Field Study 1 Episode Preparing for Teaching and Learning

SPARK You 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 (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 principles of teaching learning;
 Determine the guiding principles on lesson objectives/learning outcomes applied in instruction;
 Judge if lesson objectives/intended 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; and
 Differentiate the different methods of teaching.

REVISIT the Learning Essentials

1. These are the time-earning:

2. Effective learning begins with setting clear expectations and learning outcomes.
3. Learning is an active process. “What I hear, I forget; what I see, I remember; what I do, I
understand”
4. 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.
5. 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, Methods Begins with the

generalization, of concrete, experience,
abstraction and ends Teaching details, examples and
with concrete, ends with a rule,
experience, details, generalization,
examples abstraction

OBSEERVE, 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: __________________________ 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 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 __________________________________________________________________________
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Least applied __________________________________________________________________________

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

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REFLECT

From among the principles of learning, which one do you think is the most important?
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Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning Competencies.

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ 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.

(SMART Objectives?) Achieved

Learning Outcomes
1.

2.

3.

4.

5.

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

1.

2.

3.

4.

5.
ANALTZE

1. Do SMART objectives make the lesson more focused?

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REFLECT

Reflect on the
Lessons learned in determining SMART learning outcomes.
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Activity 9.3 Distinguishing Between Inductive and Deductive Methods of teaching

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

OBSERVE

I will observe on 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 teacher lecture all the time? Were students involved in the teaching-learning
process? How or were they mere passive
recipients of instruction?

Was the emphasis on the master of the lesson or Was the emphasis on the students’ application of
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 discipline/subject? Did teacher connect lesson to other
disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
a) constructivist-connected to past experiences of learners; learners constructed new lesson meanings

b) inquiry-based

c) developmentally appropriate-learning activities fit 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 teaching purely subject matter for mastery and for the test?
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2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered?
Why?
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REFLECT
Reflect on Principles of teaching worth applying
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LINK Theory to Practice

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome 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 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 ideas1
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 connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle if applied?

A. Lesson objective/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
Profce3ssion. 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 you Resource Teacher to show the intended learning outcomes and the method used in class.
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students execute the various classroom routines.

Name of FS Student: _____________________________________________________ Date Submitted:

______________________________

Year & Section: ____________________________________________________ Course:

__________________________________________

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/completel observation questions/tasks not observation
y answered/accomplished. questions/tasks not answered / questions/tasks not
answered / accomplished. answered /
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers were with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answers not connected
grounded theories; grammar and spelling one (1) to three (3) to theories; more than
grammar and spelling are are free from errors. grammatical / spelling four (4)
free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by what
observed and analyzed. observed and analyzed. supported by what were were observed and
observed and analyzed analyzed
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
the context of the learning in the context of the on in context of the on in context of the
outcomes; Complete, well- learning outcomes. learning outcomes. learning outcomes; not
organized, highly relevant Complete; well Complete; not complete; not organized,
to the learning outcome organized, very relevant organized, relevant to not relevant
to the learning outcome the learning outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline 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 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

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Signature of FS Teacher above Printed Name Date