FS 1

The Instructional
Cycle

This learning episodes centers on the guiding principles in the use

and selection of the teaching methods. Lesson development in the
Outcomes-based Teaching and Learning way is also emphasized here. The
K to 12 curricula are more focused on outcomes, standards and
competencies. This means that lessons must be delivered with focus on
outcomes.

Likewise, this episode dwells on types of questions, questioning and

reacting techniques that teachers make use of. The type of questions that
teachers ask and their manner of questioning and reacting to student
responses have a bearing on class interaction. This episode strengthens the
theories learned in the professional education courses.

At the end of this episode, you must be able to identify the

applications of some guiding principles in the selection and use of teaching
strategies; determine whether the lesson development was in accordance
with outcome-based teaching and learning; describe the teachers’
questioning and reacting techniques during the conduct of classes; and
outline a lesson in according to outcome-based teaching learning
principles.

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 The following are principles in selecting and using the appropriate
teaching strategies:
1. Learning is an active process.
2. The more senses that are involved in learning, 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. Learning is meaningful when it is connected to students' everyday
life.
6. Good teaching goes beyond recall of information.
7. An integrated teaching approach is far more effective than teaching
isolated bits of information. An integrated approach incorporates
successful, research- based, and brain-based instructional strategies.
An integrated approach is also interdisciplinary and
multidisciplinary.
8. There is no such thing as best teaching method. The best method is
the one that works, the one that yields results.

To read more on these guiding principles, consider reading the

Department of Education that promotes Standards and Competency
Based teaching with its K to 12 Curriculum Guide. Try also to read the
CHED Memo No. 46 series of 2012 for the application of the OBTL
application in the teaching and learning process.

You must be knowledgeable also in asking questions and reacting

techniques to ensure the effective delivery of instruction. The following
are the types of questions that teachers ask.

1. FACTUAL/CONVERGENT/CLOSED/LOW LEVEL QUESTIONS.

These are what, where, who, when questions with one
acceptable answer.
2. DIVERGENT/OPEN-ENDED/HIGH LEVEL/HIGHER
ORDER/CONCEPTUAL. These are open ended questions with
more than one acceptable answer. They are used to ask for
evaluation, inference, comparison, application, and problem
solving.
3. AFFECTIVE QUESTIONS. Example: How do you feel after reading
the story.

Questioning Skills

Class interaction is dependent on your questioning skills. What skills

should you acquire to generate interaction among your students? They are:
 Varying type of question. Ask convergent, divergent, and
evaluative questions. Convergent questions have only one
acceptable correct answer. An example is “What is the process of

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food manufacture that takes place in plants

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 called?” Divergent questions are open and may have more than one
acceptable answer. Example: “How can the government most
effectively enforce laws against water pollution?” An evaluative
question requires judgment concerning the subject of focus.
Example: What is your evaluation of our manner of the election in
the country?
 Asking non-directed questions. Pose the question first, then call
on a student to answer. Don’t direct your question to just one
student. Direct the question to all.
 Calling on non-volunteers. Don’t just call on those who raise their
hands.
 Rephrasing. If you sense a question was not understood, simplify it,
or ask it in another way.
 Sequencing logically. It is asking related questions one from simple
to complex one after another.
 Requiring abstract thinking. This means going beyond simple
recall questions. Examples of questions that require abstract
thinking is “What meaning can you derive from the data presented in
the graph? What generalization can you draw from the data
presented?”
 Asking open-ended questions. This means asking divergent
questions to develop higher order thinking skills.
 Allowing for sufficient wait time. Wait time refers to the pause
needed by the teacher after asking a question. This is the time when
she waits for an answer. The following are the number of things to
consider are a.) the level of difficulty of the question, b.) the type of
response required, c.) the background knowledge of the
respondents and d.) the intellectual ability of the respondents.

An average of 2 to 5 seconds is sufficient for “what” questions and

about 5 to 10 seconds for “why” and “how” questions. Usually, there
is a need to revise or improve the question if it proves difficult now.
This is a second wait time. A longer pause would encourage the
second wait time. A longer pause would encourage the students to
continue thinking. In most cases, they can think of the best answer.
The follow-up questions can lead to extended ideas instead of short
memory questions.

