Activity 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 the 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 instructions;
➢ 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.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching- learning
processes. 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 the concrete
Begins with a rule, experience,
generalization, details, and
abstraction and METHODS
OF ends with a rule,
ends generalization,
with concrete, TEACHING abstraction
experience,
details,
examples.

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

Observe a class with the use of the principles of learning given in Revise the
Learning Essentials. I will identify evidence of applications/violation 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

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

ANALYZE
 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 principles could have been applied?

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REFLECT

From among the principles of learning, which one do you think is the most important?
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 Activity 9.2
Identifying Learning Outcomes that 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 if the learning outcome/s was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lessons.

Learning Outcomes (SMART (SMART Achieved Achieved

objectives?) objectives?)
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

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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 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 on my observations and analysis.

Teacher - centered Student- centered

Did the teacher lecture all the time? Were students involved in the teaching-
learning process?How?Or were they
mere passive recipients of instructions?

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.
Was the class atmosphere competitive? Was the class atmosphere collaborative?
Why? Why?

Did the teacher focus only on one Did the teacher connect the lesson to
discipline/subject? other 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.) Development appropriate - learning activities for the developmental stage of children

d.) Reflective

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

d.) Collaborative - Students worked together

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

ANALYZE

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
students- centered? Why?
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REFLECT

Principles of teaching worth applying

Reflect on

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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 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

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.