FIELD STUDY 1: LEARNING EPISODE 9

PREPARING FOR
TEACHING AND LEARNING

TARGET YOUR INTENDED LEARNING OUTCOME

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 the 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.

OBSERVE, ANALY, 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
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 The resource teacher uses PowerPoint to convey her
of clear and high expectations of lessons, focusing on the topic's intended learning
learning outcomes. outcome, in order to apply learning principles.

2. Learning is an effective process. In order to put this learning concept into practice, the
resource teacher encouraged active student
participation in both the educational learning
activities and the learning process.

3. Learning is the discovery of personal In order to put this learning principle into practice, the
meaning and relevance of ideas. Resource teacher requested her students to discuss
and give their perspectives on the topic in front of the
class.

4. Learning is a cooperative and The Resource instructor divided the class into groups
collaborative process. Learning is to complete an activity where each group was given a
enhanced in an atmosphere of story to interpret and evaluate. The groups then
 FIELD STUDY 1: LEARNING EPISODE 9
PREPARING FOR
TEACHING AND LEARNING

cooperation and collaboration. brainstormed ideas with one another in order to apply
this principle of learning.
ANALYZE

1. What principles of learning were most applied? Least applied?

Most applied

 The principle that "Learning is an active process"—where a student-centered approach was used
—seems to be the most widely used in practice. Participating in the learning process helps
students learn more. Teachers act as facilitators in this learning theory rather than as one-way
information providers. For instance, during a lecture, the teacher instructed her class without
having them take notes, and after 20 minutes, the students worked in groups to recollect,
define, and elaborate on the lecture's material.

Least applied

 The learning principle that was used the least among the four, in my observation, is that
"Learning is the finding of personal meaning and significance of concepts." During the lecture,
the instructor spent her 20 minutes outlining the topic's substance and providing commentary
on it.

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

 The establishment of precise, high expectations for learning outcomes is the first step in effective
learning.

Example: To give the students an idea of how the discussions would go and to give them a chance to
respond to the teacher, the teacher should display her planned learning objectives regarding the
themes before starting her lesson.

 Learning is a process that involves active participation.

To illustrate this idea, a teacher could use the strategy of asking students to answer each other's
questions. This would encourage students to assume the position of the teacher and come up with
their own inquiries about the subject, the reading material, or the lesson.

 Finding personal significance and relevance in concepts is what learning is all about.

To help the students with their replies, the teacher spoke out loudly in front of the class in response
to those test questions. For instance, the students understood the value of studying before a test.

REFLECT

From among the principles of learning, which do you think is the most important?
 FIELD STUDY 1: LEARNING EPISODE 9
PREPARING FOR
TEACHING AND LEARNING

 The most effective strategies for people to learn are outlined in learning principles. Because it
makes use of student interaction to teach, I believe that the most crucial principle is that
"learning is an active process." Through the use of a student-centered approach, it encourages
students to actively participate in the learning process. In place of the lengthy instructor talks
and lectures that have traditionally characterized traditional learning, students are now
encouraged to learn through collaboration and exploration instead. According to this type of
principle, the teacher's job is to assist the student's participation in the production of knowledge.
As a result, by encouraging students to take part in knowledge production, it results in a deeper
understanding, promotes critical thinking, and advances

ACTIVITY 9.2 Identifying Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher: ______________ Teacher`s Signature: ____________ School: _____________

Grade/Year Level: ______________ Subject Area: _________________ Date: _______________

OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine of 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.
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PREPARING FOR
TEACHING AND LEARNING

4.

5.

ANALYZE

1. Do SMART objectives make the lesson more focused?

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REFLECT

Reflect on the

Lessons learned in determining SMART learning outcomes.

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 FIELD STUDY 1: LEARNING EPISODE 9
PREPARING FOR
TEACHING AND LEARNING

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ACTIVITY 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching.

Resource Teacher: ________________ Teacher`s Signature: ____________ School: ___________

Grade/Year Level: _______________ Subject Area: __________________ Date: _____________

OBSERVE

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

Teacher-centered
Did the teacher lecture all the time?
 No, the teacher effectively controlled her time by
allocating minutes to each section of the class.
For the lecture, the quiz, and the group projects.
Student-centered
Were students involved in the teaching-learning
process? How? Or they mere passive recipients of
instruction?
 Yes, students took part in the teaching and
learning process. When they had their group
work, they acted as a facilitator and a listener.

