Episode-9-FS1-new

Learnin
FIELD STUDY 1 g Preparing for

Episode Teaching and
FS 9
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 learning 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 (inducive 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 Outcome
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 objective/intended learning outcomes are SMART
 Determine whether or not the intended learning outcomes are achieved at the end of the lesson
 Observe the teaching method used by the Resource Teacher; and
 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 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 ends details, examples and
Of
with concrete, ends with a rule,
experience, details, Teaching generalization,
examples. abstraction.
OBSERVE, ANALYZE, REFLECT
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles

of Teaching and Learning
Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: 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 that one evidence per principle learning.
Principles of Learning What did the Resource Teacher do to
apply the principle of Learning
1. Effective learning begins with the setting of
clear and high expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal meaning
and relevance of ideas.
4. Learning is a cooperative and a collaborative
process. Learning is enhanced in an
atmosphere of cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? Least applied?

Most applied
Least applied
REFLECT
From among the principles of learning, which one do you think is the most important?
Identifying Learning Outcomes that are Aligned with Learning

Activity 9.2
Competences
Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: 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?

REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes
Activity 9.3 Distinguishing Between Inductive and Deductive Method of Teaching
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.
Teaching-Centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they more passive
recipients or instructions?
Was the emphasis on the mastery of the lesson Was the emphasis on the students’ application of
or on the test? Prove. the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:

a. Constructivist - connect to past experiences of learners; learners constructed new lesson
meaning
b. Inquiry-based
c. Developmentally appropriate – learning activities fits the developmental stage of children.
d. Reflective
e. Inclusive – no learner was excluded; teacher taught everybody.
f. Collaborative – students worked together.
g. Integrative – lesson was multidisciplinary – e.g., in Science, Math concepts were taught.
ANALYZE
1. What are possible consequences of teacher purely subject matter for mastery and for the
best?
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
REFLECT
Reflect on
Principles of teaching worth applying
SHOW Your Learning Artifacts
Post proofs of learning that you are able to gain in this Episode. You may attach the lesson plan
(s) used by 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 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 learning
Name of FS Student Date Submitted:

Year & Section: Course:
Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplish All observation One (1) to two Three (3) Four (4) more
ed questions/ (2) observation observation observation
Observation tasks completely questions/tasks questions/tasks not questions/ tasks
Sheet answered/ not answered/ answered/ not answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions were All questions Questions were not Four (4) more
answered were answered answered observation
completely; answers completely; completely; questions were
are depth and are answers are answers are not not answered;
thoroughly clearly clearly connected answers are not
grounded on connected to to theories; one (1) connected to
theories; grammar theories; to three (3) theories; more
and spelling are free grammar and grammatical/ than four (4)
from error. spelling are free spelling errors. grammatical/spe
from errors. lling errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; shallow; somewhat shallow; rarely
were observed and supported by supported by what supported by
analyzed what were were observed and what were
observe and analyzed observed and
analyzed analyzed
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
Artifacts on in the context of reflected on in reflected on in the reflected on in
the learning the context of context of the the context of
outcomes; the learning learning outcomes. the learning
Complete, well- outcomes. Complete; not outcomes; not
organized, highly Complete; well organized, relevant complete; not
relevant to the organized, very to the learning organized, not
learning outcome relevant to the outcome relevant
learning
outcome
Submission Submitted before Submitted on the Submitted a day Submitted two
the deadline deadline after the deadline (2) days or more
after the
deadline
COMMENT/S 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 1.7 2.00 2.2 2.50 2.75 3.00 3.5 5.00
5 5
99 96 93 90 87 84 81 78 75 72 71-Below
Signature of FS Teacher above Printed Name Date

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Learnin

FIELD STUDY 1 g Preparing for

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning:

OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles

Resource Teacher: Teacher’s Signature: School:

1. What principles of learning were most applied? Least applied?

Identifying Learning Outcomes that are Aligned with Learning

Resource Teacher: Teacher’s Signature: School:

1. Write the learning outcomes stated in the lesson.

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

1. Do SMART objectives make the lesson more focused?

Lesson learned in determining SMART learning outcomes

Activity 9.3 Distinguishing Between Inductive and Deductive Method of Teaching

What teaching-learning practice shows that teaching approach was:

SHOW Your Learning Artifacts

Name of FS Student Date Submitted:

Learning Excellent Very Satisfactory Needs

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

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