Learning Episode 1

PRINCIPLE OF LEARNING
___________________________________________________

MY LEARNING EPISODE OVERVIEW

This Episode is centered on time-tested principle of learning

which when applied will lead to effective learning. It is good to find out the
manner and the extent to which these principle are applied in the
classroom.

MY INTENDED LEARNING OUTCOME

In this Episode, I must be able to identify classroom practices

that apply or violate each of the principle of learning.

MY PERFORMANCE CRITERIA

I will be rated along the following:

a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio
 MY LEARNING ESSENTIALS

Here are time-tested principles of 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.

Student are given the opportunity to connect what they learn with
other concepts learned, with real world experience and with their
own lives.

4. Learning is a cooperative and a collaborative process.

MY MAP
 To realize my Intended Leaning Outcomes, I will work my way through these
steps:

Step
1 Guided by a question/questions, I will reflect on
my experience, write down my reflection.

Step I will identify evidence of applications/violations

2 of the principles of learning. (You are given a

sample in # 1 principle.) I can cite more than one
per principle of learning.

Step
3
I will observe a class.

Step
4
I will review the principles of learning given in
"My Learning Essentials".

MY LEARNING ACTIVITIES
 As I observe a class, I will use the Observation Sheet for a more focused
observation then analyze then reflect on my observations with the help of
guide questions.

OBSERVATION SHEET #1
Resource Teacher: Teacher's Signature
________ Date: 11/20/2017
School: Grade/Year Level: Subject Area: Araling Panlipunan

What did the Resource Teacher do which

applies/contradicts the learning principle?

Principle of Learning Application of Non-

the Principle application/Contradiction
of the Principle

1. Effective learning My resource teacher put her visual aids on the

begins with the setting of blackboard. She explain to it to her student and them
clear and high expectation
do the ideas.
and learning outcomes.

2. Learning is an active My resource teacher do an activity game, related

process.
on their topic for today. The teacher give the
direction and student do the tasks.

3. Learning is the As I observed on my resource teacher. She do

discovery of personal applied the learning principle, because she
meaning and relevance of
showed lesson using her educational chart
ideas.
followed with question. She told the learners
4. Learning is a Based on my observation, the resource teacher do
cooperative and a applied the learning principle. She facilitate the
collaborative process.
learner to open their book on the page related to
Learning is enhanced in an
their subject topic. Then the learners cooperate
atmosphere of
cooperation and and a collaborate reading together.
collaboration.
 MY ANALYSIS

1. Which principle/s of learning was/were most applied?

As I observed, the most applied principle of learning is discovery of
personal meaning and relevance of ideas.

2. Which principle of learning was least applied? Why was/were

the principle not very much applied? Give instances where
this/these principle/s could have been applied.
Base on my observation the least applied in the principle of learning is
a learning is an active process.
Because some learners didn't participate and busy doing something.
But in the contrary; the subject area I observed was taken in
the afternoon class that's why feel sleepy and find ways to awake.

3. How did the application of these learning principles affect

learning?
For me the application of learning principles,
affect learning of learners because by applying principle of learning to their
subject area. They understand very well the topic area of their lesson.

4. How did the non-application of these learning principles affect

learning?
As I observed, the non-application of these learning principles affect learning.
The learners didn't understand the subject topic.
Because they just listen but they don't understand.

5. Do you agree with these principles of learning? Or have you

discover that they are not always correct?
YES, I agree with those application. Because some learners easy to
adopt by doing actual, or doing their own ideas than to just listen in it.
MY REFLECTIONS

My reflection and lessons learned on my observations of

my Resource Teacher's/s' application/non-application of these principles

Among those practices that I observed,

which practices will I adopt and which ones will I improve on?
What lessons did I learn?

Practices worth adopting

As I observed, the practice that worth adopting in learning principle is
the discovery of personal meaning and relevance of ideas process.
Because as I observed in my assign grade and my resource teacher.
She give question and they answer it with their own ideas.
And for me, it is worth adopting because they express their ideas.
They enjoy it and at the same time their ability to think come out.

Practices to avoid and to improve on

For me, the practice that must be avoid the teacher will be just talk and
write on the board without explaining and letting the learners do
the sample and asking them if they understand the topic.
Because not all of the student are fast learner.

Lesson learned
The lesson that I learned, if you want to become a teacher in the near future.
You should be more patience to your students.
Have values and good attitude because teacher is
the role model of their student.
And also as a teacher you must have commitment.
The teacher should dedicated to their teaching job.

MY LEARNING PORTFOLIO
 You may wish state the principles of learning in your own words
or illustrate each with diagrams. Feel free to choose how!

Principle of Learning in My Own Words

1. The learners are more learning from the real thing than from a substitute.

2. Learning has different style.

3. Learning is more thoroughly explored.

Prof. Sherwin B. Sulit, LPT, MAED November 20, 2017

Signature of FS Teacher
Date
Learning Episode 2
Intended Learning Outcomes/Lesson
Objectives As My Guiding Star
___________________________________________________

MY LEARNING EPISODE OVERVIEW

Intended learning outcomes /lesson objectives set

the direction of the lesson.
For them to serve as guiding star they must be
SMART and formulated in accordance with time-tested principles.

MY INTENDED LEARNING OUTCOME

In this Episode, I must be able to:

 identify the guiding principles on lesson objectives/learning
outcomes applied in instruction
 determine whether or not lesson objectives/intended learning
outcomes served as guiding star in the lessons objectived
 judge if lesson objectives /intended learning outcomes are
SMART

MY PERFORMANCE CRITERIA

I will be rated along the following:

a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio
 MY LEARNING ESSENTIALS

Here are guiding principles related to lesson objectives/learning

outcomes:
1. Learning objectives/intended learning outcomes set the
direction of the lesson. Begin with the end in mind. It is
beneficial if teachers share the lesson objective/s or
intended learning outcomes with the learners and the
learners make it/them their own learning objectives or
outcomes.
2. To make lesson objectives/intended learning outcomes
very clear they must be made Specific, Measurable,
Attainable, Result-oriented and Timebound (SMART).
3. For meaningful teaching and learning, lesson objectives
or intended learning outcomes must integrate 2 or 3
domains – cognitive, skill and affective or cognitive and
affective or skill and affective.
MY MAP
I will observe three (3) different classes.

I will reflect on the guide questions given below.

To realize intended learning outcomes, I will follow these steps:

STEP 1 – Read the Learning Essentials given above.

STEP 2 – Observe at least three (3) classes with a learning partner. I

will choose one from each of the three groups.
GROUP 1 – Language / Science / Math
GROUP 2 – Physical Education, TLE
GROUP 3 – Edukasyon sa Pagpapakatao / Aralin Panlipunana
My focus this time is on lesson or learning objectives/intended learning
outcomes.

STEP 3 – Discuss my observations/answers to the questions with

my partner.

STEP 4 – Write down my answers to the questions.

STEP 5 – Reflect on my observation.

MY LEARNING ACTIVITIES
 1. As I observe a class, I will use the Observation Sheet for a more
focused observation then analyze my observations with the help of
guide questions then reflect on my observations and answers.

OBSERVATION SHEET #2.1

Resource Teacher: Teacher's Signature

________ Date: 11/27/2017
School: Grade/Year Level: Subject Area:

Guiding Principles Related Teaching Behavior/s which Prove/s

To Lesson Observation of the Guiding Principle
Objectives/Intended Learning
Outcomes

1. Begin with end in mind. 1. e.g. The Resource Teacher began her lesson by
stating her objective.

2. Share lesson objective with 2. My Resource Teacher starts the reminders

students.
about the topic they had last meeting. Then she
introduced their new topic is a continuation of
the last topic they discuss.

