OBSERVATIONS OF

FIELD TEACHING-LEARNING
IN ACTUAL SCHOOL
STUD ENVIRONMENT
Y1

LEARNING EPISODE 10:

The Instructional Cycle

Submitted to:
Annabelle B. De Vera

Submitted by:
Florfina C. Beniyat
Jeff V. Guevarra
OBSERVE, ANALYZE, REFLECT
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 The teacher used a video music and play
and the better the learning “Kapaligiran by Asin” for students to
understand the music and feel it.
2. Learning is active Process The teacher used an image that students see
and ask questions about it. That provides
understanding and comments
3. A non- threatening atmosphere enhances The teacher also used a challenging question
learning. to find out if her students often gave an
argument or comments in a certain issue.
4. Emotion has the power to increase The teacher also used a reflective question. to
retention and learning. find out how her students felt whenever they
gave a positive or negative comment or
argument on the effect of people in the
environment.
5. Good Teaching goes beyond recall of The teacher applied Read Aloud so that
information students could understand and comprehend
what was contained in the Argumentative Text
6. Learning is meaningful when it is The teacher asked her students to write
connected to students' everyday life. argumentative paper based on the current
issue to express their opposition and approval.
7. An integrated teaching approach is far The teacher used various examples of current
more effective than teaching isolated bits of events and issues in the country to find out
information. each student's argument and comment on
the topic.
ANALYZE
What is the best method of teaching? Is there such a thing?
 We think that there is really no single best method of teaching that fits all situations, because
effective teaching depends on the purpose of the lesson, the needs of the learners, and the
learning context. This is supported by Biggs’ Constructive Alignment which emphasizes that
teaching strategies must be aligned with intended learning outcomes and assessments. For
instance, if the goal is higher-order thinking, then strategies such as debates, inquiry-based
learning, or project-based learning are more suitable than simple lectures. At the same time,
Universal Design for Learning (UDL) reminds us that students learn in diverse ways, so
offering multiple forms of engagement and representation ensures that all learners can succeed.
Furthermore, research on retrieval practice, elaboration, and feedback shows that combining
varied evidence-based strategies leads to deeper and longer-lasting learning than relying on one
method alone.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?
 Choosing the right strategy begins with identifying the intended learning outcomes since the end
goals should guide the teaching methods used. This idea comes from Backward Design
(Wiggins & McTighe) which emphasizes starting with outcomes and planning backward to align
activities and assessments. Teachers must also consider the learners’ developmental level and
readiness as highlighted by Vygotsky’s Zone of Proximal Development (ZPD) where the right
scaffolds can help students achieve more than they could independently. It is also important to
integrate Hattie’s principle of effective feedback, ensuring that strategies chosen allow frequent
opportunities to check for understanding. Finally, by applying Universal Design for Learning,
teachers can provide multiple ways for students to access information and demonstrate learning
while still maintaining consistency with the learning objectives.
Activity 10.2 Determining Outcome- Based Teaching and Learning
Resource Teacher: ______________________ Teacher’s Signature: ___________ School: _________
Grade/Year Level: ______________________ Subject Area: _________________ Date: __________
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILO) at the beginning of the
class? Did he/she share them with the class? How?
 Yes, the teacher shared it with the class because after the prayer, the teacher presented her
objectives of the lesson through a PPT Presentation where it was clearly visible and can be read
by the students. Stating the intended learning outcomes at the beginning of the lesson sets a clear
direction for both the teacher and the students. This practice is central to Outcome-Based
Teaching and Learning (OBTL) as emphasized by Spady where clarity of goals helps learners
understand what is expected of them. Making objectives visible also promotes goal orientation
theory, which explains that students are more focused and motivated when they know the targets
of their learning. Furthermore, Hattie’s research on teacher clarity shows that communicating
objectives and success criteria has one of the highest effects on student achievement.

