Libon Community College

Libon, Albay

Module No. 9 (Prof Ed 11- Observations of Teaching-Learning in Actual School Environment)

Name of Instructor: JOHN MICHAEL AMOR Ed.D.

Course and Year: BTVTED ET IV

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 ______Cynthia Astillero________ Teacher’s Signature ___________

School Ponso National High School
Grade/Year Level ___Grade 8______Subject Area ___TLE Household___ Date _October 26, 2023___

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 As I ask my resource teacher, during the start of the
clear and high expectations of learning lesson the students has different expectation on their
outcomes. lesson. They have the goals to achieve every
discussion of the teacher. The students are expecting
something to their teacher.
2. Learning is an active process The learnings are an active process when the class are
actively participating and cooperating in class by
group activities, seat work and learning is the
discovery of the personal meaning and relevance of
the student’s ideas and opinion. Students are more
readily needs and problems. The teacher is relating
the lesson based from their real-life situations that her
students can relate from that. The teacher relates the
lesson to the needs. Interest and problems of the
learners.
3. Learning is the discovery of personal meaning The students are discovery learning if they are asking
 and relevance of ideas. question and participating well in the discussion. They
really cooperate well in the school. They promote
recall and deeper understandings of the students are
engaging with the content by simply listening and
helping them to concentrate and learning’s. They are
being active especially if they are relating or they are
interested in the lesson or discussion.
4. Learning is a cooperative and collaborative The learning in the classroom is a cooperative and a
process. Learning is enhanced in an collaborative process when the students are
atmosphere of cooperation and cooperating in the task especially group activity, pair
collaboration. activity and sharing ideas from one another.
Collaborative learning is a method of teaching and
learning in which the student are working together
with team and creating meaningful learning from one
another. Cooperative groups are working face to face
and learn to work as a team. In the small group the
student can share opinion and develop their skills in
the group activity and pair work. They are working
with team or groupmate.

ANALYZE

1. What principles of learning were most applied?

Most Applied:
The principles of learning were most applied during the face to face classes. Was the “learning is
cooperative and collaborative process” because the teacher always grouped the class for student
to feel free to share their ideas and with that, they will be an exchanging of thought, ideas, and
opinion from their groupmate. They will now come up an answer in case they will present their
output. The cooperative and collaborative learning because the students are developing their
socialization and teamwork from their classmate. They develop and enhancing self – confidence
in reporting in front.

Least Applied:
The learning principles that is least applied is the “Effective learning begins with setting clear
expectations and learning outcomes” the teachers cooperating with least learning from the start
of the lesson. The students are not much cooperative with the start of the lesson but if they are
enjoying, they will participate and actively do their motivation.

Give instances where this/these principle/s could have been applied?

REFLECT

From among the principles of learning, which one do you think is the most important?
The important principles of “Learning is a cooperative and a collaborative process.” Because the teacher is
enhancing the self – confidence of the students to share and develop their socialization of their classmate. And
“Learning is the discovery of the personal meaning of ideas” the teacher is relating the lesson to other discovery
and process for the students to be relate and be able to share their thought about the lesson that the teacher is
sharing. The most important principles are the cooperative and collaborative is a method of teaching and learning
in which student are group with team or pair to be able to share their thoughts, opinion and ideas that they cannot
able to share in class. Instead they can share is from their group. Cooperative and collaborative learnings is helping
the pupils to build positive relationship among their classmate and creating positive learning’s from their
classmate.

Activity 9.2 - Identifying Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher _______Cynthia Astillero________ Teacher’s Signature __________

School ___Ponso National High School______
Grade/Year Level _____Grade 8______ Subject Area ___TLE Household____ Date __October 26, 2023______

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. Paint a still life objects. (A3PR-IId) ✓ ✓
2. Appreciates the Filipino artists painted landscape in ✓ ✓
their own particular style and can identify what makes
each artist unique in his use of colors to create
harmony. (A3PR-IIh)
3. Use varied dynamics to enhance poetry, chants, drama, ✓ ✓
songs and musical stories. (MU3DY-IIIf-h-6)
4. Create a geometric design by contrasting two kinds of ✓ ✓
lines in terms of type or size. (A3PR-If)
5. Distinguishes the size of persons in the drawing by their ✓ ✓
distance from the viewer. (A3EL-la)

2. Cite pieces of evidence that these learning outcomes were achieved.

1. The students were able to answer the question thrown by the teacher they can answer based from their prior
knowledge and abilities.
2. The most important is considering the individual differences of the leaners their gender, age, intelligence,
interest, ability, prior knowledge, and self – esteem. The teacher must consider and understand the individual
differences of the students , understand that her students has different beliefs, ability, and specially
intelligence they have different capability and prior information and opinion to their self. They have different
talent to show their participation in class. The students can follow the direction.
3.
4.
5.
6.

