LEARNING ACTIVITY # 10

Name: Score
Program / Course: Class Schedule:
Year & Section: Contact No. / FB Account:
Residential Address:
Type of Activity (check or choose from below)
Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others:___________________
Activity Title : The Instructional Cycle
Learning Targets : identify the application of some guiding principles in the selection and use of
teaching strategies;
: determine whether or not the lesson development was in accordance with
outcome- based teaching and learning;
: identify the Resource Teacher's questioning and reacting techniques; and
: outline a lesson in accordance with outcome based teaching-learning.
Reference (title, author, pages) : Field Study 1 Observations of Teaching-Learning in Actual School
Environment, Maria Rita D. Lucas, PhD, Milagros L. Borabo, PhD, Purita P. Bilbao, Brenda B.
Corpuz, Ph.D., pp. 111 - 120
CONCEPT NOTES:
This Episode strengthens the theories learned in the course, Teaching Methods and Strategies
and in other professional subjects in Education.
These are the guiding principles in the selection and use of teaching methods:
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 connected to students' everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education 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
Standards-Based teaching and Assessment. CHED requires all higher education institutions in the
country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012. Outcome-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 in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn the
Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other words, in OBTL
you first establish your intended learning outcomes (lesson objectives). Then you determine which
teaching-learning activities (TLAs) and also the assessment tasks (ATs) you will have to use to find
out if you attained your ILO's.
In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities we use to
teach and the AT's 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.
Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
Types of Questions that Teachers Ask
1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions
With one acceptable answer
2. Divergent /Open-ended/'High-level /Higher- Open-ended; has more than one acceptable
order /Conceptual 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?
THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?

These are also some of the reacting techniques that teachers use
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"

EXERCISES:
For your exercises refer to the following attachments. There is no need to rewrite the attachments.
Answer carefully and directly in the space provided. If there is a need to expand the space please do
so. REMEMBER: All attachments will be compiled as part of your portfolio.

ATTACHMENTS
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

Resource Teacher: _______________ Teacher's Signature: __________ School:

___________________
Grade/Year Level: ________________ Subject Area: ________________ Date:
____________________
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more e.g. Teacher used video on how digestion takes
and the better the learning place and a model of the human digestive
system.
2. Learning is an active process. The teacher presented video clip about the the
basic parts of the computer. She presented the
learners what she intended for them to learn and
what she intended to teach. The teacher gives
an opportunity to the students to interact by
sharing their ideas to class about their prior
knowledge in regards to the subject matter
3. A non-threatening atmosphere enhances The students are able to cope up with the topic
Learning easily with the help and integration of technology
in education. Through this it enhance their
cognitive level on how things done
4. Emotion has the power to increase retention Students learn fast at their own peace. They
and learning. able to cope up the lesson with the help of
technology and teaching strategy wherein the
teacher is approachable when it comes dealing
with all of the queries coming from the students.
A feedback time will bridge the gap of every
learners to troubleshoot the learning
deficiencies.
5. Good teaching goes beyond recall of She also asked the learners to recall
information. information’s and she also asked them about
THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY
 comprehension.
6. Learning is meaningful when it is connected to The teacher asked the students what it the
students’ everyday life. importance of computer in their daily lives when
it comes to study, communication and etc. She
connects it to the learner’s daily activities.
7. An integrated teaching approach is far more The teacher generalize some of the things she
effective than teaching isolated bits of discusses. She pointed of the most important
information. facts, related ideas of the lesson to avoid
confusion by the students and understand it
correctly.

ANALYZE
What is the best method of teaching? Is there such a thing?
I thought the best teaching method involves a variety of strategies with student’s multiple intelligence,
student centered learning mixed in with a splash of discovery learning. A teacher should introduce a
lesson with something meaningful that will hook the students into craving for more from where he/she
draws them into the essence of the lesson. After some preliminary information and instructions, the
teacher stops the direct instruction (teacher – lecture) and transfers the power to the class where they
take control of their learning.
At this point, the teacher walks around and guides the facilitation only asking prompting questions to
further their investigation. In the collaborative learning environment, the learners are challenged both
socially and emotionally as they listen to different perspectives, and are required to articulate and
defend their ideas. In so doing, the learners begin to create their own unique conceptual frameworks
and not rely solely on an expert’s or a text’s framework. Thus, in a collaborative learning setting,
learners have the opportunity to converse with peers, present and defend ideas, exchange diverse
beliefs, question other conceptual frameworks, and be actively engaged. It’s just as important for
educators to help regroup the students to share whether it is a think-pair share or whole group
discussion where all participate.
Then and only then can a teacher determine if this was a great lesson. The last thing I would say that
one of the best teaching methods used is the reflection and adjustment prior to assessment.