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.
 The teacher used a music video and play “Kapaligiran by Asin” for students to understand the
music and feel it. Providing comment and argument about the timely issue in the country. We
believe the TLAS helped the teacher to achieve his/her stated learning objectives because the
teacher was aware of the opinion and feelings of his or her students whenever they expressed
approval or disapproval of the current issue. The teacher’s choice of activities was authentic and
directly tied to the objectives as they required students to critically engage with social issues
through music and discussion. This reflects Bloom’s revised taxonomy where students moved
beyond recall to analyzing and evaluating issues. The use of relevant and emotionally engaging
materials also taps into the Affective Domain of Krathwohl’s taxonomy which emphasizes the
importance of values and attitudes in learning. Because the activities aligned with the lesson
objectives, this illustrates Constructive Alignment (Biggs) where outcomes, teaching activities,
and assessments all work together.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ ILOS?
 Students write an argumentative paper so that the teacher knows their opinion, comment and
argument on the issue or topic given by the teacher. Based on our observation, her assessment
task is aligned with the stated objectives of the lesson. Having students write an argumentative
 paper is a performance-based assessment that authentically demonstrates their ability to use
reasoning, evidence, and critical thinking. This reflects Wiggins & McTighe’s idea of authentic
assessment where tasks mirror real-life applications of knowledge. In OBTL, assessments must
be criterion-referenced, meaning that success is measured by how well students meet the learning
outcomes rather than how they perform compared to others. The alignment between the
argumentative essay and the objectives of developing argumentation skills demonstrates Spady’s
principle of OBTL where intended outcomes guide both teaching and assessment.
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
 Outcome-Based Teaching and Learning provides a clear framework for instruction because it
requires teachers to begin with the end in mind. It ensures that teaching, activities, and
assessments are all directly connected to learning outcomes, making learning purposeful and
measurable. According to Constructive Alignment (Biggs), OBTL improves student learning by
ensuring that what is taught and what is assessed are exactly what students are expected to
achieve. It also promotes fairness and equity, since learners are evaluated based on criteria rather
than comparisons with peers. Although OBTL can sometimes be criticized for becoming too
mechanical if outcomes are narrowly defined, this can be avoided by designing rich, transferable
goals. When combined with formative assessment practices (Black & Wiliam), OBTL becomes a
powerful approach that supports both accountability and deep learning.
REFLECT
Reflect on the use of OBTL.
 We learned that it is important for the teacher to understand what he or she wants the students to
learn from what he or she is teaching because the assessment tool and teaching strategies she will
use is to measure the students' learning outcome. Therefore, the concept of OBTL focuses on the
student's output as a result of the assessment tool and teaching strategies or methods used by the
teacher. The use of OBTL is highly beneficial because it keeps both teachers and students
focused on the intended learning outcomes from start to finish. By making success criteria clear,
teachers help students take ownership of their progress and monitor their own learning, which is
aligned with metacognitive regulation theories. OBTL also requires frequent feedback, which
resonates with Hattie’s Findings on The Importance of Feedback as one of the highest-impact
teaching practices. Furthermore, when teachers co-construct criteria with students and provide
exemplars of strong work, they empower learners to set goals, self-assess, and revise their
outputs. This iterative process strengthens student agency and supports deeper, more meaningful
learning rather than superficial completion of tasks.
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 during the
classroom discussion. Write the questions raised and identify the level of questioning.