ANALYZE
 1. Do SMART objectives make the lesson more focused?
SMART goals are set up for success by making goals, specific, measurable, achievable, realistic,
and timely. The SMART method helps push you further to build lesson and assessment. In SMART
objectives will really help the lesson become more focused because with the utilization of SMART
learning objectives, teacher is guided with regard to achieving the intended learning outcomes or
what they are expecting from the student. The SMART creates a much better chance to learn and
helping the students learn and performed activity. It will help the teacher and students achieve
their desired and goals in a specific lesson. The learning goals to be achieve and successful in
process of learning through the different objectives, goals, measurable and realistic. The activity
and task must be appropriate to the leaners.

REFLECT

Reflect on the

Lessons learned in determining SMART learning outcomes.

Smart goals set up for success by making goals specific, measurable, achievable, realistic, and timely. The Smart
method help the teacher to organize and reach the goals of the specific lecture. By providing clear comprehensive
learning outcomes, faculty to begin to provide a transparent pathway for the student to success. The lesson must
be specific should provide the “who” and “what’ of activities to be used in the lecture the learning objectives must
be appropriate to the leaner’s ability and skills. Measurable is the learning goals of learning objective of the whole
lesson. Achievable the objectives must be attainable within the given resource program to the pupils. And lastly
time phased is helping planning and organizing, and evaluating the given objective to attain in the teaching
method.
In short SMART must always present in delivering lecture to the students and all the learning objective and
learning goals should be achieve of the pupils. Smart is very important to consider in making lesson in the students
and leaners to be effective and officiate and appropriate to student. Smart is an effective tool in providing a clarity
focus and motivation you need to achieve goal in teaching. It also improves our ability to reach and engaging and
relating things.

Activity 9.3 - Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher ______Cynthia Astillero________ Teacher’s Signature ______________

School ____Ponso National High School____
Grade/Year Level ______Grade 8_____ Subject Area ____TLE Household___ Date __October 26, 2023____

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
No, the teacher only explaining the lesson but asking process? We? How? Or were they mere passive
some opinion of the students involved in the teaching- recipients of instruction?
learning process ideas to her students. The teacher is Yes, the students are involved in the learning process
only the source of information to be transfer to through collaborating and participation in lesson by
students. sharing thoughts and ideas in class. Sometimes those
learners are passive learners when they like or
interesting in the lesson they are participating and
answering some question of the teacher to them.
Leaners construct knowledge by receiving information
from the teacher and integrating their experiences
and prior knowledge.
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.
The emphasis of the lesson is probably through test, Yes, the leaners be able to share their own
activity, seat work and graded recitation. The teacher experiences in class, based from the teacher
is using real life situation that the students can relate. explanation and example. There is authentic education
The teacher always presents to the students the wherein the students are able to relate and
important of studying the lesson and learning the understand the lesson and they can relate it in the
lesson. The teacher is integrating and relating the future. Of can share ideas based on their own
lesson in the current and real life situations. experiences.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Yes, during the face to face classes the atmosphere of Yes, the student’s atmosphere collaborating and
the classroom is very competitive in term of cooperating with each other in terms of group
participating and cooperating in answering the activities wherein there is a unity and sharing among
question of the students at the same time are them. They are helping each other to easily finished
engaging in the class activities. the task give from their teacher. The students are
really eager to learn and finished the activity on time.

Did teacher focus only on one discipline/subject? Did teacher connect lesson to other
No, the teacher used various subject to integrate the disciplines/subjects?
lesson enable the student to cope and understand Yes, the teacher is connecting the lesson to other
easily the lecture in a day. Teacher gives emphasis the disciplines/subject to become effective and interesting
discipline before and after the lecture. It’s important the lesson and for the students also to easily
to relate or integrate the lesson to the subject for the understand it.
students to understand more and learn from it.

