LEARNING EPISODE 10

THE INSTRUCTIONAL CYCLE

ACTIVITY 10.1
APPLYING THE GUIDING PRINCIPLES IN THE SELECTION AND USSE 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 observation
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 place
and the better the learning. and a model of the human digestive system.

Teacher let the

2. Learning is an active process.

students to actively
participate in
the class, letting
the students give
an example of
verbs
Teacher let the students to actively participate in
the class, letting the students give an example of
verbs

Teacher creating a
3. A non-threatening atmosphere enhances
learning.

conducive
environment to the
 class, and
implementing the
positive attitude
inside the class
Teacher creating a conducive environment to the
class, and implementing the positive attitude
inside the class

Teacher always
4. Emotion has the power to increase retention
and learning.

show a smiling
face to increase
the retention and
learning of the
students in the
class. Emotions
can affect the
learning of the
students. It can be
positive or
negative impact
on one’s attention,
 motivation, and
learning
strategies.
Teacher always show a smiling face to increase
the retention and learning of the students in the
class. Emotions can affect the learning of the
students. It can be positive or negative impact
on one’s attention, motivation, and learning
strategies.

Teachers shows a
5. Good teaching goes beyond recall of
information.

knowledgeable to
contents of
her topics or
discussion.
Providing a lot of
examples of
learning videos to
her topics.
Teachers shows a knowledgeable to contents of
her topics or discussion. Providing a lot of
examples of learning videos to her topics.

Teacher connect
6. Learning is meaningful when it is connected
to students’ everyday life.

the topic/lesson to
 the
experienced of the
students
Teacher connect the topic/lesson to the
experienced of the students

eacher get deeper

7. An integrated teaching approach is far more
effective than teaching isolated bits of
information.

to the lesson and

connect it
to the real-life
situations rather
than giving
what’s information
on the book.
Teacher get deeper to the lesson and connect it
to the real-life situations rather than giving
what’s information on the book.

ANALYZE
What is the best method of teaching? Is there a thing?
Since all teaching methods have advantages and disadvantages, it is noteworthy that no method
of teaching can be defined as best among all others. It is rather the application of some or all
methods integrated into the teaching process that quantifies it advantages and limits its
disadvantages

REFLECT
Reflect on this question.
How do we select the appropriate strategy for our class?
We select the appropriate strategy for our lessons by determining the critical factors that affect
the teaching process. This includes the students’ needs, the learning environment, the learning
capabilities of students, and the like. We should take a beneficial approach that maximizes the
outcome-based teaching and learning

ACTIVITY 10.2
DETERMINIING OUTCOME-BASED TEACHING AND LEARNING

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
Observe a class and answer the ff. 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?

2. Yes, teacher state the learning

objectives or intended learning
outcomes (ILOS) at the beginning
3. of the class. By reading it,
before the discussion begins.
4. Yes, teacher state the learning
objectives or intended learning
outcomes (ILOS) at the beginning
5. of the class. By reading it,
before the discussion begins.
 6. Yes, teacher state the learning
objectives or intended learning
outcomes (ILOS) at the beginning
7. of the class. By reading it,
before the discussion begins.
Yes, teacher state the learning
objectives or intended learning
outcomes (ILOS) at the beginning
of the class. By reading it, before the
discussion begins.
Yes, teacher state the learning objectives or intended learning outcomes (ILOS) at the beginning
of the class. By reading it, before the discussion begins.

8. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help attain his/her lesson
objectives/ILOs? Explain your answer.
Teacher use by giving them examples, also by giving group activities to the students.

9. What assessment task/s did teacher employ? Is/are aligned to the lesson objectives/ILOs?

10. Teacher use an assessment of

learning and assessment for
learning, because she’s gathering
the
 11. relevant information about the
student progress. The teacher
decides where the learners are in
12. their learning, and seeking
where they need to go and what is
the best way to get there
Teacher use an assessment of
learning and assessment for learning,
because she’s gathering the
relevant information about the
student progress. The teacher decides
where the learners are in
their learning, and seeking where
they need to go and what is the best
way to get there
Teacher use an assessment of learning and assessment for learning, because she’s gathering the
relevant information about the student progress. The teacher decides where the learners are in
their learning, and seeking where they need to go and what is the best way to get there.
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