Examples of Questions that the Resource Teacher

Types of Questions
Asked
1. Factual/Convergent Closed / Low level We observed that the teacher asked “Ano ang masasabi
mo sa litrato na nasa harap” Ilahad. This question asked
students to simply describe what they observed in the
picture which falls under the Remembering and
Understanding levels of Bloom’s Taxonomy.
Convergent questions are important for establishing
baseline knowledge, but they work best when followed
by probing or higher-order questions that push learners
to think more deeply. This is similar to the Socratic
method where initial simple questions are used as a
springboard for deeper reasoning.
2. Divergent/Higher-order/Open-ended/ Teacher asked, ”Ano ang mahahalagang bagay na dapat
Conceptual tandaan sa Isyung Panlipunan na kihakaharap ng bawat
isa?” These open-ended questions pushed students to
analyze, compare, evaluate, and propose solutions,
which correspond to the higher levels of Bloom’s
Revised Taxonomy such as Analyze, Evaluate, and
Create. Such questions embody Inquiry-Based
Learning which encourages students to think critically,
explore perspectives, and generate their own ideas.
Research also shows that giving students wait-time
(Rowe) and opportunities to discuss responses through
strategies such as think-pair-share (Lyman) enhances
participation and quality of reasoning.
A. Evaluation Ano ang iyong opinyon sa Isyung panlipunan na
nangyayari sa inyong communidad ? Ilahad ang iyong
pananaw sa pamamagitan ng pagbibigay ng argumeto
B. Inference Isang Halimbawa ng Isyung Panlipunan ay ang pag tae
ng aso sa kalsada. Tama ba ng hayaan natin ito o hindi?
Magbigay ng argumento.
C. Comparison Ano ang Ibat ibang uri ng Isyung Panlipunan
D. Application Batay sa inyong pananaw ano ang mga pwedeng gawin
kung sakaling dumating ang Kalamidad sa inyong
Kalamidad? Pangatwiran.
E. Problem-Solving Sa Inyong palagay paano maiiwasan ang isyung
panlipunan na nangyayari sa inyong communidad, Isulat
ito sa sa kalahating Papel.
3. Affective Ano ang nararamdaman mo sa tuwing ikaw ay
nagbibigay ng negatibo at postibong komento o
argumento? By asking this, the teacher engaged students
not only cognitively but also emotionally, connecting
learning to their personal feelings. This reflects
Krathwohl’s Affective Domain which acknowledges the
role of values, attitudes, and emotions in education. It
also aligns with Social Emotional Learning (SEL)
principles which emphasize the importance of self-
awareness, empathy, and regulation in fostering
respectful discussions and meaningful communication.
ANALYZE
1. 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?
 Yes, this statement highlights how classroom questioning patterns influence curiosity and critical
thinking. If teachers only ask recall-type, convergent questions, students may lose their natural
sense of wonder and settle into fixed patterns of giving short, “safe” answers, which is what
Postman described as becoming “periods.” However, when teachers balance factual with open-
ended and probing questions, they stimulate inquiry, problem-solving, and higher-order
reasoning. This is consistent with Dialogic Teaching and The Socratic Approach which
encourage students to think critically and challenge assumptions. Moreover, research synthesized
by Hattie shows that effective questioning combined with feedback significantly boosts student
achievement.
REFLECT
Reflect on

The importance of using various reacting techniques

 It is important to use a variety or reacting techniques so that students can quickly understand
what the teacher is teaching. It will also help students focus on listening as they may be
reflecting on their misbehavior for not listening. Students will also be able to expand their
answer and be encouraged to think critically if the teacher always has a follow-up question and it
is important to rephrase question as necessary in case, they do not fully understand the idea of
the question. Providing acceptance and corrective feedback is also important for students to
learn. Therefore, various reacting techniques can help a lot for students to understand the
teacher's question and explanation. It also reduces anxiety and promote equitable participation
which resonates with Vygotsky’s ZPD where scaffolding helps students accomplish tasks beyond
their independent capacity. Moreover, rephrasing or acknowledging responses reflects Universal
Design for Learning (UDL) by making questions more accessible and inclusive.
SHOW Your Learning Artifacts
Show proof of learning you will be able to gain in the Episode by Interviewing at least Teachers on their
thoughts on OBTL.
 The interview was done by asking our resource teacher during their vacant time about their
thought about OBTL. We found out that they have the same idea about OBTL wherein by
ensuring that instruction is focused on what students can accomplish after the lesson, outcome-
based teaching and learning makes learning more applicable and significant. It encourages
students-centered, active learning and fosters the growth of critical thinking and practical skills.
OBTL prepares students for success in life and for global competitiveness, even though its
implementation calls for more planning and resources. Teachers interviewed expressed that
OBTL helps make teaching more purposeful because it clarifies what students should be able to
know, do, and demonstrate at the end of instruction. They shared that this approach strengthens
relevance and consistency in teaching while making assessments more transparent and fairer.
However, they also acknowledged challenges such as the time required to carefully design
rubrics and align activities with intended outcomes. Their perspectives reflect Biggs’
Constructive Alignment where outcomes, learning activities, and assessments must all connect,
and they support Spady’s advocacy for OBTL, which focuses on preparing students with
competencies needed in real-life situations. Overall, their experiences confirm that OBTL
provides structure for both teachers and learners, ensuring that lessons are meaningful and goal-
directed.
LINK Theory to Practice
Direction: Encircle the letter of the correct answer.
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of content.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project became 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 practice is aligned
with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbols
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 my assessment be based?
A. Content
B. Intended learning outcomes
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
B. Conceptual
C. Convergent
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 question
D. Involving as many as possible.