REFLECT
How do we select the appropriate strategy for our lessons?

The best way to identify the basic terms and skills necessary for the strategy is to do a task analysis.
The task analysis will help teachers to determine whether or not students possess the prerequisite
skills necessary perform the strategy. After the task analysis is complete there are many ways that
teachers can check students' skills.

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: _______________ Teacher's Signature: __________ School:

___________________
Grade/Year Level: ________________ Subject Area: ________________ Date:
____________________
THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning
of the class? Did he/she share them with the class? How?

From my observations the resource teacher didn’t state the learning outcomes

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 different pictures as an activity the students will count the pictures

3 What assessment task/s did teacher employ? Is/ Are these aligned to the lesson objectives/ILOs?

Yes it is aligned because the learning task is they compare the two sets by using greater than, less
than, and equal sign

ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

Outcome-based Teaching and Learning (OBTL) is a student-centered education approach where the
programme’s intended learning outcomes are explicitly defined for students to achieve. Teaching and
learning activities are then carefully designed to facilitate students to achieve these outcomes. This
means that everything teachers do must be clearly focused on what they want students to know,
understand and be able to do. In other words, teachers should focus on helping students to develop
the knowledge, skills and personalities that will enable them to achieve the intended outcomes that
have been clearly articulated. ‘Constructive alignment’ is the process that we usually follow when we
build up an OBE syllabus. Which refers to the process to create a learning environment that supports
the learning activities appropriate to achieving the desired learning outcomes. The word ‘constructive’
refers to what the learner does to construct meaning through relevant learning activities. The
‘alignment’ aspect refers to what the teacher does. The key to the alignment is that the components in
the teaching system, especially the teaching methods used and the assessment tasks are aligned to
the learning activities assumed in the intended outcomes

REFLECT
Reflect on the use of OBTL.
OBTL is focused not on what the teacher intends to teach but rather the emphasis is on what is the
outcome from the learner of that teaching is intended to be. The basic premise of OBTL is that
the teaching and learning activities (TLAs) and assessment methods (AMs) are constructively
aligned  with the intended learning outcomes (ILOs) for the course. In other words, the outcomes
determine the curriculum content, the teaching methods and strategies, and the assessment process.
The outcomes also provide a framework for curriculum evaluation.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher:_______________Teacher'sSignature:__________ School:__________________

Grade/YearLevel:________________SubjectArea:________________Date: ___________________
OBSERVE

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

 Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual What is a computer?

/Convergent/Closed /Low-
level
2. Divergent /Open- How can you say that a computer is outdated in terms of its operating
ended/'High-level /Higher- system and applications?
order /Conceptual
a. evaluation Do you like the topic?

b. inference
When the computer has 2gb RAM with full of heavy applications. What
can you infer about computer?
c. comparison How did you distinguish of a computer with low specs from high specs?

d. application If you have computer with specs of 2GB RAM, would you install heavy
applications?

e. problem-solving In what ways will you help the computer to run it smoothly?

3. Affective
How would you feel if your computer is in state of lagging?

ANALYZE
Neil Postman once said "Children go to School as question marks 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?

In the classroom settings, teacher questions are defined as instructional cues or stimuli that convey to
students the content elements to be learned and directions for what they are to do and how they are
to do it. The teacher must always put in mind that the knowledge and skills used in asking different
types of questions in a classroom is one important but critical aspect of the teaching and learning
process.  This quote has something to do with the types of questions because this quote by Neil
Postman describes effective questioning techniques that may affect to the learners. That through
correct and appropriate questioning and reacting to the learners ideas and opinions, we can
encourage and develop their activeness that could increase their performance level to the class as
well as the increase of thinking skills of the students engaged in the classroom.

REFLECT
Reflect on The importance of using various reacting techniques

The teacher’s reacting technique is the key in encouraging students to ask correct, relevant, and
high-level questions. Her questions can serve as good examples.The teacher’s reaction to their
inquisitiveness can motivate or discourage them from asking more questions. Some may give honest
answers, others may instantly stop them from attempting. to-ask More. How can we encourage
children to ask•questions?

SHOW YOUR LEARNING ARTIFACTS

Show proofs of learning that you were able to gain in this Episode by interviewing at least two
teachers on their thoughts on OBTL. Have pictures of the interview process.

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY