Libon Community College
Libon, Albay
Module No. 9 (Prof Ed 11- Observations of Teaching-Learning in Actual School Environment)
Name of Instructor: BONIFACIO R. SADUESTE, Ed.D.
Course and Year: BSED, BTVTED
Title of the Unit/Learning Episode : 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 outcomes which set the direction of the lesson. They
must be (SMART) Specific, Measurable, Attainable, Realistic and Time-bound) and formulated in
accordance with 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 the
approach. This episode dovetails with the course on Facilitating Learner-Centered Teaching.
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 teaching principles on lesson objectives/learning outcomes applied to instruction
Judge the lesson objectives/intended learning outcomes are achieved at the end of the lesson;
Observe the teaching method used by the Resource Teacher
Differentiate the different methods of teaching
REVISIT the Learning Essentials
There 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 concept learned, with real world experiences and with
their own lives.
4. Learning is a cooperative and collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning process. 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
Begin with a rule, generalization, Begins with the concrete
abstraction and ends with Methods experience, details, examples
concrete experience, details , of and ends with a rule,
examples Teaching generalization, abstraction
OBSERVE, ANALYZE, REFLECT
Activity 9.1 - Demonstrating and 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 the Revisit the Learning Essentials. I will
identify evidence of applications/violations of the principles of learning. I can cite more than one evidence per
principle of learning.
Principles of Learning What did the Resource Teacher do to apply the
principles 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?
Most Applied:
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Least Applied:
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Give instances where this/these principle/s 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 are Aligned with Learning Competencies
Resource Teacher _____________________________ Teacher’s Signature __________ School _____________
Grade/Year Level ___________________________ Subject Area _______________ Date _____________
OBSERVE:
Observe a class, this time focusing on how the learning outcomes were stated. Determine if the lerning
outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
SMART Achieved
Learning Outcomes 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 will
reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive recipients of
instruction?
Was the emphasis on the mastery of the lesson or on Was the emphasis on the student’s application of the
the test? Prove. lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one discipline/subject? Did teacher connect lesson to 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) Developmentally appropriate - learning activities fit the developmental stage of children
d) Reflective
e) Inclusive - No learner was excluded; teacher taught everybody
f) Collaborative - students work together
g) Integrative - Lesson was multidisciplinary - e.g. In Science, Math concepts were taught.
ANALYZE
1. What 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 student-centered?
Why?
REFLECT
Reflect on Principles of teaching worth applying
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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 outcomes 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 the students to drill on.
Teacher Lil is very much convinced of which principles 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 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 0r 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 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 Bloom taxonomy, in which level of cognitive processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
Show Your Learning Artifacts
Post proofs of learning that you were able to 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.
EVALUATE Performance Task
Evaluate your Work Task Field Study 1, Episode 9 - Preparing for Teaching and Learning:
Learning Outcomes: Identify the teaching-learning practices that apply or violate the principles of teaching learning *
determine the guiding principles on lesson objectives/learning outcomes applied in instruction * judge if lesson
objectives/intended learning outcomes are SMART * determine whether or not the intended learning outcomes are achieved
at the end of the lesson * observed the teaching methods used by the Resource Teacher * differentiate the different methods
of teaching.
Name of FS Student ______________________________________ Date Submitted _____________
Year and Section _________________________ Course ______________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/tasks not answered/accomplished questions/tasks not
answered/ answered/accomplished answered/accomplished
accomplished
Analysis All questions were All questions were All questions were not Four (4) or more
answered completely answered completely answered completely questions were not
answers are with answers are clearly answers are not clearly answered. answers not
depth and connected to theories, connected to theories; connected to theories;
thoroughly grounded grammar and spelling one (1) to three (3) more than four (4)
on theories, are free from error. grammatical / spelling grammatical / spelling
grammar and errors errors
spelling are free from
error.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Un clear and
supported by what supported by what shallow, somewhat shallow; rarely
were observed and were observed and supported by what supported by what
analysed. analysed. were observed and were observed and
analysed. analysed.
Learning Artifacts Portfolio is reflected Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
on in the context of in the context of the on in the context of the on in the context of the
the learning learning outcomes; learning outcomes; learning outcomes; not
outcomes; Complete, Complete, well Complete, not complete, not
well organized, organized, very relevant organized, relevant to organized, not relevant
highly relevant to the to the learning the learning outcome.
learning outcome. outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline
COMMENTS Rating:
Over all score (Based on
transmutation
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
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Signature of Teacher above Printed Name Date