Providing sufficient wait time can achieve the following:

 Motivates slow thinking students to respond
 Improves the quality of the responses made
 Decreases the amount of guessing or wrong inferences
 Increases the number of correct responses
 Leads the teacher to vary her questions
 Provides time for the teachers to evaluate the answers given.
 Encourages the students to ask their own questions. Give
students enough time to think about the answers.
 Assessing comprehension. Ask questions to test comprehension.

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Now and then find out if your students are with you.

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  Involving as many as possible. Distribute your questions to as
many students. Widen participation. Don’t just call on students on
students who raise their hands. By their facial expression, you can
sense who among your students would like, to recite.

How To Encourage Questions from Students

Children are by nature curious. They ask questions about almost

anything they see and hear around them. They ask casual, intelligent and
even funny questions. Neil Postman said, “They come to school as question
marks” but unfortunately, “leave school as periods”.

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?

Here are some tips.

The teacher’s questioning technique is the key in encouraging

students to ask correct, relevant, and high-level questions. Her questions
can serve as good examples. Attend to their questions. Avoid dismissing
irrelevant questions. Assist in clarifying or refocusing to solicit correct
responses. Praise the correctly formulated questions. It develops
confidence and makes knowledge search easy and satisfying. Allot an
appropriate time slot for open questioning. This will encourage slow
thinkers to participate freely.

Now, are you ready for your observation activity? I bet you are, so let’s
begin.

Your Activity 10.1

Applying the Guiding Principles in the Selection and Use of
Strategies

Resource Teacher: Mrs. Lourdesita L. Macasilhig Signature: _________

Grade/Year Level: Grade 9/10 Cookery Date: Nov. 14, 2022

To realize your learning objectives, you need to observe one class

with the use of the observation sheet below. Be guided with the given guide
questions.

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PRINCIPLES OF Example of Situations where
SELECTION AND USE OF the principle is
TEACHING employed
STRATEGIES

Teacher used
1. The more senses that
are involved, the more
and the better the
learning.

PowerPoint
presentation
and
actual model in
discussing solar
system.
Teacher used PowerPoint presentation and
actual model in discussing preparing cereals
and starches.
2. Learning is an active process The Teacher give a task by group. To perform or
cook cereals and starch as the main ingredients.
3. A non-threatening The teacher did not embarrass anyone in front
atmosphere enhances of the class, and they taught with enthusiasm so
learning. that the students would enjoy learning.
4. Emotion has the power to Teachers keep the learning environment lively
increase retention and and happy in order for students to enjoy the
learning. class and avoid boredom.
5. Good teaching goes Good thinking skills are concerned with
beyond recall of relatively high thinking skills in order to
information develop creative and critical thinking.
6. Learning is meaningful The teacher brings students' attention and
when it is connected to motivates them to listen in class by using real-
student’s life examples.
everyday life.
7. An integrated teaching Instead of a computer class, the teacher assigns
approach is far more activities and projects involving technology.
effective than teaching
isolated bits of
information.

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 Answer the following questions.

1. What is the best method of teaching? Is there such a thing? Why or

why not?
Answer:

In my opinion, there is a difference between the methods of teaching.

Student-centered learning approaches in the classroom can improve students'
learning. While using only a teacher-centered approach, it leaves out many skills
and learning opportunities for students. Both of them are the best methods, and
it depends on the situation of the teacher on how they handle it. But, at the end,
it is the benefits to the students and teachers that are of most importance.

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 HOW DO WE SELECT THE APPROPRIATE STRATEGY

FOR OUR LESSONS?

Answer:

The following are my selections on how to apply appropriate strategies for

lessons.

1. Begin with objectives - Before selecting appropriate teaching strategies,

determine the learning objectives for the course. This will help as a guide for
the smooth transition of the lesson.

2. Align your teaching strategies with the objectives - The following must be
included to ensure that these components are aligned: Learning objectives:
What do I want my students to understand? What steps should students take?
And when to apply their knowledge. Assessment: This will reveal whether or
not the students met the learning objectives.