3. Lesson objectives / Intended 3. My Resource Teacher demonstrates

Learning Outcomes are Specific,
Measurable, Attainable, Result- understanding of addition of whole numbers. She
oriented and Time bound (SMART) use appropriate problem solving strategies and
tools. The students are expected to get 75% in
summative test. My resource teacher with in
50mins. Time bound to teach the whole lesson.
 OBSERVATION SHEET #2.3
OBSERVATION SHEET #2.2

Resource Teacher: Teacher's Signature ________ Date: 11/27/2017

School: Grade/Year Level: Subject Area:

Guiding Principles Related Teaching Behavior/s which Prove/s

To Lesson Observation of the Guiding Principle
Objectives/Intended Learning
Outcomes

1. Begin with end in mind. 1. e.g. The Resource Teacher began her lesson by
stating her objective.

2. Share lesson objective with 2. My Resource Teacher tells student the

students.
objectives of the lesson. He tell them the reason
why they need to learn those things.

3. Lesson objectives / Intended 3. Mr. Laurente demonstrate understanding of

Learning Outcomes are Specific,
Measurable, Attainable, Result- the parts and functions of animals and
oriented and Time bound (SMART) importance to humans. The student identify the
body parts that enable animals to move.
Resource Teacher: Teacher's Signature ________ Date: 11/27/2017
School: Grade/Year Level: Subject Area:

Guiding Principles Related Teaching Behavior/s which Prove/s

To Lesson Observation of the Guiding Principle
Objectives/Intended Learning
Outcomes

1. Begin with end in mind. 1 . e.g. The Resource Teacher began her lesson by
stating her objective.

2. Share lesson objective with 2. My Resource Teacher begin with the review of
students.
the past lesson and connect it with the new
lesson. The resource teacher asked the pupils to
form some question to establish the purpose of
the lesson.

3. Lesson objectives / Intended 3. My resource teacher asking the pupils to form

Learning Outcomes are Specific,
Measurable, Attainable, Result- some question regarding the topic. The questions
oriented and Time bound (SMART) form by the pupil combine with the presentation
of the objective to make discussion with a though
evolvement of the pupils, and make it clear to
them the establish purpose of the lesson.

2. Ask permission from your Resource Teacher for you to copy his/her
lesson objective of the day s lesson. Did his/her lesson objective serve
as guiding star in the sense that the development of the lesson was
guided by his/her lesson objectives/intended learning outcomes?

Yes, My Resource Teachers lesson objective

serve as guiding star in the sense that the development
of the lesson was guided by lesson
objectives/intended learning outcomes.
 MY ANALYSIS

1. Why is it sound teaching practice for a teacher to “begin with the end in
mind” and to share his/her lesson objectives or intended learning
outcomes with his/her students?

It is important because it helps the student to understand the

learning outcomes
of the objective of their lesson.

2. Did you find the lesson objective/s or intended learning outcome/s

SMART? Support your answer.

YES, I find the lesson objectives or intended learning outcomes

SMART,
because it is specific, measurable, attainable, result-oriented and
time bound.

3. Do SMART objectives help the lesson more focused?

YES, As I observed that the student are more focused in the lesson because
of the help of
SMART objectives.

4. Were the lesson objectives/intended learning outcomes in the cognitive,

psychomotor and affective domains? Support your answers.

The lesson objectives/intended learning outcomes were in the

three domains
(cognitive, psychomotor, affective) because I observed in my resource
teachers they
apply it in their daily lesson log and they applied it to their student.

5. Is it necessary to have objectives always in the 3 domains – cognitive,

psychomotor and affective? Why or why not?

Yes it is, because base in my observation on my resource

teachers they always
apply it for their students to understand the objectives/intended
learning outcomes
of their lesson.
 MY REFLECTIONS

Any lessons learned or insights gained from your observation focused on

lesson objectives? Write them down here. Are lesson objectives truly the guiding
star in the development of a lesson? Or our lesson objectives sometimes forgotten as the
lesson develops?

For lesson objectives/learning outcomes to serve as guiding star in lesson development, will it
help if they are SMART?

I learned on my observations that are focused on lesson objectives.

The lesson objectives are truly the guiding star in the development of a lesson.
But sometimes forgotten as the lesson develops.
I also learned that it was help through if they are SMART.

Does integrating lesson objectives/intended learning outcomes in

the three domains (cognitive or psychomotor and affective)
make lessons more meaningful?

As I observed, the lesson make meaningful if using the three domains or even
at least two do integrating lesson objectives/intended learning outcomes.
Because the learners will know and understand the lesson.
 MY LEARNING PORTFOLIO

Give one researched quotation that states the significance of goals and objectives.
(Don’t forget to state your source)

“ Without goals and plans to reach

them,
you are like a ship that has set sail
with no destination”. – Fitzhugh Dodson

In one sentence, relate this qoutes to learning objectives/intended

learning outcomes as guiding star in lesson development.

I relate this quote because if you don’t have a goal, plan or objective in teaching the
student don’t understand the lesson.
 Prof. Sherwin B. Sulit, LPT, MAED November 27, 2017
Signature of FS Teacher
Date

Learning Episode
The Three Domains Of Knowledge/
3
Learning Activities
_________________________________________________

MY LEARNING EPISODE OVERVIEW

Benjamin Bloom cited three (3) domains of knowledge – cognitive,

psychomotor and affective. Kendall and Marzano also gave three (3) groups of
learning – information (declarative knowledge),
metacognitive procedures(procedural knowledge)
and psychomotor procedures (motor or physical skills).
This episode will focus on these domains af knowledge and learning.

MY INTENDED LEARNING OUTCOME

In this Episode, I must be able to:

 classify the lesson/s under bloom’s taxonomy of knowledge

and Kendall’s and Marzano’s domain of learning activities.
 reflect on what lesson is more meaningful and relevant base
on the domains of knowledge and learning activities.

MY PERFORMANCE CRITERIA

I will be rated along the following:

a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
 c.) depth and clarity of my classroom observation-based
reflections,

A. Three domains of knowledge (Kendall and Marzano):

d.)

1. Information – Declarative Knowledge; e.g. Facts, concepts,

generalization, principle, laws

2. Mental Procedures – Procedural Knowledge; e.g. writing a term papers,

completeness, organization, clarity of my portfolio and

e.) time of submission of my portfolio

MY LEARNING ESSENTIALS
Concrete examples:

Information

1. Vocabulary – isosceles, equilateral, right triangle

2. Generalization – All right triangles have one angle of 90 degrees.

B. Three Domains of Knowledge/Educational Activity (Bloom, B.)

1. Cognitive – knowledge – What will student know?

2. Psychomotor– skills – What will students be able to do?

Concrete examples:

Cognitive– Air pollution

Psychomotor – Researching on the level of air pollution in the locality and on

MY MAP
I will observe three (3) different classes.

I will reflect on the guide questions given below.

To hit my target, I will follow these steps:

Step

1. Read the Learning

Essentials given
above.

Observed at least three

(3) classes with a learning
partner. I will choose one class
from each of the three groups.

Group 1 –
Language/AralingPanlipunan/S
cience/Math
Step

2.
Group 2 – Physical Education,
ICT,TLE

Group 3 –
EducasyonsaPagpapapakatao/
Literature
 MY LEARNING ACTIVITIES
I will make use of Obsevation Sheets, analyze my observation by
answering the given questions then write down my reflections,

OBSERVATION SHEET #3.1

Resource Teacher: Teacher's Signature ________ Date:12/04/2017

School: Grade/Year Level: Subject Area: Science

Kendall’s and Marzano’s Domains of Knowledge

Concrete Example/s for each

Domain of Knowledge from my
Domain of Knowledge
Observation (What did your
Teacher teach? What was the
focus of your Teacher’s
lessons?