Was the emphasis on the mastery of the lesson or
on the test? Prove.
 No, the focus was on the lesson's mastering since
the instructor made sure that the students could
participate fully in the conversation by giving
each student the opportunity to act as a
facilitator in addition to speaking about it.
Was the emphasis on the students` application of
the lesson on real life? Give proofs.
 Yes, as a result of the teacher allowing them to
create their own examples of phrases concerning
their attire.

Was class atmosphere competitive? Why?
 No, the instructor allowed them to work with
their group and classmates so that everyone
could take part and express their ideas and
opinions collectively.
Was class atmosphere collaborative? Why?
 Yes, as the teacher instructed them to form
groups and that everyone take part in the
activities cooperatively.

Did the teacher focused only on one Did teacher connect lesson to other
discipline/subject? discipline/subjects?
 Yes, the teacher spent the entire class period on  No, the instructor just addressed the primary or
just one subject from beginning to end so that one subject.
the pupils wouldn't get lost and would still
remember it.
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What teaching-learning practices shows that teacher approach was;

a) Constructivist – connected to past experiences of learners; learners constructed new
lesson meanings.
 The instructor encouraged the students to relate their prior experiences to the issue during class
discussion and made an effort to tie those experiences to the current idea under discussion.

b) Inquiry – based
 The method of teaching and learning that I have observed in inquiry-based lessons is when the
teacher asks the students probing questions about the subject while also promoting
autonomous thought. In order to enable students to express their ideas and opinions, the
questions may be open-ended.

c) Developmentally appropriate – learning activities fit the developmental stage of children.

 A child's development is fostered by the instructor (social, emotional, physical, and cognitive)

d) Reflective
 Reflective teaching entails recalling, considering, and assessing a teaching experience. When a
teacher, for instance, asks students for comments and invites colleagues to attend your class,
this is referred to be a reflective teaching technique.

e) Inclusive – no learner was excluded; teacher taught everybody.

 Regardless of the pupils' differences, the teacher wanted each and every one of them to actively
participate in the class discussion and learning activities. The instructor wished to treat every
student equally and resisted being partial.

f) Collaborative – students worked together.

 In order to gather ideas, the students brainstorm

g) Integrative – lesson was multidisciplinary – e.g. in Science, Math concepts were taught.
 The students attempt to incorporate their instruction into a different field of expertise.

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 won't learn more
because the teacher restricts learning to the concept level and without any application.
Also, if this occurs, I can see that perhaps pupils will study solely for the sake of exams, and
what the teacher had taught will be easily forgotten.
 FIELD STUDY 1: LEARNING EPISODE 9
PREPARING FOR
TEACHING AND LEARNING

2. If you were to re-teach the classes you observed, would you be teacher-centered or
student-centered? Why?

 If I had to teach the class again, I would continue to adopt a student-centered approach in
which I would motivate students to actively participate, but they would be the ones to
facilitate. If they make mistakes, I will guide them and correct them.

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 excellent teaching
and learning approaches to be expressed in various learning-focused institutions. It
improves student engagement and learning through effective teaching in all of the
principles addressed.

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 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 doles 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.
 FIELD STUDY 1: LEARNING EPISODE 9
PREPARING FOR
TEACHING AND LEARNING

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

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 the intended learning outcomes and the method
used in class.
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PREPARING FOR
TEACHING AND LEARNING

EVALUATE PERFORMANCE TASK

Name of FS Student: Rose Ann Leanillo Date Submitted: ____________________

Year and Section: IV- Block E Course: BsEd- Engish

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
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 answered/ questions/tasks not answered / questions/tasks not
accomplished. answered/ accomplished. answered/
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to the connected to theories; answers not
grounded on theories; theories; grammar and one (1) to three (3) connected to theories;
 FIELD STUDY 1: LEARNING EPISODE 9
PREPARING FOR
TEACHING AND LEARNING

grammar and spelling spelling are free from grammatical/ more than four (4)
are free from error. errors. Spelling errors. grammatical / spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and swallow;
supported by what supported by what swallow; 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 on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts the context of learning in the context of the reflected on in the reflected on in the
outcomes; learning outcomes. context of the learning context of learning
Complete, well- Complete; well outcomes. Complete; outcomes; not
organized, highly organized, very relevant not organized, relevant complete; not
relevant to the learning to the learning to the learning organized, not
outcome. outcome. outcome. relevant.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2)
deadline. deadline. the deadline. days or more after the
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all 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

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Signature of FS Teacher above Printed Name Date