Preparing for Teaching and Learning
Learning
SPARKEpisode
Your Interest
9
This Episode gives emphasis on the principles of learning which must be applied to ensure quality
instruction. It also focuses on the intended learning outcomes which set the direction of the lesson. They
must be (SMART) Specific, Measurable, Attainable, Realistic and Time-bound) and formulated in
accordance with time-tested principls. It also determines the teaching methods used by the Resource
Teacher whether (inductive or deductive) which is the practical realization or application of an approach.
This episode dovetails with the course on Facilitating Learner-Centered Teaching.
TARGET YOUR INTENDED LEARNING OUTCOMES
At the end of this Episode, I must be able to:
Identify the teaching-learning practices that apply or violate the principles of teaching learning;
Determine the guiding principles on lesson objectives/learning outcomes applied in 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;
Observe the teaching methods used by the Resource Teacher; and
Differentiate the different methods of teaching.
T
REVISIT the Learning Essentials
These are the time-tested principles of teaching and learning:
1. Effective learning begins with the setting of clear and high expectations of 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 personal meaning of ideas. Students are given the opportunity to
connect what they learn with other concepts learned, with real world experiences and with their
own lives.
4. Learning is a cooperative and a 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).
FIELD STUDY 1 1
OBSERVE
DEDUCTIVE INDUCTIVE
begins with a rule, begins with the concrete,
generalization, abstraction Methods experience, details,
and endss with concrete, of examples and ends with a
experience, details, Teaching rule, generalization,
examples. abstraction.
OBSERVE, ANALYZE, REFLECT
Demonstrating an Understanding of Research-Based Knowledge Principles of
Activity 9.1 Teaching and Learning
Resource Teacher: Teacher’s Signature: School:
Grade/Level: Subject Area: Date:
Observe a class with the use of the principles of learning given in Revisit the Learning Essentials. I
will identify evidence of applications/violations of the principles of leaning. I can cite more than one
evidence per principles of learning.
Principles of Learning What did the Resource Teacher do to apply
the principle of learning
1. Effective learning begins with the setting of
clear and high expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning and relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is an
enhanced in an atmosphere of cooperation
and collaboration.
FIELD STUDY 1 2
1. What principles of learning were most applied? Least applied?
Most applied
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Least applied
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Give instances where this/these principle/s could have been applied?
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REFLECT
From among the principles of learning, which do you think is the most important?
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Identifying Learning Outcomes that are Aligned with Learning Competencies
Activity 9.2
Resource Teacher: Teacher’s Signature: School:
Grade/Level: Subject Area: Date:
FIELD STUDY 1 3
Observe a class, this time focusing on how the learning outcomes were stated. Determine if the
learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives?) Achieved
Yes No Yes No
1.
2.
3.
4.
5.
ANALYZE
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
1. Do SMART objectives make the lesson more focused?
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REFLECT
Reflect on the …
Lesson learned in determining SMART learning
outcomes
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FIELD STUDY 1 4
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FIELD STUDY 1 5
Distinguishing Between Inductive and Deductive Methods of Teaching
Activity 9.3
OBSERVE
Resource Teacher: Teacher’s Signature: School:
Grade/Level: Subject Area: Date:
I will observe one Resource Teacher with the use of this observation sheet. Using the guide questions, I
shall reflect 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 Was the emphasis on the student’s application of
on the test? Prove the 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
FIELD STUDY 1 6
e) Inclusive- No learner was excluded; teacher taught everybody.
f) collaborative – Students worked together.
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught.
ANALYZE
1. What are the consequences of teaching purely subject matter for master 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?
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REFLECT
Reflect on Principles of teaching worth
applying
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Direction: Encircle the letter of the correct answer.
1. Teacher Rose believes that students need not know the intended learning outcome of her lesson.
She proceeds to her learning activities at once without letting them know what they are supposed
to learn for that 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.
FIELD STUDY 1 7
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on.
Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains – cognitive,
skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom’s
taxonomy, in which level of cognitive processing re the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
FIELD STUDY 1 8
SHOW Your Learning Artifacts
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson plan(s)
used by your Resource Teacher to show the intended learning outcomes and the method used in class.
FIELD STUDY 1 9
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;
Observe the teaching methods used by the Resource Teacher; and
Differentiate the different methods of teaching.
Name of FS Student: ___________________________________ Date Submitted: _____________
Year & Section: ___________________________ Course: _________________________________
Needs
Excellent Very Satisfactory Satisfactory
Learning Improvement
4 3 2
Episode 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) observation
Observation questions/tasks observation observation questions/tasks not
Sheet completely questions/tasks not questions/tasks answered/
answered/ answered/ not answered/ accomplished.
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely; answers completely; questions were not
answers are with are clearly answers are not answered
depth and are connected to clearly connected completely; answers
thoroughly theories; grammar to theories; one not connected to
grounded on and spelling are free (1) to three (3) theories; more than
theories; grammar from errors. grammatical/spelli four (4)
and spelling are ng errors. grammatical/
free from error. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
observed and and analyzed were observed and and analyzed
analyzed analyzed
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in the on in the context of reflected on in the reflected on in the
context of the the learning context of the context of the
learning outcomes; learning learning outcomes;
outcomes; complete, well- outcomes; not complete, not
complete, well- organized, very complete, not organized, not
organized, highly relevant to the organized, relevant
relevant to the learning outcome relevant to the
learning outcome learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the deadline. days or more after
the deadline.
FIELD STUDY 1 10
Rating: based on
transmutation
COMMENT/S Over-all Score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.2 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-below
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Signature of FS Teacher above Printed Name Date
FIELD STUDY 1 11
