FIELD STUDY 1 – Episode 10
The Instructional Cycle
OBSERVE, ANALYZE, REFLECT
Applying the guiding principles in the Selection and Use
Activity 10.1
of Strategies
Resource Teacher: Mrs. Marissa Tripulca School: Taysan Elementary School
Grade/Year Level:3- Maya Subject Area: Filipino
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 e.g. The teacher used video on how
more and the better the learning. digestion takes place and a model of the
human digestive system.
2. Learning is an active process. The teacher let the learners have their
groupings and assign a leader and have
one reporter in each group.
3. A non-threatening atmosphere The teacher give compliment to the
enhances learning. learners when they are participating in
class.
4. Emotion has the power to increase Teacher asked how are they before
retention and learning. starting the class and keep on
encouraging them to participate in class.
5. Good teaching goes beyond recall of The teacher asked various question in
information. which the student could answer his
question no matter what she asked. This
proved she teaches well.
6. Learning is meaningful when it is the teacher asked the situation that
connected to student’s everyday life. usually happen in their daily lives
following if-the statements.
7. An integrated teaching approach is far The teacher integrates lesson which are
more effective than teaching isolated essential to the betterment of her
bits of information. students. She does not focus only to only
one and isolated bits of information.
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ANALYZE
What is the best method of teaching? Is there such a thing?
For me there is no best method of teaching because we have diverse students,
where the learners are totally engaged and can develop their learning needs thru their
own capabilities. No best method since there is no best individual who could think of a
method that would genuinely fit and cater all the needs, interest, and learning styles of
the learners.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our
lessons?
We select our strategy for our lessons SMART (Specific, Measurable, Attainable,
Result-oriented, Timebound) because this will be guides the teacher to in the learning
process and development of the students. It will also help the teacher in achieving the
desired goals on a specific topic. It also makes the discussion clear and organized.
Activity 10.2
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Determining Outcome-Based Teaching and Learning
Resource Teacher: Mrs. Marissa Tripulca School: Taysan Elementary School
Grade/Year Level:3 - Maya Subject Area: Mathematics
OBSERVE
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?
- The teacher just writes them on the board at the beginning of the lesson and
briefly explains what we`re going to learn. Sometimes the teacher forgets to write
it on the board but that doesn`t affect the learning outcome at the end of the day.
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 groupings activity so that the learners come up or share their
ideas to their groupmates.
3. What assessment task/did teacher employ? Is/are these aligned to the lesson
objectives/ILOs?
- The teacher used to have a group activities which the learners can have their
leaders and one who will report about the comparison, differences and meanings
of the shape.
ANALYZE
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1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
- Outcomes-based Teaching and Learning (OBTL) is a curriculum design
framework to teaching and learning that helps you focuses on “first identifying the
intended outcomes or goals of a module or programmed and then aligning
teaching, learning, and assessment to maximize the likelihood that students
achieve those outcomes.
REFLECT
Reflect on the use of OBTL.
- OBTL is focused not on what the teacher intends to teach but rather the
emphasis is on what is the outcome from the learner of that teaching is intended
to be. The basic premise of OBTL is that the teaching and learning
activities (TLAs) and assessment methods (AMs) are constructively aligned with
the intended learning outcomes (ILOs) for the course. In other words, the
outcomes determine the curriculum content, the teaching methods and
strategies, and the assessment process. The outcomes also provide a framework
for curriculum evaluation.
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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.
Types of Questions Examples of Questions that the Resource Teacher Asked
1. Factual/Convergent What is a computer?
Closed/Low level
2. Divergent/Higher- How can you say that a computer is outdated in terms of its
order/Open- operating system and applications?
ended/Conceptual
a. evaluation Do you like the topic?
b. inference When the computer has 2gb RAM with full of heavy
applications. What can you infer about computer?
c. comparison How did you distinguish of a computer with low specs from
high specs?
d. application If you have computer with specs of 2GB RAM, would you
install heavy applications?
e. problem-solving In what ways will you help the computer to run it smoothly?
3. Affective How would you feel if your computer is in state of lagging?
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 questioning and reacting
techniques that they employ?
- Children go to school as question marks and leave school as periods." (Neil Postman)
and "Good Learning starts with questions not answers." (Guy Claxton) these are two
quotations which deal with effective questioning to children inside the [ classroom. Many
teachers have been observed by education supervisors, district supervisors, principals,
and department heads to have asked mostly "what" questions in the entire session or
class. Perhaps they were all answered by the pupils; since, the questions were all
simple recall. But the big question is, has the teacher helped develop the children's'
thinking skills. According to Webster Dictionary, a question is any sentence which has
an interrogative form. It can be answerable by yes or no or by other information. In the
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classroom settings, teacher questions are defined as instructional cues or stimuli that
convey to students the content elements to be learned and directions for what they are
to do and how they are to do it. The teacher must always put in mind that the knowledge
and skills used in asking different types of questions in a classroom is one important but
critical aspect of the teaching and learning process. Why are questions important?
Questions play an important role not only for teachers but also for students, meaning
both in the teaching and learning process, questions are significant factors because
children’s achievement and their level of engagement, depend on the types of questions
teachers' formulate and use in a classroom(Keiry, 2002). Therefore, teachers must be
careful in designing/ formulating questions to stimulate curiosity, provoke ideas, clarify
concepts and challenge beliefs. Students develop their listening and thinking skills when
exposed to the right set of questions. It is vital therefore for teachers to assess their
current questioning techniques.
REFLECT
Reflect on
The importance of using various reacting techniques
- The kind of questions we ask determine the level of thinking we develop. Low-
level questions demand low-level responses. They require responses of the
simple recall or memory type Examples: What was the temperature range
yesterday? What insect transmits dengue fever? What part of a plant serves as
its factory?
- High-level questions call for higher-order thinking ability. “Why” and “how”
questions require analysis of observations. The conclusion is arrived at after
weighing evidence or establishing a pattern out of a recorded tabulation of data.
Examples: Why does temperature continue to rise from early morning till about
noontime? How does the hydyrologic cycle occur? A question is taken as a
request for information. It is simply an inquiry about something. In teaching, it
takes the form of a problem at the start of an investigation or a query about a
current issue such as time or classroom management. It is a statement that
demands an explanation, a purpose or an argument. A daily lesson is seldom
without even a single question. It is the question, stated in any form that unlocks
thinking. Hence, it is integral in the teaching practice.
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SHOW Your Learning Artifacts
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
- https://chtl.hkbu.edu.hk/main/teaching-and-learning/obtl/
- https://www.elcomblus.com/effective-questioning-and-reacting-techniques/
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 context
B. Teach your content from multidisciplinary perspective
C. Group students for work or project, that way project becomes 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 symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school parents,
3. In OBTL, upon which should my assessment be based?
A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of questions will least promote interaction among students?
A. Divergent
B. Conceptual
C. Convergent
D. Inference
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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
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