OBSERVE

Principles of Learning What did the Resource Teacher to do apply the

principle of learning
1. Effective learning begins with the setting To put this principle of learning into practice, the resource
of clear and high expectations of learning teacher uses a projector to present her lesson on the topics
outcomes. intended learning outcomes.
2. Learning is an active process. To put this principle of learning into practice, the resource
teacher allows her students to actively participate in the
learning process by allowing then to participate in
educational learning activities.
3. Learning is the discovery of personal To put this principle of learning into practice, the resource
meaning and relevance of ideas. teacher asked her students to share their thoughts and ideas
about the subject matter, and then allowed them to discuss
and present it to the rest of the class.
4. Learning is a cooperative and a To put this principle of learning into practice, the resource
collaborative process. Learning is teacher divided the class into groups and assigned each
enhanced in an atmosphere of cooperation group to interpret and analyze a story while allowing them
and collaboration. to brainstorm ideas with their peers. Every group of
students is eager to ask questions, collaborate with one
another, share ideas, and discuss and collaborate meaning
fully in order to comprehend the stories.

ANALYZE

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

Most applied As I observed, the most widely used learning principle is “learning is an active process”
which a student-centered approach is used. When students participate in the learning process they learn
more. Teachers, rather than being one-way information providers, are facilitators in this learning
principle. For example, the teachers learned and her students simply listened attentively without taking
notes and then after 20 minutes, the students worked in groups to recall, clarify, and elaborate on the
content of the teacher’s lecture.

Least applied As far as I can tell, the learning principle that was used the least out of the four was
“learning is the discovery of personal meaning and relevance of ideas.” During the lecture, the teacher
spent her 20minutes explaining the topics content and sharing her thoughts on it.

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

1. Effective learning begins with the setting of clear and high expectation of learning outcomes.

* For example, before the teacher begins teaching her lesson to the students, she can used a projector to
show the students her intended learning outcomes for the topics so that they can get a serve of what the
discussions will be like and how they can respond to the teacher.
2. Learning is an active process.

* For example, a teacher can use reciprocal questions to teach this principle of learning. This strategy
promotes an open dialogue in which students assume the role of teacher and formulate their own
questions about the topic, reading session, or lesson.

3. Learning is the discovery of personal shearing and relevance of ideas.

* For example, the teacher verbally answered those last questions in front of the students to allow the
students to arrest them with their answers. Eg., the students realized the importance of self-preparation
prior to an exam.

4. Learning is a cooperative and a collaborative process. Learning is enhanced in an atmosphere of

cooperation and collaboration. Collaborative learning, for example, is a teaching and learning method in
which students work together to investigate a significant question or create a meaningful project.
Collaborative learning can take the form of a group of students discussing a lecture on students from
different schools working together on a shared assignment over the internet.

REFLECT

Learning principles are guidelines for the most effective ways for people to learn. “Learning is an active
process,” I believe, is the most important principle because it uses student engage meant to teach. It was a
student-centered approach, to encourage students to actively participate in the learning process. Students
are expected to learn through collaboration and exploration rather than long teacher discussions and
lectures, as traditional learning relied on long teacher discussions and lectures. The students’ job is to
participate in the construction of knowledge with the teacher, and the teacher’s role is to facilitate them. A
result encouraging students to participate in the construction of knowledge fosters deeper understanding.
Fosters critical thinking, and develops problem-solving skills.

9.2
OBSERVE

1. Write the learning outcomes stated in the lesson.

(SMART
Achieved
Learning Outcomes Objectives?)
Yes No Yes No
1. Define the passive voice construction style.
̸̸ ̸̸
2. Convert an active sentences to a passive sentences and
̸̸ ̸̸
vice versa.
3. Create passive voice sentences in the simple present and
̸̸ ̸̸
simple past tenses.
4. Explain how to use the appropriate voice in appropriate
̸̸ ̸̸
situations, considering usage effect and intention.