What teaching-learning practice shows that teaching approach was:

a) Constructivist - connected to past experiences of learners; learners constructed new lesson
meanings
The teacher gives an opportunity to the students the actively participate and cooperate during class. During the
class discussion the teacher. Ask the students to connect their experience based from the topic. It’s important
that the students must also share their experiences so that they can understand is well.

b) Inquiry-based
The teacher given several questions that is related to the subject matter. The teacher is asking question to
students to answer if possible. Like graded recitation the teacher is given grade for those students who answer
the question and be able to recite. Ma’am Astillero is given reward for those students who are really
participating and cooperating in the graded recitation related to the lesson.

c) Developmentally appropriate - learning activities fit the developmental stage of children

During the face to face classes the teacher is presenting colorful instructional materials and audiovisual that is
related to the subject matters.
 d) Reflective
After the students absorbed the lesson the teacher now my ask what they learn from the lesson and how they
apply to their life. Or the teacher may give some real-life situations and ask the students on how they apply
them in the future. The reflection is based from their own explanation and thoughts.

e) Inclusive - No learner was excluded; teacher taught everybody

The teacher has no favoritism in the class. The teacher is fair to all her students. Based from my resource
teacher we must always be fair in our students and avoid favoritism. May resource teacher wanted all her
students to actively participate and cooperate in class lecture. Favoritism in the classroom is not allowed.
Always treat your students equally and avoid bias to each them trait them the same.

f) Collaborative - students work together

My resource teacher is given a group activity and pair activity that requires working together and learn
socializing from each other. The students must know on how to share ideas and thought be able to finished the
task easily through helping from one another. Also, group recitation.

g) Integrative - Lesson was multidisciplinary - e.g. In Science, Math concepts were taught.
Based from my resource teacher the lesson must be multidisciplinary need to integrate to other subject for the
students to understand and comprehend in their mind and learnings about the relationship and taught of each
subject matter.

ANALYZE

1. What possible consequences of teaching purely subject matter for mastery and for the test?
The student will be enclosed in a four corner of the classroom the learning will not extend to the real
world because the students are just adopting new learnings and concept. The students are studying for
the sake of examination and quizzes but they cannot apply from their life. They are learning inside the
classroom but if they go home, they forgot everything what the teacher teaching them. Specially those
students who are not really participating and cooperating in the class discussion. So, it’s important that
the teaching method is interesting so that the pupils will be motivated to study hard. If the teacher is
using effective instructional materials maybe the students will not be forgotten the lesson in a day.

2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered?
Why?
If I will reteach the classes that I observed I would choose the teacher – centered classes because I
want my students to learn something in the lecture. I would conduct and think a motivation and effective
instructional material that appropriate to my students in the future. I would encourage and motivate the
whole class to actively participate in the class discussion. I will impose an effective teaching strategy for y
students to listen actively in the lesson.

REFLECT

Reflect on Principles of teaching worth applying

The principles of learning are a learning models has greatly influenced the teaching in the school, it is impossible to
teach without the principles. The principles of teaching are principles that helped the effectiveness of the teaching
method and strategy of the teacher. Having the principles of teaching students in a ways of handling leaners and
be able to understand what is being thought. Through principles of teaching they can show how things are done
and how educational result was achieved through learning objective of the lesson.
The principles of teaching worth to applying by having an effective motivation, teaching strategy and
teaching style. The discussion must be active process of learning the students and teacher must collaboration and
they are cooperating from each other to a better learning. The principles of teaching help us to organized the flow
of the discussion and make our teaching method effective and easy to understand by the students. If I will become
a future teacher someday, I rather choose this principle of teaching because it can help me a lot in organizing the
lesson. The lesson plan that I will be used must be guided by the principle of teaching.

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 __________John Francis B. Abejo______________ Date Submitted __October 26, 2023_____
Year and Section ___________IV_________ Course ___BTVTED______

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 answered completely answered completely questions were not
completely answers answers are clearly answers are not clearly answered. answers not
are with depth and connected to theories, connected to theories; connected to theories;
thoroughly grammar and spelling one (1) to three (3) more than four (4)
grounded on are free from error. grammatical / spelling grammatical / spelling
theories, grammar errors errors
and 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 Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
reflected on in the in the context of the on in the context of the on in the context of the
context of the learning outcomes; learning outcomes; learning outcomes; not
learning outcomes; Complete, well Complete, not complete, not
Complete, well organized, very relevant organized, relevant to organized, not relevant
organized, highly to the learning the learning outcome.
relevant to the outcome.
learning outcome.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the 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 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
0
99 96 93 90 87 84 81 78 75 72 71-below

___________________________________ ________________________
Signature of Teacher above Printed Name Date