1. Cognitive Domain – Information My Resource Teacher teach science. The

(Declarative Knowledge) –
Vocabulary, terms, facts, focus of her lesson was concept about
concepts, principle, hypothesis, sound different strength and force
theory
produced by sound waves.

2. Mental Procedures (Procedural Performing different activities to know the

Knowledge) – e.g. mental skills
such as writing a paragraph effects of strength and distances made in
producing sound waves.
 OBSERVATION SHEET #3.2
Bloom’s Domain of Learning
Activities
Domain of Learning
Activities

1. Psychomotor – skills Remembering that the concept of sound wave

depends upon the way you are applying it on
solids, liquids and gases.

2. Affective – values, What to do to reduces the sound waves made by

attitudes
an objective in order to take care of our
eardrum.
 Resource Teacher: Teacher's Signature ________Date:12/04/2017
School: Grade/Year Level : Subject Area: P.E.

Kendall’s and Marzano’s Domains of Knowledge

Concrete Example/s for each

Domain of Knowledge from my
Domain of Knowledge
Observation (What did your
Teacher teach? What was the
focus of your Teacher’s
lessons?

1. Cognitive Domain – Information My Resource Teacher teach P.E.. She

(Declarative Knowledge) –
Vocabulary, terms, facts, demonstrate understanding of self testing
concepts, principle, hypothesis, activities.
theory

2. Mental Procedures (Procedural Performs exercises and activities to

Knowledge) – e.g. mental skills
such as writing a paragraph enhance health-related fitness.

Bloom’s Domain of Learning Activities

Domain of Learning
Activities

1. Psychomotor – skills They perform appropriate exercises or activities

to enhance health-related fitness.

2. Affective – values, What to do is applying discipline in performing

attitudes
exercise or activities for their safety.
 OBSERVATION SHEET #3.3

Resource Teacher: Teacher's Signature

School: Grade/Year Level: 4 Subject Area: E.P.

Kendall’s and Marzano’s Domains of Knowledge

Concrete Example/s for each

Domain of Knowledge from my
Domain of Knowledge
Observation (What did your
Teacher teach? What was the
focus of your Teacher’s
lessons?

1. Cognitive Domain – Information The focus of the lesson of my resource

(Declarative Knowledge) –
Vocabulary, terms, facts, teacher is about values the culture of
concepts, principle, hypothesis, ethics.
theory

2. Mental Procedures (Procedural They do a book reading chorally after they

Knowledge) – e.g. mental skills
such as writing a paragraph analyzed they answer the questions in the
book related in the story.
Bloom’s Domain of Learning Activities

Domain of Learning
Activities

1. Psychomotor – skills They do activity game named “learningan”.

2. Affective – values, What to do is to value the culture of ethics.

attitudes
 MY ANALYSIS

1. Were lessons focused on information / cognitive domain only or

mental procedures only or psychomotor procedures/physical
skills only? Or were the lessons combinations of two or three?
Explain your answer.
The lesson focused on the combinations of two and three domains. Because I observed on my
resource teacher they apply two or three domains.

1. Were the lessons focused on cognitive content only or

psychomotor content only or affective content only? Or were the
lessons combination of two or three? Explain your answer.
The lessons was focused on combinations of three domains because my resource teachers do
cognitive, psychomotor and affective to tackle their lessons.

3. What was the effect on learning when teaching was focused on

only one domains?
The effect in learning when teaching was focused on only one domain was the learner’s
only focus on one domain and they don’t know the other domains.

4. Is it really possible to teach only in one domain like

affective only or cognitive only or psychomotor only? Or based on
Kendall’s and Marzano’s taxonomy, information only or mental
procedures only or psychomotor procedures only? Explain your
answer.
No. It is not possible because if they only focus on cognitive they only know is what they
know, they don’t elaborate the lesson like the other domains.

3. Do Kendall’s and Marzano’s knowledge taxonomy and

Bloom’s taxonomy of learning activities contradict each other?
Explain your answer.
Yes, In way of procedure of applying it to the student, however No, because they are the
same meaning or approaching to the learners.
 MY REFLECTIONS

Basedon your observation in class and on your understanding of the

domains of knowledge and learning activities form Bloom, Kendall and
Marzano, how can you make your teaching-learning activity more meaningful
and more relevant? Is lesson more relevant when you teach only in the
cognitive or when you teach in the cognitive domain combined with the
affective or psychomotor combined with the affective?

Based on my observation on the class and on my understanding of the domains of

knowledge and learning activities from Bloom, Kendall and Marzano, I make my
teaching-learning activity more meaningful and more relevant of the cognitive domain
combined with the three domains because it helps a lot to easily understand of my
future students. They more collaborate the lesson that I do to learn them.
 MY LEARNING PORTFOLIO

Refer to the K to 12 Curriculum Guide. Based on the competencies, formulate

SMART lesson objectives/intended learning outcomes:

1. in the cognitive, affective and psychomotor domains (B. Bloom)

 COGNITIVE DOMAINS
 Identify subtraction with regrouping
 AFFECTIVE
 Present subtraction with regrouping of tens and ones
 PSYCHOMOTOR
 Apply the operation of subtraction with regrouping

2. for information (declarative knowledge), mental procedures (procedural

knowledge) and psychomotor procedures/physical or motor skills

 INFORMATION (DECLARATIVE KNOWLEDGE)

 Identify the two gender of nouns, both human and animals.
 MENTAL PROCEDURES (PROCEDURAL KNOWLEDGE)
 Present masculine and feminine gender of human and animals.
 PSYCHOMOTOR PROCEDURES (PHYSICAL OR MOTOR SKILLS)
 Apply the appropriate gender for human and animals.

Prof. Sherwin B. Sulit, LPT, MAED December 4,2017

Signature of FS Teacher Date
 Learning Episode 4
THE NEW TAXONOMY OF EDUCATIONAL OBJECTIVES:
THE LEVELS OF LEARNING ACTIVITIES
__________________________________________________

MY LEARNING EPISODE OVERVIEW

This Episode dwell on Bloom’s levels of cognitive processing and on the

new taxonomy of processing knowledge introduced by Kendall and Marzano.

MY INTENDED LEARNING OUTCOME

In this Episode, I must be able to identify teaching practice /s in the

different levels of processing knowledge based on Bloom’s revised cognitive
taxonomy and Kendall’s and Marzano’s new taxonomy.

MY PERFORMANCE CRITERIA

I will be rated along the following:

a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based
reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio
MY LEARNING ESSENTIALS

1. The revised Bloom’s taxonomy identified 3 domains of learning – cognitive,

psychomotor and affective.

Psychomotor

Cognitive – Facts, Affective –

Concepts, Values and
Principles, Attitudes
etc.

Bloom’s
Domains of
Learning
Activity

Figure 1. Bloom’s Domains of Learning Activity

 2. Kendall and Marzano likewise identified 3 domains of knowledge taught and
learned, namely: 1) information (declarative knowledge) 2) mental procedures
(procedural knowledge) 3) psychomotor /motor procedures.

