FIELD STUDY 1

FS Student: Roxas, Raymund A. Program/Year Level: BSED 4 MATH

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: __ ______ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject Area: Mathematics 9/Pre-Calculus Date: December 15, 2021

Learning Episode 10
The Instructional Cycle

Learning Essentials

Here are major principles of development relevant to this Episode:

These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active-process.
2. The more senses that are involved, 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. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students' everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its K to 12
Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has been
ahead of DepEd and the Commission on Higher Education (CHED) in the practice of Competency
Standards-Based teaching and Assessment. CHED requires all higher education institutions in the
country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012. Outcome-based
teaching and learning (OBTL) is OBE applied in the teaching-learning process. It is equivalent to
competency-based and standards-based teaching and learning in the Kto12 Curriculum.
 When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in
tum the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other words,
in OBTL you first establish your intended learning outcomes (lesson objectives). Then you
determine which teaching-learning activities (TLAs) and also the assessment tasks (ATs) you will
have to use to find out if you attained your ILO's.

In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities we use
to teach and the AT's are the evaluation part.

OBE and OBTL are not entirely new. They are importantly new. With mastery learning of
Benjamin Bloom (1971), we were already doing OBE and OBTL.

Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction. These are the
types of questions that teachers ask.

Types of Questions That Teacher Ask

Who, What, Where, When questions with one

1. Factual/Convergent/Closed/Low-level
acceptable answer

2.Divergent/Open-ended/High-level/Higher- Open ended; has more than one acceptable

order/conceptual answer

a. evaluation

e.g. when the phone rang and Liz picked it up,

b. inference she was all smiles. What can you infer about
Liz?

c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?
These are also some of the reacting techniques that teachers use:

1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay", "right”
 Learning Episode 10
Activity 10.1
Applying The Guiding Principles In The Selection And Use Of Strategies

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject Area: Mathematics 9/Pre-Calculus Date: December 15, 2021

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.

E.g. Teacher used video on how digestion

1. The more senses that are involved, the more,
takes place and a model of the human digestive
and the better the learning.
system.

The lesson was taught using a pen tablet by the

2. Learning is an active process. teacher. Similar to when a teacher is writing
during a face-to-face meeting.

Students are encouraged to learn more and

3. A non-threatening atmosphere enhances
focus on the conversation in a positive
learning.
classroom environment.

Teachers must be able to control their

4. Emotion has the power to increase retention emotions since the can have an impact on their
and learning. students’ learning. The most essential learning
to be understanding and calm.

Students may retain information readily if the

5. Good teaching goes beyond recall of
prior lesson was well-taught since they
information.
thoroughly comprehend it.

Whenever possible, teachers implement the

6. Learning is meaningful when it is connected
lesson in a real-life setting that students may
to student’s everyday life.
utilize in their daily lives.
 7. An integrated teaching approach is far more
Having students experience the lesson will
effective than teaching isolated bits of
help them better comprehend it.
information.

ANALYZE
What is the best method of teaching? Is there such a thing? Reflect on this question.
Because all teachers use a range of teaching approaches, I believe there is no such thing as
a successful technique is one that a teacher can comfortably execute in the classroom. When you’re
a reflective teacher who strives for greatness in the classroom, you’ll guarantee that your students
learn in the most effective way possible.
REFLECT
How do we select the appropriate strategy for our lessons?

We must evaluate a number of factors before deciding on the best method for our lesson.
Before choosing an acceptable teaching technique, we must first define the learning objectives.
Then you may choose a plan that is in line with your goals. Develop assessment procedures that
evaluate the learning objective whether it is met once learning objectives have been created and
teaching strategies and activities have been chosen. Finally, as you learn more about your students
and their abilities, you’ll need to adjust your teaching tactics and evaluations. We may choose a
suitable method for our lesson based on this procedure.
Learning Episode 10
Activity 10.2
Determining Outcomes-Based Teaching and Learning

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject Area: Mathematics 9/Pre-Calculus Date: December 15, 2021

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?
Yes, the teacher states the learning objectives/intended learning outcomes (ILOs).
He introduced by presenting a PowerPoint presentation at the beginning of the class before
the lesson proper. He explained the target objectives must be met.
 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.
It was enabled to unemploy many teaching-learning activities because it was an
online class. To measure how much they had learned, the instructors made sure that all of
the students were engaged in class discussions and assigned homework. Despite this, the
learning goals were met.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ ILOs?
A task has been assigned to the students to do. The teacher allows students to react
to determine whether or not their students will grasp the lesson. His exercises aren't always
easy or difficult, but they are always tailored to his students' abilities. Since it was met, the
lesson aim was linked to the expected outcome of the lesson.
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
OBTL focuses on what the learner will get out of the teaching rather than what the
instructor wants to get out of the teaching.
REFLECT
Reflect on the use of OBTL.
For both teachers and students, OBTL is less rational, successful, and pleasant than
standard methods. A thorough understanding and definition of targeted learning goals aids the
design of a course book, the provision of suitable and important instruction, and learning
evaluation activities. OBTL is more concerned with the intended effect of the teacher's teaching
on the learner than with what the instructor aims to teach.
 Learning Episode 10
Activity 10.3
Applying Effective Questioning Techniques

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject Area: Mathematics 9/Pre-Calculus Date: December 15, 2021

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 Question Examples Of Questions That The Resource Teacher Asked

1.Factual/Convergent
“What is radical equation?”
Closed / Low level
2.Divergent/Higher-order/
“How can you apply the radical in real-life situation?”
Open-ended/ Conceptual
a. evaluation “How you understand the lesson?”
b. inference “What do you observe in solving radical equation?”
c. comparison “How did you find the value of x?”
d. application “How do you solve radical equation?”
e. problem-solving “Find the value of its variable in the following equation.”
3.Affective “What are your thoughts now that you’ve learned the lesson?”
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?
Students are like an empty bottle at the start of the school year, which the instructor fills
with information and abilities. They help students improve their ability to perform in class. Every
student has varied information, but with the support of the professors, they will obtain more.
Students arrive at school with a lot of questions, but once the lesson has been presented, the
students' questions are eventually answered. It is dependent on the tactics and procedures used by
the teachers.
REFLECT
Reflect on The importance of using various reacting techniques
Through careful observation, I discovered that good questioning techniques enable
students in better comprehending the subject matter and the development of critical thinking skills.
Students can share their knowledge with their classmates with the help of a good questioning
strategy. Even a simple reaction can have an influence on a child, therefore you must be careful
how you react. As a result, we must develop appropriate response tactics and maintain a continual
awareness of our environment. When it comes to answering questions accurately and
appropriately, students must be held to a higher standard. Appropriate questioning allows students
to engage in class discussions and reflect on what they've learned.

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.

Ma’am Annika L. Benitez

Teacher III

Mariveles Senior High

School-Sitio Mabuhay

Ma’am Airra A. Balazon

Private School Teacher

St. Nicholas Catholic School of

Mariveles, Inc.