FS1 Learning Episode 9

SPARK Your Interest

This Episode gives emphasis on the principle 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, 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 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
 Differentiate the different methods of teaching
REVISIT the Learning Essentials
These 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 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).

DEDUCTIVE INDUCTIVE

Begins with a rule, Begins with the

Generalization, METHODS
concrete, experience,
Abstraction and OF details, examples, and
ends TEACHING ends with a rule,
with concrete, generalization, and
experience, details, abstraction.
examples.

OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of
Teaching and Learning
Resource Teacher: Teacher’s Signature: School:
Subject: Grade/Year Level: Date:

OBSERVE
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 learning. I can
cite more than one evidence per principle of learning.
Principles of Learning What did the Resource Teacher do to
apply the principle of learning
1. Effective learning begins with the The teacher clearly emphasizes and explains
setting of clear and high expectations the learning objectives to be able to let the
of learning outcomes. students know what knowledge and skills
they should acquire.
2. Learning is an active process. The teacher let her students participate and
express their thoughts during their discussion.
She let her students communicate and be
comfortable during teaching to be able to
make the students more active in learning.
3. Learning is the discovery of personal The teacher allowed her students to provide
meaning and relevance of ideas. relevant examples form their real lives
throughout the discussion of the lesson.
Through this, students can reflect on the
importance of what they have experienced in
 relation to themselves and those around them.
4. Learning is a cooperative and a The teacher provided a collaborative work
collaborative process. Learning is that grouped her students to be able to make a
enhanced in an atmosphere of tableau about their lesson, which is about
cooperation and collaboration. migration. She gave her students time to
collaborate and finish their work, to be able to
have a nice presentation, and for the students
to be more close to their classmates.

ANALYZE
1. What principles of learning were most applied? Least applied?
MOST APPLIED:

The most applied principle that I have observed is the active process or the active
participation of the students. I have noticed that students were very cooperative and
participative throughout the learning process. They do their best to respond to every
question asked by their teacher and are not afraid to express their opinions.

LEAST APPLIED:
The principle that is least used in the teacher's discussion, in my opinion, is that learning is
the discovery of personal meaning and relevance of ideas. This is because, despite the fact that
the teacher had her students provide examples of their own experiences or people they had
observed that were relevant to the lesson, most of the ideas are still provided by the teacher.
This may have been applied, in my opinion, through group work or by presenting a role play on
the topic of why some people decide to travel overseas to the class. This tasks will assist students
in reflecting on and illustrating a concept based on what they have seen in real life or learned
from watching television, and they will learn to value the lessons they may learn from studying
and illustrating this issue.

REFLECT
From among the principles of learning, which one do you think is the most important?
 Finding personal significance and relevance in learning is, my opinion, the most crucial
learning principle. Instead of only lecturing the students on what they need to learn and
remember, I believe making the students reflect and understand how to apply and relate
what they learned at school to their personal life is important. By adhering to this idea,
students will learn how to appreciate their education, cherish it, and be willing to use
what they have learned in practical settings.

Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning Competencies
Resource Teacher: Teacher’s Signature: School:
Subject: Grade/Year Level: Date:
OBSERVE
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.

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

 1.

2.

3.

4.

5.

ANALYZE
1. Do SMART objectives make the lesson more focused?

Yes, SMART objectives make the lesson become more focused since, as implied by
the acronym, they are specific, measurable, attainable, realistic, and time bound. All
of these characteristics contribute to a more successful teaching and learning
technique. The distribution of class time for every given meeting can be targeted
using SMART objectives to assist identify what knowledge must be taught and what
kinds of activities students need to participate in.

REFLECT
Reflect on the Lessons learned in determining SMART learning outcomes.
Setting goals helps in establishing a vision for self-improvement in both students and
teachers. Without specific objectives, learning lacks a defined and accepted direction.
The SMART framework directs the teachers and the class in how to effectively
accomplish the learning objectives specified for the session. I've learned that a lesson
plan needs to be specific, measurable, attainable, realistic, and time-bound. I should
employ effective teaching techniques and establish attainable goals as a future teacher.
To ensure that my students understand the learning goals I've set for them, I must be
flexible in my approach to teaching and always be prepared.
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching
Resource Teacher: Teacher’s Signature: School:
Subject: Grade/Year Level: Date:
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered

Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?

No, the teaching process includes other Yes, the students actively participate in all of
activities and collaborative work rather than the activities and are engaged in learning.
discussions.
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.