3. Align your assessment strategy to the objectives - Assessment measures

students' capacity to evaluate and criticize comprise multiple' assertions, but
your instructional strategies are entirely focused on summarizing different
authors' arguments. As a result, students do not learn or practice the necessary
comparison and evaluation skills.

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 Your Activity 10.2

Determining Outcomes-based Teaching and Learning

Resource Teacher: Mrs. Lourdesita L. Macasilhig Signature: __________

Grade/Year Level: Grade 10 Cookery Date: Nov. 14, 2022

To realize your learning objectives, you are required to 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?

Answer:

Yes, after recapping the previous lesson, the teacher states the
learning objective/intended learning outcomes (ILOs). She shares it
with them by having a student read it aloud on the board.

2. What teaching-learning activities (TLAs) did he/she use? Did

these TLAs help him/her attain his/her lessons
objectives/ILOs? Explain your answer.

Answer:

Yes, she used lecture, discussion, team learning activity, video

presentation, and group activity as teaching-learning activities. This
activity assists her in meeting the lesson's objectives/ILOs.

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

Answer:
The teacher used group activities and written assessments to
assess students. Those evaluations are in line with the lesson's
objectives/ILOs.

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 1. What are your thoughts about Outcomes-Based Teaching
and Learning (OBTL)?

Answer:

Outcome-Based Teaching and Learning (OBTL) is a student-

centered approach used in new curriculums. The emphasis of

OBTL is not on what the teacher intended to teach, but on what

the learner of that teaching is expected to achieve. This is

exemplified by the concept of constructive alignment, in which

assessment and teaching activities are coordinated to achieve

learning outcomes.

Reflect on the use of OBTL.

Answer:

Outcome-based teaching and learning focuses on the potential outcomes

of a student as he or she completes a specific course. His/her outcome will serve
as the foundation for all of the knowledge gained over the course of the course.
OBTL curriculum design begins with stating desired outcomes (i.e., what
students should be able to do after completing the program), which are aligned
with the program learning outcomes. Then you would create the content,

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assessment plan, and learning activities to assist you in meeting your learning
objectives.

Your Activity 10.3

Applying Effective Questioning Techniques

Resource Teacher: Mrs. Lourdesita Macasilhig Signature: __________

Grade/Year Level: Grade 10 Cookery Date: Nov. 14, 2022

You will 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 Questions Examples of Questions that the

Resource Teacher
Asked
1. What are the main ingredients in cooking
Factual/Convergent/Closed/L carbonara?
ow Level
2. Write down all kitchen
Divergent/Higher-Order/Ope materials/equipment used in preparing
n- Ended/Conceptual pasta.
a. Evaluation Was the given rubric fair to all?
b. Inference What part or object can identify the
utensils use for cooking pasta?
c. compassion Please allow your classmates to share your
PowerPoint presentation of salad making.

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 d. application How might you consider doing it in real
life?
e. problem-solving Make a video presentation that perform
Mise’ en place.
3. Affective Why it is important to know the kitchen
materials/equipment to use in salad
making?

Answer the following questions:

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 1. Neil Postman once said, “Children go to school as question marks and
leave school as periods!” Does this have something to do with type of
questions that teachers ask and the questioning and reacting
techniques that they employ?
Answer:
For me, school is the final stop for children to find answers to
their questions. The children return home with knowledge after
school. That is why, when it comes to asking questions aloud,
every child is unstoppable.

Reflect on the importance of using various techniques.

Answer:
The numerous ways in which teaching methods are used demonstrate the
significance of using a variety of techniques and activities. The more general
strategies used to assist students in achieving learning outcomes are referred to
as teaching methods. Students benefit from teaching strategies as they learn the
course material. Learn how to apply the knowledge in specific situations.
The effective use of appropriate teaching methods in the classroom is required
for effective curriculum implementation.

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

Great Job! You are done with the observation activity for the
Learning Episode 10. To successfully end your Learning Episode 10, go to
your LMS and answer the Learning Episode 10 Quiz.

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