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.

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.

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 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 food manufacture that
takes place in plants 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

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

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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. Elizabeth A. Basiawan Signature: ________________

Grade/Year Level: Grade 7 & 8 Date: October 24, 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.

PRINCIPLES OF SELECTION Example of Situations where

AND USE OF TEACHING the principle is employed
STRATEGIES
1. The more senses that are Eg. The Teacher uses video on how digestion takes
involved, the more and the place and a model of the human digestive system.
better the learning.
2. Learning is an active process The teacher will conduct a debate with the students
about the use of social media platforms.
3. A non-threatening atmosphere The teacher deal the students with a genuine smile on
enhances learning. his/her face with a soft and calm voice.
4. Emotion has the power to increase The teacher will impart different interactive learning
retention and learning. strategies to grab the attention of the students from
beginning until the end of the class.
5. Good teaching goes beyond By asking high-order thinking skills questions to
recall of information students. This will help them to generate another
ideas.
6. Learning is meaningful when it When giving an example, a teacher should use the
is connected to student’s real-life situations. This give students a concrete ways
everyday life. to apply the knowledge and skills they have learned in
the classroom.
7. An integrated teaching approach Students can be encouraged by their teachers to
is far more effective than choose a local issue that matters to them, such as a
teaching isolated bits of traffic or environmental problem.
information.

Answer the following questions.

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 1. What is the best method of teaching? Is there such a thing? Why or why
not?
 I think there is no one because all teaching methods are best
incorporated in the classroom. Every teaching method used
encourage active learning in the classroom to help students learn.

Selecting the appropriate strategy for the lessons starts with the objectives based
HOW DO WE SELECT THE APPROPRIATE STRATEGY
FOR OUR LESSONS?

on the learning competency, followed by the teaching strategies that would

connect to the given objectives. Next, the assessment part, wherein it should be
able to depict the ability of the students to respond to the assessment to attain
the objectives.

Your Activity 10.2

Determining Outcomes-based Teaching and Learning

Resource Teacher: Mrs. Elizabeth A. Basiawan Signature: __________________

Grade/Year Level: Grade 7 & 8 Date: October 24, 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?

Yes, my cooperating teacher state the learning objectives/intended learning

outcomes (ILOs) at the beginning of the class. She will ask the students’ to
read it.

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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.

The teaching-learning activities she used are discussing while asking the
students, individual activities such as essay and reflection, and group
activities. This helps the teacher to track the process in attaining the objective
of the lesson.
3. What assessment task/s did teacher employ? Is/are these aligned to the
lesson objectives/ILOs?
The assessment tasks that my cooperating teacher employed were individual
and group activities, written tasks, and quizzes. These assessment tasks are
aligned to the lesson objectives.

1. What are your thoughts about Outcomes-Based Teaching and Learning

(OBTL)?
Outcomes-Based Teaching and Learning (OBTL) is in the accordance the needs of
today’s students. The aim in this curriculum is to gives students a clear
expectation of what they must achieve by the course's end. This focused on
assisting students in achieving their objectives throughout their educational
journey. Therefore, the assessment used was based on the learners' capacity to
monitor their learning abilities.

Reflect on the use of OBTL.

Applying outcome-based education in schools and universities is necessary to
produce high-achiever students who will contribute to changing the world.
Teaching students according to the proper and right curriculum. Working and
adopting this philosophy entails achieving and realizing beneficial results for
students. Though the use of OBTL, it offers numerous advantages. This applies to
teaching students new material. It was used to impart knowledge and ideas, but
it was also concerned with how the students applied what they had learned.

Your Activity 10.3

Applying Effective Questioning Techniques
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 Resource Teacher: Mrs. Elizabeth A. Basiawan Signature:
__________________
Grade/Year Level: Grade 7 & 8 Date: October 24, 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. Factual/Convergent/Closed/Low - What farm tool is uses in dig, move, and mix the
Level soil?
2. Divergent/Higher-Order/Open-
Ended/Conceptual
a. Evaluation - What is the importance of using appropriate tools
in agricultural farm operation?
b. Inference
c. compassion
d. application - How will you determine the appropriate farm
tools needed for the purpose?
e. problem-solving - How can you effectively prevent the pests and
insects in ruining the plants?
3. Affective - How do you feel about using the shovel to
perform the procedure? 

Answer the following

questions:
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?
Yes, teacher questions are described as instructional stimuli in the classroom
that communicate to students the subject matter to be learned as well as
instructions for what they are to do and how they are to do it. The knowledge
and abilities used to ask various questions in a classroom are a significant but
crucial part of the teaching and learning process, and the teacher must always
keep this in mind.

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Reflect on the importance of using various techniques.
The method of instruction should impose a strategy that assigns teachers and
students different roles. Teachers are the real driving force behind education.
Every student learns differently, and teachers need to be aware of this. They
must take into account student differences by utilizing a variety of teaching
strategies so that each student can learn how they learn best. Utilizing various
teaching techniques enhances the effectiveness and quality of the teaching
process while also successfully achieving the goal of education.

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

Outcome-Based Teaching and Learning emphasizes the

outcomes or lessons that the students should have learned by
the end of the course. Because it is learner-centered, it is a
good strategy. The importance of the student's future role,
such as that to be a responsible individual. Additionally, it
focuses on topics that students must learn.

Mrs. Elizabeth A. Basiawan

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 The benefit of OBTL is that it emphasizes and cares about the
student's future role in society. It is concerned with the
students' future as well as what they must learn or achieve in
the present. It includes the strategies and methods required to
achieve the desired result. It helps students acquire the
knowledge and abilities required to achieve the specified
intended outcome.

Mrs. Leonila D. Zaldivar

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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