Mental
Procedures
(Procedureal
Knowledge)

Information Psychomotor
(Declarative Procedures
Knowledge) (Motor Skills)

Kendall’s and
Marzano’s
Domains of
Knowledge

Figure 2. Kendall’s and Marzano’s Domains of Knowledge

 3. These domains of learning and domains of knowledge are processed in different
levels. For the revised Bloom’s taxonomy, cognitive learning is processed in six (6)
different levels of processes from remembering to creating; psychomotor learning in
six (6) levels and affective in five (5) levels. Refer to the Table below.

Bloom identified ‘domains’ of educational activities with categories of educational

activities within those domains:

Domains Categories of Activities/Levels of Processing

1. Remembering, 2. Understanding, 3. Applying,

Cognitive 4. Analyzing, 5. Evaluating, 6. Creating,

1. Receiving, 2. Responding, 3. Valuing,

Affection 4. Organization, 5. Internalization,

1. Reflex movements, 2. Basic fundamental movement,

Psychomotor 3. Perceptual, 4. Physical activities,

5. Skilled movements, 6. Non-discursive communication

(Harlow, A.)

Table 1. Bloom’s Domain of learning with Categories of Educational Activities

Figure 3. The Revised Bloom’s Taxonomy of Cognitive Learning

1. 4. For Kendall and Marzano, the three (3) domains – information, mental
procedures and psychomotor procedures – are processed in six (6) different levels.
See figure
below.

Information
 Self-System
 Metacognitive
Mental Procedures System
 Knowledge
Psychomotor Utilization(Cog
Procedures nitive)
 Analysis
(Cognitive)
 Retrieval
(Cognitive)

Figure 4.Marzano’s and Kendall’s Domains of Knowledge and Levels of Processing

Kendall’s and Marzano’s different levels of processing and information, mental

and psychomotor procedures.

Each level of processing can operate within each of the three domains
– information, mental procedures, psychomotor procedures.

The first four levels of processing are cognitive, beginning with “Retrieval” the
least complex, then moving upward with increasing complexity through
“Comprehension”, “Analysis” and “Knowledge Utilization”.

The fifth level of processing, the Metacognitive System, involves the

learner’s specification of learning goals, monitoring of the learner’s on process,
clarity and accuracy of learning. Simply put involves the learner’s organization o
f his/her own learning.

The sixth level of processing, the Self System, involves the learner’s
examination of the importance of the learning task and his/her self-efficacy. It also
involves the learner’s emotional response to the learning task and his/her
motivation regarding it.
New Taxonomy

Bloom Kendall and Marzano

Revised Bloom’s New Taxonomy –

Taxonomy,
Domains of cognitive domains Kendall and Domains of
Learning Activities Knowledge
Marzano

Cognitive 6- Creating 6- Self system

Psychomotor 5- Evaluating 5- Metacognitive

system
Affective Psychomotor
4- Analysis 4- Knowledge procedures
utilization –
cognitive system
Mental procedures
3- Applying 3- Analysis-
Knowledge

2- Understanding 2- Comprehension Information

- Knowledge

1- Remembering 1-Retrieval-
Knowledge

Table 2. A Comparison of Revised Bloom’s cognitive taxonomy and Kendall’s and Marzano’s New Taxonomy
MY MAP
I will observe four (4) different classes.

I will reflect on the guide questions given below.

To hit my target, I follow these:

Read the Learning Essentials given above.

Observe at least four (4) class with a learning partner.

I will choose one class from each of the three groups.

Group 1 - Language/Araling Panlipunan/Science/Math

Group 2 - Physical Education, ICT, TLE

Group 3 - Edukasyon sa Pagpapakatao/Literature

 MY LEARNING ACTIVITIES
I will observe 4 Resource Teacher with the use of Observation sheets,
analyze then reflect on my observations.

OBSERVATION SHEET #4.1

Bloom's Levels of Processing

Resource Teacher: Teacher's Signature ________Date: 12/11/2017

School: Grade/Year Level : Subject Area:

Bloom's level of processing What learning activity/ies in the classroom did I

cognitive activities observed in each level?
1. Remembering My observing learners asked to recall they previews
topic.

2. Comprehending Students are asked to listen the teacher who read

story.
3. Applying Teacher let her students to re-read the story.

4. Analysis The students analyzed the story that posted in the

board.
5. Evaluating The teacher asked her students to do a short
conclusion about the story.
6. Creating Students summary the story based on their
understanding.
 OBSERVATION SHEET #4.2
Level of processing Write down instances where Teacher made
learners to do any of these.

1. Retrieval Information - Student give information asked.

e.g. The student make a generalization based in the

story.

Mental procedures - Student/s determined if

information is accurate or inaccurate.

e.g. The students evaluate their answer to the questions

given by teacher based on the story.

Psychomotor procedures / Motor or physical skills -

Student/s executed/performed procedures.
Level of processing Write down instances where Teacher made
learners
e.g. The to do
students anydown
write of these.
the answer on the

3. Analysis questions given by the

Student/s teacher based
specified on theconsequences
logical story. of
information.
2. Comprehensive Student/s constructed symbolic representation of
information.
Students explain their answer in the vocabulary word.
e.g. Draw a symbol that represents abuse of Mother
Earth. Student/s stated generalization.

TeacherStudents makeexample
posted same conclusion about the words
of vocabulary story based on the
vocabulary
taken from words.
the story.

Student/s
Student/s identified
integrated factual/logical
information, errors.
paraphrased
information.
Students are learn in the errors they get on motivation
Studentsactivity.
searching for more information to answer the
given vocabulary words.
Student/s did classifying

Students classified their work based on the learning

outcomes.

Student/s matched, identified similarities and

differences.

Students matched, identified similarities and differences

of their new lesson from the previous lesson.
Level of processing Write down instances where Teacher made
learners to do any of these.
4. Knowledge utilization Student/s tested hypotheses.

Students are give their own idea or understanding

about the story.

Student/s experimented.

Students collaburated to their own idea to each other.

Students solved problems given by teacher.

Students answer the questions based on the story they

tackled.

Student made a decision.

Teacher let the students make heir own story based

on the certain topic.

5. Meta-cognitive system Students specified their learning goals.

Teacher give short demostration and let the students

present their own story.

Students monitored their own learning.

Teacher told to her students to make a recall in to

make short story based on their previous lesson.

Students monitored the clarity and accuracy of

Level of processing their own
Write learning
down process.where Teacher made
instances
learners to do any of these.
Students observed how to make short story based on
6. Self-system Students believed
the teachers in the importance of what they
story pattern.
learn.

Students used their learnings outside the school.

Students were convinced in their ability to learn.

Students are collaburate and cooperate on the

discussion.

Students were motivated to learn and felt good

about learning tasks.

Students were believe that they are worth it to learn

and do activities with their own ideas.
MY ANALYSIS
1. Were all Bloom's levels of processing information demonstrated by the learning
in class? Why or Why not?
Yes, all Bloom,s levels of processing information demonstrated by the learners in
 class.They do remembering, understanding, applying, analysing, evaluating and
creating.

2. Which level/s of processing cognitive information in Bloom's taxonomy was most

displayed? least demonstrated? Give proofs.
The level of prosessing cognitive information in Bloom's taxonomy was most displayed
is evaluating. Because the teacher always ask the students if they understand the
lesson.

3. Were all of Kendall's and Marzano's levels of processing of information, mental

and physical procedures demonstrated by the learners in class? Why or Why
not?
Yes, But not much, because the teacher didnt focus in the self-system. Some students
are not focused on the lesson because they are busy chatting to their classmate.

4. Which levels of Kendall's and Marzano's processing information was most

demonstrated? least demonstrated? Give proof.
The levels of Kendall's and Marzano's processing information was most demonstrated
is utilization, because the teacher give question and the students do the answer.And the
least demontrated is the self-system.Some students do have self confident.

