthy lifestyle. This approach ensures that our teaching is purposeful
and that students are actively working towards achieving these outcomes.
Q2: How has OBTL influenced your teaching methods in physical education?
Teacher 1: OBTL has made my teaching more focused and student-centered. I

design lesson plans with clear learning outcomes in mind, whether it's
improving agility, teaching teamwork through team sports, or developing
critical thinking in strategy games. We also use a variety of assessment

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FIELD STUDY
tools, including fitness tests, skills assessments, and self-assessments,
to track student progress. This data-driven approach helps us tailor our
teaching strategies to meet the specific needs of each student.
Physical Education Teacher 2:
Q1: What are your thoughts on Outcome-Based Teaching and Learning (OBTL)
in physical education?
Teacher 2: OBTL is an excellent approach in physical education because it

helps us move beyond just having students engage in physical activities
to truly understanding the purpose of those activities. It's not just
about running laps; it's about improving cardiovascular fitness. It's not
just about playing games; it's about developing teamwork and
sportsmanship. OBTL allows us to communicate these objectives clearly to
our students.
Q2: How has OBTL influenced your assessment strategies in physical

education?
Teacher 2: OBTL has led to a more comprehensive assessment approach in my

physical education classes. We assess not only physical skills but also
the cognitive and affective aspects of learning. For example, we use
rubrics to assess sportsmanship and teamwork in addition to performance
in a game. We also encourage students to set personal fitness goals and
track their progress throughout the semester. This holistic assessment
approach helps students understand the broader benefits of physical
education beyond just physical skills.
These perspectives from physical education teachers illustrate how OBTL

can be applied in the context of physical education to set clear learning
outcomes and assess students' progress in a comprehensive manner.

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FIELD STUDY
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 10-The Instructional Cycle
Learning Outcomes: · identify the application of some guiding principles in the selection and use of teaching strategies. · determine wheter or not the lesson
development was in accordance with outcome-based teaching and learning. · identify the Resource Teacher’s questionaing and
reacting
techniques. · outline a lesson in accordance with outcome based teaching-learning.
Name of FS Student: ________________________________________________________________________________________ Date Submitted: ___________________________

Year&Section: _____________________________________________________Course:________________________________________________________________________________
VERY NEEDS
LEARNING EXCELLENT SATISFACTORY
SATISFACTORY IMPROVEMENT
EPISODES 4 2
3 1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation were not
answers are in depth answers are clearly answers are not answered; answers not
ANALYSIS and are thoroughly connected to clearly connected to connected to theories;
grounded on theories; theories; grammar theories; one (1) to more than four (4)
grammar and spelling and spelling are free three (3) grammatical grammatical/spelling
are free from error. from errors. spelling errors. errors.
Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
REFLECTIONS
supported by what supported by what shallow; somewhat rarely supported by what

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FIELD STUDY
supported by what
were observed and were observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Portfolio is reflected on Portfolio is reflected Portfolio is not

the context of the on the context of the reflected on in the Portfolio is not reflected
learning outcomes; learning outcomes. context of the learning on in the context of the
LEARNING
Complete, well- Complete; well- outcomes. Complete; learning outcomes; not
ARTIFACTS
organized, highly organized, very not organized, complete; not organized,
relevant to the learning relevant to the relevant to the not relevant
outcome learning outcome learning outcome
Submitted two (2) days
Submitted before the Submitted on Submitted a day after
SUBMISSION or more after the
deadline deadline the deadline
deadline
Comment/s
13-
SCORE 20 19-18 17 16 15 14 11 10 9-8 Below
12
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below
_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

The Instructional Cycle

SPARK Your Interest

This Episode centers on the guiding principles in the selection and

TARGET Your Intended Learning

REVISIT the Learning Essentials

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 2

1. Learning is an active process.

Who, What, Where, When questions

4. Repeating the answer

Applying the Guiding Principles in the Selection and Use of

Resource Teacher : ALONA GUEVARRA _Signature: _____________ School: MORENO

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

Throughout the class, students actively

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

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

Reflect on this question.

Resource Teacher: ALONA GUEVARRA _Signature: _____________ School: MORENO

Observe a class and answer the following questions.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

Reflect on the use of OBTL?

Activity 10.3 Applying Effective Questioning

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

Types of Question Examples of Questions that the Resource Teacher Asked

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

 Neil Postman's statement emphasizes the vital role of questioning techniques in

Reflect on “The importance of using various reacting techniques

 The importance of using various reaction techniques, especially in the context of

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 12

SHOW Your Learning Artifacts

Teacher 1: I believe OBTL is a game-changer in physical education. It

Teacher 1: OBTL has made my teaching more focused and student-centered. I

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 13

Physical Education Teacher 2:

Teacher 2: OBTL is an excellent approach in physical education because it

Q2: How has OBTL influenced your assessment strategies in physical

Teacher 2: OBTL has led to a more comprehensive assessment approach in my

These perspectives from physical education teachers illustrate how OBTL

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 14

EVALUATE Performance Task

Name of FS Student: ________________________________________________________________________________________ Date Submitted: ___________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 15

Portfolio is reflected on Portfolio is reflected Portfolio is not

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 16

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Name of FS Student: ______________________________________________________________ Date Submitted: _