2. My thoughts about Outcome-

Based Teaching and Learning
(OTBL) it focuses not on what the
3. teacher intends to teach or the
content but rather than emphasis
on what is the outcome or result
4. from the learner of that teaching
is intended to be. It’s connected
with the learning objectives of
5. the lesson. Furthermore, it has
demonstrated the “know and are
able to do” of the students
6. whatever the required
outcomes. OBE reforms
emphasize to set clear standards
for observable
 7. and measurable outcomes
My thoughts about Outcome-Based
Teaching and Learning (OTBL) it
focuses not on what the
teacher intends to teach or the
content but rather than emphasis on
what is the outcome or result
from the learner of that teaching is
intended to be. It’s connected with
the learning objectives of
the lesson. Furthermore, it has
demonstrated the “know and are able
to do” of the students
whatever the required outcomes.
OBE reforms emphasize to set clear
standards for observable
and measurable outcomes
My thoughts about Outcome-Based Teaching and Learning (OTBL) it focuses not on what the
teacher intends to teach or the content but rather than emphasis on what is the outcome or result
from the learner of that teaching is intended to be. It’s connected with the learning objectives of
the lesson. Furthermore, it has demonstrated the “know and are able to do” of the students
whatever the required outcomes. OBE reforms emphasize to set clear standards for observable
and measurable outcomes

REFLECT
Reflect on the use of OBTL
-OBTL, it helps the teacher and students as well, to achieve the outcomes or the progress of the
children. The purpose of the OBTL to make more responsibility for their own learning and
supports the move to greater student engagement with the curriculum and to the student-centered
approaches. In addition to that, learner will take their own responsibility on learning and teacher
will just give feedback or affirmation on their worth. Therefore, its concerned with curriculum
design and ensuring the contents, delivery, activities, assessment are all aligned to help facilitate
students to attain specific intended learning outcomes.

ACTIVITY 10.3
APPLYING EFFECTIVE QUESTIONING TECHNIQUES

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks about the
classroom discussion. Write the question raised and identify the level of questioning.

Types of Questions Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent What is a sequence? What are series? How to
Closed / low level find the nth term in a sequence?

What is the real-life

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

application of Sequence
and Series?
What is the real-life application of Sequence
and Series?

When can we say that it

a. Evaluation
 is a sequence or a
series?
When can we say that it is a sequence or a
series?

Is 25, 18, 11, 4 a

b. Inference

sequence or series?
Is 25, 18, 11, 4 a sequence or series?

Does -16, -12, -8 and 13,

c. Comparison

17, 21 have the

same difference?
Does -16, -12, -8 and 13, 17, 21 have the
same difference?

Does -16, -12, -8 and 13,

d. Application

17, 21 have the

same difference?
Does -16, -12, -8 and 13, 17, 21 have the
same difference?

e. Problem- What is the 5th term in 23, 32, 41, 50, __, 68?
solving
3. Affective

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?

-It has something to do with the type of questions that teacher ask, question and reacting
technique. Teacher will develop the thinking skills of the students. 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.

REFLECT
Reflect on
The importance of using various reacting techniques.

- By using reacting techniques, it has a big impact on the learning of the children by providing
feedback, giving them appropriate praise to their high-quality responses, next, following up a
student’s response, and explaining the question. Rephrasing the seemingly unclear question
while least commonly use are, encouraging and give them motivation.

SHOW YOUR LEANING ARTIFACTS

Show proofs of learning that you were able to gain in this Episode by interviewing at least two teachers
on their thoughts on OBLT.

LINK THEORY ON PRACTICE

Direction: Encircle the letter of the correct answer. Episode 1

1. Learning is an active process. which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.

2. The more senses that are involved, the more and the better the learning. Which practices is aligned with
this principles?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.

3. In OBTL, upon which should my assessment be based?

A. content C. Scope of subject matter
B. Intended learning outcome D. Teaching and learning activity

4. Which type of questions will least promote interaction among students?

A. Divergent C. Convergent
B. Conceptual D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient time.
B. Asking open-ended questions.
C. Asking non-directed questions.
D. Involving as many as possible.