5. Are Bloom's cognitive taxonomy of learning activities (cognitive, affective, and

psychomotor) very different from the new taxonomy of Kendall and Marzano
(informative, metacognitive procrdures and psychomotor)? Explain your answer.
No, because both taxonomy are interelated to each other. Bloom's and Kendall's and
Marzano's taxonomy are intended for the learning of the students.

Learning Episode 5
TEACHING APPROACHES AND THE K TO 12 CURRICULUM
 ________________________________________________________________________

MY LEARNING EPISODE OVERVIEW

The K to 12 Law made explicit the pedagogical approach for the K to 12

Curriculum. This Episode revolves around this pedagogical approach.

MY INTENDED LEARNING OUTCOMES

In this Episode, I must be able to:
 Determine the teaching approach used by the Resource Teachers
 Identify instances where the pedigogical approaches of the K to 12
Curriculum contained in the law are observed

MY PERFORMANCE CRITERIA

I will be rated along the following:

a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based
reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio

MY LEARNING ESSENTIALS
R.A. 10533, the Enhanced Basic Education Act of 2013, states: “The
curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative, and integrative”. (Sec. 5 e) It shall be “learner-
centered, inclusive, developmentally appropriate”. (Sec. 5 a)

The Table below contrast teacher-centered and learner-centered approach to teaching-learning.

Table 3. Teacher centered approach vs. learner-centered approach

Teacher-centered Learner-centered
Subject matter-centered Learner-centered
Teacher-dominated Interactive
“Banking approach” Constructivist
Disciplinal Integrated
Individualistic, competitive Collaborate
Indirect, guided Direct

Source: Corpuz, B. and G. Salandanan (2013) Principle of Teaching. Quezon City: Lorimar Publishing

Table 4. Teacher centered approach vs. learner-centered approach

Teacher-centered Approach Learner-centered Approach

Knowledge is deposited by teacher in the Learners construct knowledge by receiving
minds of students (“Banking system”); information from teacher and integrating it
teacher is the only expert and the only with their experiences and prior information
source information (constructivist)
Emphasis is on subject matter for the test Emphasis is on using knowledge learned to
solve problem in real life contexts.
Teacher dominates class proceedings Students are actively involved in learning
activities.
Focus is on single discipline. Makes use of interdisciplinary and
multidisciplinary approach.
Culture is individualistic and highly Culture is cooperative, collaborative and
competitive supportive
Only students are viewed and learners. Teacher and learners learn together.

MY MAP
I will observe one Resource Teacher teach, analyze and reflect on my
observations.

To realized my Target/Intended Learning Outcomes. I will follow the following

steps:

Step 1. Step 2.
 OBSERVATION SHEET #5

Observethe
Review one Resource
notes in the
Teacher.
Learning Essentials.
Step 3. Step 4.

Analyze my observations.
Accomplish Observation
Step 5. Sheet.

Reflect on my observations.

MY LEARNING ACTIVITIES
I will observe one Resource Teacher with the use of an Observation Sheet
for greater focus. I will analyze my observation with the help of guide questions
then reflect on my observations and analysis.
Resource Teacher: Teacher's Signature ________ Date: 01/08/2018
School: Grade/Year Level: Subject Area:

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the
No, my resource teacher is not lecture all
teaching-learning process? How? Or
were they mere passive recipients of
the time. She involves activities and
instruction?
demonstration relate to the lesson. Yes, students involved in the
What teaching-learning practice show that teaching-learning
teaching approach process.
was: They are
given chance
a) constructivist – connected to past experiences to participate
of learners; learners the
constructed new lesson meanings activities.
Was the emphasis mastery for the lesson Was the emphasis the students’
for the test?Students
Prove. learn by building upon their prior knowledge.
application of the lessonThey were
in real given
life?
Yes, the resource
opportunity teacher is
to construct newwellknowledge
prepared Give
on proof.
their own but with the appropriate
andscaffolding
ready to answer
of theirstudents
teacher.concerned and Yes, the student’s application of the
questions. lesson in real life. I observed the lesson
b) inquiry-based were explained and relate in real life
Student begin formulating questions, risking answer, making their own discoveries,
situation.
reflecting
Was on their finding,
class atmosphere acting as researchers
competitive? Why? Was andclass
writers of researchcollaborative?
atmosphere report.
Yes, the class atmosphere was Why?
competitive, because teacherappropriate
c) developmentally Yes, because
knows her – learning activities thedevelopmental
fit the student help each
teaching stage
lesson.of children other when one of the classmate didn’t
Student will not expect formal operations thinking
know the answer.of kindergarten children
compared to a high school student. By raising their hands.
Did teacher focus only on one Did teacher connect lesson to other
d) reflective
discipline/subject? discipline/ subjects?
No,Making
becausestudents reflect
my resource on what
teacher they learned Yes,
relate and the
on how theyconnect
teacher learnedlesson
and how
to to
herimprove
lesson inon their
real learning process.
world. other discipline/ subjects.

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

All students are not excluded from the circle of learners. Everyone is in regardless of
origin, socio-economic background, gender, ability, nationality.

f) collaborative – Students worked together.

Student working together to learn together by solving a problem, completing a task
or creating product.

g) integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts

were taught
Separate subject are brought together so that students can grasp a more authentic
understanding.
MY ANALYSIS
1. Based on your observation, as a whole was instruction teacher-centered
or student-centered?

The instructional was student-center because students are involved in the teaching-
learning process. In the class I observed the students are all participated in the discussion. They
participate in the activity. Collaborate and cooperative are visible in class. They ask the teacher
if they don’t know or understand.

2. Were there instances when the students could have been involved in
class proceeding but were not? Give example/s.

No, as I observed in the class student were all involve in all such as group work or
activities. They learned in collaborate and cooperative activity.

3. What are possible consequences of teaching purely subject matter for

mastery and for the test?

The possible consequences of teaching purely subject matter for mastery and for the test
is that students will learned only in one field. Teacher should need to realized that students
could learn faster and easier if she know the value of it.

4. If you were to reteach the class, would you be teacher-centered or

student-centered? Why?

If I were to reteach the class I would be student-centered because for me considering

student as your priority would make them learn easier.

5. If you abide by the pedagogical approaches that the K to 12 Law states,

will you be more teacher-centered or student-centered in approach? Explain your
answer.

If I will abide by the pedagogical approaches I will be more student-centered, because

this approaches focus on what learning practice students may have. This is on how students
construct new knowledge on prior knowledge, ask questions to the lesson.
MY REFLECTIONS

Between teacher-centered and student-centered approach, the latter must

be more pedagogically sound because even R.A. 10533, the Enhanced Basic education
Act of 2013, mandates it for K to 12. Write your reflections about it. Or is it better to use
both approaches?

My reflections between teacher-centered and student-centered approach, the latter y be

more pedagogically sound because even R.A. 10533, the Enhanced Basic education Act of 2013,
mandates it for K to 12 curriculums which adds 2 year of schooling to high school. It was
implemented because students or learners will become more competitive if they have skills on
their desired courses on college. This curriculum is student-centered in approach in the sense
that it focuses on enhancing students skills with their own capability as early as high school and
when they enter college they have experienced or background on that field of course. It is better
to use both approaches it is because students would learn as well as teacher should be train. In
this way teacher is student-centered in approach but it is so important that teacher should
discuss first what appropriate action students to do before having such activities. For example a
teacher in kindergarten she has to discuss the lesson first before the students do the activity and
she need to guide them because they need it.
MY LEARNING PORTFOLIO
1. With a graphic organizer, present the pedagogical approaches to the K
to 12 Curriculum as stated n RA 10533. Give the main features of each
approach.

Pedagogical Approaches

Constructivis Inquiry- Integrative Collaborati Reflective

t based This approach ve Teaching
approach in
Teaching The core of can be This teaching
which students
approach in the learning interdisciplinary approach make
which process is to , involves reflection on
groups of what they
students learn elicit student- interdisciplinary
students or learned and
by building generated , and trans teachers and how to
upon their questions. disciplinary. students improve on
prior their learning
working
process.
knowledge. together to
learn together.

2. A student-centered approach is very interactive. Research on at least 3

teaching-learning activities /techniques that can be used at the beginning or end
of a lesson. Put them here.

 Student should need to make an investigatory report on specific lesson they

have been discussed.
 Before reporting students should need to perform certain energizer or
exercises.
 Teacher should evaluate students by asking them few questions related to
the lesson.

Prof. Sherwin B. Sulit, LPT, MAED January 8, 2018

Signature of FS Teacher Date
 Learning Episode 6
DEDUCTIVE AND INDUCTIVE
METHOD OF TEACHING
________________________________________________________________________

MY LEARNING EPISODE OVERVIEW

After a Learning Episode on Teaching-Learning Approach, the FS student
gets acquainted with methods of teaching. A teaching method is the practical
realization or application of an approach.

MY INTENDED LEARNING OUTCOMES

In this Episode, I must be able to:

 Identify the teaching method used by my Resource Teachers

 Distinguish between deductive (direct) and inductive (indirect)
method of teaching

MY PERFORMANCE CRITERIA
I will be rated along the following:
a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based
reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio
MY LEARNING ESSENTIALS
All methods of teaching can be classified either as deductive (direct) or
inductive (inductive).

Deductive Method (Direct) Inductive Method (Indirect)

Inductive
Deductive
Begin with the concrete,
Begins with the rule,
experience, details,
generalization, abstraction
example and ends with
and ends with concrete,
the rules, generalization,
experience, details,
abstraction
examples

MY MAP
I will observe two (2) different classes.

I will reflect on the guide questions given below.

To hit my target, I will follow these steps:

STEP
1. Read the Learning Essentials given above.

Observe at least three (3) classes with a

STEP learning partner.
I will choose one class from each of the three

2.
groups.
Group 1 – Language/ Araling Panlipunan/
Science/ Math
MY LEARNING ACTIVITIES
I will observe 2 classes by using Observation Sheets for greater focus
then analyze my observations with the help of guide questions. I will write down
my reflections on my observations and experiences.

OBSERVATION SHEET #6.1

Resource Teacher: Teacher's

School: Grade/Year Level: Subject Area:

Observe how the Resource Teacher began, developed and ended her/his
lesson.

Start of the lesson

As I observed the class my resource teacher recalls first the previous lesson.
She began a new lesson which is a continuation to their previous lesson. She start
lesson by posting visual aids in the board.

Development of her lesson

I observed that my resource teacher make the lesson more understandable
by doing it realistic. She applies in real situation. She let experience the student in
how to by in a store using her provided mini store.

Ending of her lesson

My resource teacher ends the lesson by giving short activity and homework.
 OBSERVATION SHEET #6.2

Resource Teacher: Teacher's Signature ________ Date: 01/15/2018

School: Grade/Year Level: Subject Area:

Observed how the Resource Teacher began, developed and ended her/his
lesson.

Start of the lesson

As I observed the class my resource teacher recalls first the previous

lesson. She began a new lesson which is a continuation to their previous lesson. She
start lesson by posting visual aids in the board.

Development of her lesson

My resource teacher shows the students how to write lines. She

demonstrates it step by step. She let her student to write one by one on the board.

Ending of her lesson

My resource teacher ends the lesson by letting her students to make a line on
their paper to prove if they do it on their own. Also she ends the lesson by giving
homework to the students.
MY ANALYSIS
1. Did the Teacher use the deductive or inductive method? Prove your answer.

My resource teacher used inductive method in teaching the lesson. I observed

that the teacher start on what is known by the students and end on giving
generalization or conclusion on the lesson. In the class she start the lesson by giving
examples related to the topic. At the end of the lesson my resource teacher asked
students if they understand the lesson and let them to do their own her guidance.

2. In which teaching method were students more involved in the teaching-

learning process?

The learners I observed were involved in inductive method because they develop
learning from what they’ve known.

3. Which method had greater demand from the teacher in terms of questioning
and organizing skills? Why?

The method that had greater demand from the teacher in terms of questioning
and organizing skills is the inductive method, because this method allows students to be
involved in the teaching-learning process.

4. Was there an instance when the teacher taught the lesson deductively/
inductively when it could have been better if she taught it inductively/
deductively? Explain your answer.

Yes, there is instances that teacher taught the lesson deductively or inductively.
As I observed that when teacher teach inductively students become more active in the
cooperating class discussion and collaborating group activities in the class.
MY REFLECTION
Which is a more effective teaching method – deductive or inductive?

For me, as I observed the class that teaching inductively is more effective than
deductive teaching. In inductive teaching students were involved in class discussion,
they were given opportunity to race questions within the discussion, share experience
or example of the lesson. However, deductive teaching is not just effective for students
to learn because students were not involved in the teaching-learning process.
MY LEARNING PORTFOLIO

Give one example for each teaching method – deductive and

inductive. (e.g. demonstration method for deductive method; discovery
method for inductive method)

Deductive Method

The Teacher state that there are natural source of light, it is the sun, moon and
stars. Then show the example picture.

Inductive Method

The Teacher show a picture of sun, moon and stars, then told them what they
notice; finally ask them to state what they notice. They are the natural source of light.

Describe the specific steps of each example. Make use of graphic

organizers.

Deductive Method The sun, moon and star are the

natural source of light.

Inductive Method

The sun, moon and star are the natural source of light. The sun give
light at the morning and the moon and star are given light at night.

Prof. Sherwin B. Sulit, LPT, MAED January 15, 2018

Signature of FS Teacher Date
Learning Episode 7
Guiding Principle in the Selection and
Use of Teaching Methods
________________________________________________________________________

MY LEARNING EPISODE OVERVIEW

This Learning Episode is about the guiding principles in the selection and
use of teaching method. It comes after the FS student has been introduced to
methods of teaching.

MY INTENDED LEARNING OUTCOMES

In this Episode, I must be able to identify the application of some guiding
principles in the selection and use of teaching strategies.

MY PERFORMANCE CRITERIA
I will be rated along the following:
a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based
reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio
MY LEARNING ESSENTIALS

Here are time-tested principles of learning:

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 connect to students’ everyday

life.

7. An integrated teaching approach is far more effective than

teaching isolated bits of information.
MY MAP
I will observe at least 3 Resource Teachers, analyze and reflect on my
observations.

To reach my Target, I will follow the following steps:

STEP 1. Read Learning Essentials above.

STEP 2. Observe one Resource Teacher.

STEP 3. Accomplish Observation Sheet.

STEP 5. Reflect on my observations.

STEP 4. Analyze my Observations.
MY LEARNING ACTIVITIES
I will observe one class by using an Observation Sheet for greater focus
then analyze my observations with the help of guide questions. I will write down
my reflections on my observations and experiences.

OBSERVATION SHEET #7

Resource Teacher: Teacher's Signature ________ Date: 01/22/2018

School: Grade/Year Level: Subject Area:

Guiding Principle in the Selection Teaching Behavior of the Resource Teacher

and Use of Strategies that Applied the Principle
1. The more senses that are The teacher used visual aid that visualizes the
involved, the more and the better
definition of some terms and examples of the
the learning.
lesson.
2. Learning is an active process. Teacher calls students to solve problem in the
board and explain it as well.

3. A non-threatening atmosphere Teacher give importance to the student in the

enhances learning.
class.
4. Emotional has the power to Teacher let student to express their feelings,
increase retention and learning.
but with a guidance.
5. Good teaching goes beyond Teacher asks students to have recap on their
recall of information.
previous lesson.

6. Learning is meaningful when it Teacher connects the lesson on their everyday

is connected to students’ everyday
life.
life.

7. An integrated teaching Teacher relates the lesson in to other subjects,

approach is far more effective like mathematics in science.
than teaching isolated bits of
information.
MY ANALYSIS
1. Did you find the Teacher adhering to all the principle of teaching-
learning? Was there any principle that was violated? Explain your answer.

Yes, the teacher adheres to all the principles of the teaching-learning. I observed that
the teacher discussed the lesson in the class for the students to learn. She used visual aids for
students the lesson. She allow students to be involved in any class activities.

2. Which principle of teaching was not applied, hence not observed? If not
applied can you think of an instance where it could have been applied?

The principle of teaching was not applied, hence not observed is learning is an
experience which occur inside the learner and is activated by the learner. The process
of learning is primarily controlled by the learner and not by the teacher.

MY REFLECTIONS

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

The best method of teaching is one that work, effective and realize the intended
outcome. There are many methods that we used in our teaching like teacher-centered
and student-centered approaches, but in our hands to decide the best method for us.
Method must be work at the class and effective at the learners. We need to choose the
method that is effective in teaching and would make students learn. Best method
realizes your intended learning outcome, because in students-centered approach the
student will learn to collaborate. The teacher should be thinking about the student
learning centered .for me that am the best method of teaching so that the student will
learn.
 MY PORTFOLIO

Are the pedagogical approaches to K to 12 as stipulated in the

Enhanced Basic Education Act of 2013 based on these principles of
teaching-learning? (Refer to R.A. 10533, Sec. 4 for the pedagogical
approaches). Come up with a Table like this one.

Pedagogical Approach of K to 12 Principle of Teaching

1. Constructivist 1. Good teaching goes beyond

recall of information.

2. Learning is meaningful when it

is connected to students’
everyday life.

2. Inquiry-based Teaching is meaningful if teachers

could answer student’s questions and
needs.

3. Developmentally appropriate Students will learn if teacher were

teaching in their level of learning.

4. Reflective Learning is much effective if it is

related in real life.

5. Inclusive Teacher should student-centered

approach in teaching.
6. Collaborative Students learned much by group of
learners.

7. Integrative Relatedness of one subject to another

subject’s student learned.

Prof. Sherwin B. Sulit, LPT, MAED January 22, 2018

Signature of FS Teacher Date
Learning Episode 8
Lesson Development: Outcomes-Based
Teaching-Learning (OBTL) and Competency-Based
/Standards-Based Teaching-Learning
________________________________________________________________________

MY LEARNING EPISODE OVERVIEW

This Episode tackles lesson development, 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.

MY INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 trace the development of the lesson of my Resource Teacher/s

 determine whether or not the lesson development was in
accordance with outcomes-based teaching and learning
 outcome a lesson in accordance with Outcome-Based Teaching-
Learning

MY PERFORMANCE CRITERIA
I will be rated along the following:
a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based
reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio
MY LEARNING ESSENTIALS
The Department of Educational 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 standard-based
teaching and assessment. CHED requires all higher education institutions in the
country to go outcomes-based education (OBE) in its CHED Memo 46, s. 2012.
Outcomes-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.

When you apply OBTL you see to it that the intended learning outcomes
(ILOs) are aligned to the teaching-learning activities (TLAs) and in turn to the
Assessment Tasks (ATs). In other words, in OBTL you first establish your
intended learning outcomes (lesson objectives). Then you determine which
teaching-learning activities (TLAs) you will use and also the assessment tasks
(ATs) you will have to use to find out if you attained your ILOs.

In lesson planning, the ILOs are our lesson objectives, the TLAs are the
activities we use to teach and the ATs 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.

Intended Learning
Outcomes (ILOs)

Assessment Tasks Teaching-Learning

(ATs) Activities (TLAs)

Figure 5. Outcomes-Based Teaching-Learning, (Biggs, J 2011)

MY MAP
1. I will read Learning Essentials above.

2. I will observe one class of a Resource Teacher.

STEP 1. Read STEP 2. Observe one

Learning Essentials Resource Teacher.
above

STEP 4. Accomplish STEP 3. Analyze my

Observation Sheet. observations.

STEP 5. Reflect on my
observations.
MY LEARNING ACTIVITIES

I will observe a class by using Observation Sheet for greater focus then
analyze my observations with the help of guide questions. I will write down my
reflections on my observations and experiences.

OBSERVATION SHEET #8

Resource Teacher: Teacher's Signature ________

Date: 01/29/2018
School: Grade/Year Level: Subject Area:

1. Did the Teacher states the learning objectives /intended learning

outcomes (ILOs) at the beginning of the class? Did she share them with the
class? How?
Yes, the teacher states her learning objectives/ intended learning outcomes at the
beginning of the class. She state her intended learning outcome by directly saying it to
the class.

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.
She used in her teaching-learning activities is group activities in that students
should cooperate with their group mates. Yes, these TLAs help her attain her lesson
objectives/ ILOs in the way that students are promoting collaborative learning among
other learners. There is sharing of ideas of each member of the group.

3. What assessment task/s did Teacher employ? Is/Are these aligned to the
lesson objectives/ ILOs?
The assessment task that teacher employed is group activities. Each member
must participate and cooperate with their group. This aligned to the lesson objectives/
ILOs.
MY ANALYSIS
1.If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities
(TLA) and Amusement Tasks (ATs) were/were not aligned, what would the effect
on the performance of students?

If ILOs and TLAs and ATs were/were not aligned the effect on the performance
of students is that not able to achieve learning on the lesson.

2. Are there Teaching Learning Activities (TLAs) which are more appropriate than
what Teacher used?

Yes, for me there is more appropriate TLAs that teacher used. As I observed the
teacher gave more seat work and activities to students which will help them to
understand well their lesson.

3. Are there more appropriate assessment tasks that the teacher should have
used? If yes, give example/s.

Yes, there more appropriate assessment tasks that the teacher should have used.
Students may enhance their self-confidence in dealing with their classmates and other
people.

4. Many a teacher sets the intended learning outcomes/ lesson objective

but tests another outcome on lesson objective after thus confusing students. Do
you agree?

Yes, I agree, because as I observed that my resource teacher discussing the lesson
there were students that didn’t follow the discussion as a result the teacher should
explain it basic lesson to understand the lesson.

5. What lesson do you learn from #4?

The lesson I learn in #4 is that to be a teacher should teach student from

what they known and use that known to contract a new knowledge.
MY REFLECTIONS

Why are we back to teaching by objectives or Bloom’s mastery learning?

This time it is referred to as OBTL.

We need to back to teaching by objective or Bloom’s mastery learning to guide

on the specific steps we need to use in our teaching process. In teaching we need to
have objective to guide in choosing appropriate methods and approaches to teach the
students.

Does OBTL help us become more globally competitive beginning with the
ASEAN member countries?

Yes, OBTL help us become more globally competitive beginning with the ASEAN
member countries. OBTL is teaching process in which students is taught as well as
exposed to certain tasks such as demonstration.