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

1. Before the teacher introduces the form of the passive voice, students start with their relevant prior
knowledge - verbs ‘to be’ and past participles – in the presentation stage.
2. Students gradually converted active voice sentences into passive voice during the discussion, especially
during the practice stage. Students also used the passive voice when discussing and during the production
stage.
3. Following the discussion, the teacher instructed the students to write sentences about the food they had
eaten in the passive voice in the simple present and simple past tenses.
4. In the presentation stage, students watched video clips from various TV shows and used the passive
construction to fill in the blanks. Students also identified the sentence voice and engaged in scuffled
explorations of passive voice usage.

ANALYZE

SMART objectives, in my opinion, help to focus the lesson because they set you up for success
by making goals specific, measurable, achievable, realist, and timely. Teachers are aided in achieving
their deserved learning outcomes as a result of this, the SMART methods will assist teacher in pushing
themselves further, providing them with a sense of direction and assisting them in organizing and
achieving their goals in order to archive what they expect from their students.

REFLECT
 I learned from the SMART learning outcomes lesson that your lesson objectives or intended
learning outcomes should be SMART because this will really help the teacher as well as guide the leader
in the learning process and the development of the students. As I previously stated, SMART objectives
will assist teacher in directing the flow of the lesson and assisting them in achieving their deserved goals
on a specific topic, as well as making the discussion clear and organized.

9.3

OBSERVE

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive
No, the teacher kept tract of her time by including recipients of instruction?
minutes in each section of the lesson. She set aside
time for the lecture, the quiz and group projects. Yes, the teaching-learning process included the
students they are both listeners and actors.

Was the emphasis on the mastery of the lesson or Was the emphasis on the students’ application of
on the test? Prove. the lesson in real life? Give proofs.

Yes, the emphasis on mastery was placed on the Yes, because the teacher allowed them to create
lesson because the tender excused that the students their own sentences about the food they consumed.
truly understand the discussion by not only
lecturing it but also allowing each students
understand the topics.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

No, the teacher allowed them to work in groups Yes, because the teacher requested that they form
with their peers so that everyone could participate groups and that everyone cooperate and participate
and share their ideas and thoughts. in the activities.

Did teacher focus only on the discipline? Subject? Dis teacher connect lesson to other
discipline/subject?
Yes, the leader spent the entire class hour on one
subject from beginning to become confused and No, the teacher concentrated solely on the main or
would remember it. one subject.
A. Constructivist
- During the class discussion, the teacher encourages students to relate their previous experiences to
the topic and to try to link them to the new concept under discussion.

B. Inquiry-based
- The teaching and learning practice I observed from the inquiry-based teaching approach was that
the teacher posed thought – provoking questions to the students about the topic as well as encourages the
students to have independent thinking.

C. Developmentally appropriate
- A teacher encourages a child’s growth (social, emotional, physical, and cognitive).

D. Reflected
- Reflecting teaching entails recalling, reflecting on, and assuming a teaching experience. When a
teacher, for example, invites a colleagues to observe your class and solicits feedback from the students,
this is referred to as reflective teaching approach

E. Inclusive
- Regardless of the students’ differences, the teacher wanted all of her students to actively participate
in both class discussion and learning activities, the teacher did not want to be biased and wanted to treat
all students equally.

F. Collaborative
- The teacher involved students working together on activities or learning tasks in a group shall
enough for everyone to participate on a collective task that has been clearly assigned.

G. Integrative
- The teacher connects other topics and ideas to the subject so that the students’ learning is not just
words. The students are able to comprehend and have the opportunity to learn nice things.

ANALYZE

1. Teaching solely subject matter for mastery and testing has the result that the students’ knowledge will
be limited because the teacher restricts the students’ learning to the concept and no application. Also if
this occurs, I believe that students will study solely for the purpose of exams, and what the teacher has
taught will be easily forgotten.

2. If I were to reteach the class again, I would continue to use a student-centered approach in which I
encourage students to participate actively but they are the ones who facilitate. I’ll steer them in the right
direction and correct them if they make mistakes.

REFLECT

As a future educator, I believe that teaching principles are critical for us all to improve ourselves
and our students’ learning processes, this encourage high-quality learning and teaching practices in a
variety of institutions dedicated to education. Through effective teaching, all of these principles are
addressed, which improves students engagement and learning.