Yes, mastery of the lesson was prove by Yes, because some activities that were
asking questions to the students after provided are based on real-life scenarios. The
discussion and also by written works to be students were also given a chance to reflect
able to assess if the students learned or and relate the lessons to their personal
acquired the learning objective that needs be experience.
learned in the lesson.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

Instead of saying competitive, I would say Yes, the students were very cooperative and
that the class was very cooperative and you can sense ttheir unity as a class or group
participative. Because they always try to whenever they do collaborative work.
actively engaged during the discussions and
activities.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

No, there are times that the teacher integrates Yes, the teacher integrates other subjects that
other subject that are useful to relate to their relates to their lesson.
real subject matter.

What teaching-learning practice shows that teaching approach was;

a) Constructivist- connected to past experiences of learners; learners constructed new
lesson meanings.

The students and teacher provides real life exanples based on their experience or
what they have observe around them.
b) Inquiry-based

The teacher asked for the opinions and thoughts of her students to add more
information and learnings while the discussions is ongoing.
c) Developmentally Appropriate – learning activities fit the developmental stage of
children

The teacher’s assigned exercises mirror the students’ developmental stage.

d) Reflective

The teacher asks the students about the learnings that they have acquired
through written or oral generalizations.
e) Inclusive – No learner was excluded; teacher taught everybody.

Opportunities to participate were all given to all students. Students who raised
their hands to answer questions were given a chance to do so, and those who were
shy were still encouraged to participate in class discussions.
f) Collaborative – Students worked together.

Collaborative works such as dula-dulaan are examples of the group activities that
our resource teacher prepared.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were
taught.

If it is relevant and important to the lesson, the teacher makes connections

between the lesson and other subject.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test
Some information may be not remembered by the students because they find it to difficult or
uninteresting, since it is too formal. Compared to when integrating others subject or topics, the
students might remember it more easily since they will remember the given examples that their
teacher provides.

2. If you were to reteach the classes you observed, would you be teacher-centered or student
centered? Why?
Students must not find class uninteresting in today's classroom. If they find the class
uninteresting, they won't listen and demonstrate that you're not worth trying to teach them. If i
were to teach, in order to engage them and boost theor learning l, and foster the growth or critical
thinking, I would teach in s student centered approach to be able to catch the attention of my
students make them feel appreciated and welcomed in the class. I would make them feel that
their opinions matter and learning is a two way process that involves the teachers teachings and
guidance and the learners opinions and participation.

REFLECT
Reflect on Principles of Teaching worth applying
If I were to teach, I would apply a student-centered approach to be able to capture my students'
attention and make them feel valued and welcome in the class. This would increase their learning
and support the development of critical thinking. I would give them the impression that their
opinions matter and that learning is a collaborative effort involving both the opinions and
involvement of the students as well as the teachings amd direction of the teacher.
This principle helps me remind myself that I don't teach just to impress by the information that I
relay to my students without knowing if they can really understand what I teach, but a teacher
that encourage and guide the students in learning through making them feel that their thoughts
matter and they are welcome to inquire knowledge that might help in the class discussion for
better acquisitions of learning.
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
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 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 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 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 Outcome: 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 instructions. 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. Differentiate the different methods
of teaching.
Name of FS Student: _____________________________________ Date Submitted: _________
Year & Section: _________________________ Course: ________________________________
Excellent Very Satisfactory Satisfactory
Learning Episode 4 3 2 Need Improvem
Accomplished All observation 1 or 2 observation 3 observation 4 or more observation
Observation question/tasks question/task not questions/task not questions/tasks not
completely answered/accomplished answered/accomplished answered/accomplish
Sheet answered/accomplish
ed
All questions were All questions were answered Questions were not Four or more observa
Analysis answered completely; completely; answer are answered completely; question were not ans
answer are with clearly connected to answer are not connected answers are not conn
depth and are theories; grammar and to theories; one to three theories; more than fo
thoroughly grounded spelling are free from error grammatical spelling grammatical spelling e
an theories; grammar errors
and spelling are free
from error
Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
Reflection supported by what supported by what were somewhat supported by supported by what we
were observed and observed and analyzed what were observed and observed and analyze
analyze analyzed
Portfolio is reflected Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflect
Learning Artifacts on in the context of the context of the learning on in the context of the the context of the lea
the learning outcomes: complete, well learning outcomes: outcomes: complete,
outcomes: complete, organized, very relevant to complete, not organized, organized, not relevan
well organized, highly the learning outcome relevant to the learning
relevant to the outcome
learning outcome

Submitted before the Submitted on the Submitted a day after Submitted 2 days o
Submission deadline deadline the deadline more after the dea
COMMENT/S Over-all Score Rating:(Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8

18

Grad 1. 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5
e 0

99 96 93 90 87 84 81 78 75 72