What are your thoughts about OBTL?

For me, OBTL is a teaching process in which students attain to produce outcome.
Students learned on the lesson on certain activities, but a product of their learning such
as demonstration.
MY LEARNING PORTFOLIO

Outline a lesson that shows the alignment of the intended learning

outcomes (ILOs), the teaching-learning activities (TLAs) and the assessment
tasks (ATs). Base your ILOs on the K to 12 Curriculum Guide.

I. Lesson Using Common and Proper Nouns

A. Intended Learning Outcomes

1. The learners should be able to identify common and proper nouns

2. The learners should be able to present used of common and proper nouns

3. The learners should be able to apply using common and proper nouns

B. Teaching Learning Activities

1. I will use a power point presentation though out the discussion

2. I will explain first to them the ILOs of the lesson so that they will not
confuse

3. Discussion proper. I will read a story. Then I will group them into 3, each
group receive questions. Then I let them collaborate their answer and present
their answer.

4. Then I will start the discussion proper by teaching to them how to use
common and proper nouns in story telling method.

Prof. Sherwin B. Sulit, LPT, MAED January 29, 2018

Signature of FS Teacher Date
Learning Episode 9
EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
________________________________________________________________________

MY LEARNING EPISODE OVERVIEW

This Episode dwell 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.

MY INTENDED LEARNING OUTCOME

At the end of the Episode, I must be able to:
 identify my Resource Teachers’ questioning and reacting
techniques
 select types of questions, questioning and reacting techniques that
promote /discourage interaction

MY PERFORMANCE CRITERIA
I will be rated along the following:
a.) quality of my observations and documentation,
b.) completeness and depth of my analysis,
c.) depth and clarity of my classroom observation-based
reflections,
d.) completeness, organization, clarity of my portfolio and
e.) time of submission of my portfolio
.MY LEARNING ESSENTIALS

Here are time-tested principles of learning:

 Effective learning start with questions, not answer.

 Interactive teaching is made possible with teachers’ effective
questioning and reacting techniques. (Refer to Observation Sheet
#2 and 3 for questioning and reacting techniques).
 Questioning enables teachers to check learners’ understanding. It
also benefits learners as it encourages engagement and focuses
their thinking on key concepts and ideas.

Below are types of questions that teachers ask.

Types of Questions that Teacher Ask

1. Factual/Convergent/Closed/Low-level Who, What, Where, When questions

With one acceptable answer

2. Divergent /Open-ended/High- Open-ended; has more than one

level/Higher-order /Conceptual acceptable answer

a. evaluation

b. inference e.g. When the phone rang and Liz picked it

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?

MY MAP
I will observe at least 3 Resource Teachers, analyze and reflect on my
observations.

To reach my Target, I will follow the following steps:

STEP 1. Read My
Learning
Essentials
above.

STEP 2. Observe
at least 3
Resource
Teachers.

STEP 3.
Accomplish
Observation
Sheet

STEP 4. Analyze
my observations.

STEP 5.
Reflect on my
observations.
MY LEARNING ACTIVITIES
I will observe 3 classes by using Observation Sheets for greater focus
then analyze my observation with the help of guide questions. I will write down
my reflections on my observations and experiences.

OBSERVATION SHEET #9.1 – Types of Questions

Resource Teacher: Teacher's Signature ________Date: 02/05/2018

School: Grade/Year Level: Subject Area:

Type of Question Examples of Questions that the Resource

Teacher Asked
1. Factual /Convergent
Closed /Low level

2. Divergent /Higher-order /
Open-ended /Conceptual

a. evaluation

b. inference

c. comparison

d. application

e. problem-solving

3. Affective
 OBSERVATION SHEET #9.2 Questioning Behavior

Resource Teacher: Teacher's Signature ________Date: 02/05/2018

School: Grade/Year Level: Subject Area:

Score the Resource Teacher every time he/she demonstrates any of the
following questioning behaviors. Sample is shown in item #1.

Questioning Behavior Tally of Use Frequency

1. Varying type of questions

2. Asking non-directed questions

(ask the question first before
calling a student to answer?

3. Calling on non-volunteers

4. Prompting by rephrasing or by
providing partial answer

5. Probing (to seek more details

for clarification

6. Requiring abstract thinking

(not just simple recall but require
HOTS)

7. Asking open-ended questions

(divergent)

8. Allowing sufficient time

9. Involving as many as possible

 OBSERVATION SHEET #9.3 Reacting Technique

Resource Teacher:
Teacher's Signature ________Date: 02/05/2018
School: Grade/Year Level: Subject Area:

Score the Resource Teacher every time he/she demonstrates any of the
following reacting behaviors.

Reacting Behavior Tally of Use Frequency

1. Providing acceptance feedback

2. Providing corrective feedback

3. Giving appropriate and sincere praise

4. Repeating the answer

5. Explaining the answer / expanding the

answer
6. Rephrasing the question

7. Asking follow up questions

8. Redirecting questions to other pupils

9. Soliciting student questions

10. Encouraging through non-verbal

behavior

11. Criticizing respondent for his/her

answer

12. Scolding for misbehavior or for not

listening

13. Overusing expressions such as “okay”,

“right”
MY ANALYSIS
1. For information processing at a higher level, which types of questions should
you ask more?

For information processing at higher level I will ask HOTS question to increase
students thinking skills.

2. Which type/s of questions was/were most asked?

type of questions was most asked are “bakit kailangan mag-ingat sa ahas?”,
“Anu-anong uri ng ahas ang makamandag”.

3. Which type/s of questions were least asked?

The type of questions were least asked is about affective. As I observed in the
class sometimes teacher doesn’t asked her students to apply certain lesson in real
situation such as we prevent snake bite.

4. Which questioning techniques were most employed? least employed?

The questioning techniques were most employed are providing corrective

feedback and explaining the answer / expanding the answer. The techniques that are
least employers were giving appropriate and sincere praise and scolding for
misbehavior or for not listening.

5. Which reacting techniques were most commonly used? Least commonly

used?

Asking follow up questions is the most commonly used in reacting

techniques. The least commonly used was Encouraging through non-verbal
behavior
MY REFLECTIONS
Based on the most common types of questions asked, questioning
techniques and reacting techniques that the Resource Teacher employed, reflect
on the level of questioning and thinking processes that students are engaged in
classrooms. (You may want to refer to Bloom’s and Kendall’s and Marzano’s
level of processing on Learning Episode 4).

For As a future educator I will apply the questioning and reacting techniques
such as asking varying types of question, asking non-directed questions, rephrasing and
allowing sufficient to wait, providing acceptance and corrective feedback, giving
appropriate and sincere praise and asking follow up questions. So that my students will
be learn in my way of teaching.

Neil Postman once said: “Children go to School as question mark 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?

Yes, students mind is a question mark that needed to answer, there a lot of
questions that can’t solve by simply observing one’s situation or reading books or
literary works. So for that the teacher needs to answer all their questions or giving
solutions.
MY LEARNING PORTFOLIO

1. Choose competencies from K to 12 Curriculum Guide then formulate sample

question for each question type:

Type of Question

1. Convergent

2. Divergent

3. Evaluation

4. Inference

5. Affective

6. Comparison

2. Research on at least Five (5) expressions which you must use to inspire your
students to be actively involved in class interaction. e.g. “You are on the right
track!”

Nice one!

Yes, it’s correct!

Give her/him a good job clap!

Very good!

Keep it up!
Prof. Sherwin B. Sulit, LPT, MAED February 05, 2018
Signature of FS Teacher Date