Learning Episode 10: The Instructional Cycle

Name of Student Teacher: CARYL JOYCE L. GUSTILO Course: BSED SOCIAL STUDIES
Year and Section: 403 Cooperating Teacher: REZIN REYLLAND LESIGON
Signature: ________________________ Date: NOVEMBER 09, 2022
Objectives:
At the end of this Episode, I must be able to:
 Identify the application of some guiding principles in the selection and use of
teaching strategies.
 Determine whether or not the lesson development was in accordance with
outcome; based teaching and learning
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome based teaching-learning

Content of the Lesson

This Episode centers on the guiding principles in the selection and use if teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12
curriculum and teacher education curriculum are 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 course, teaching
Methods and Strategies and in other professional subjects in Education.
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 that 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 Skill Development Authority (TESDA) had been ahead of
DepEd and the Commission on Higher Education (CHED) in the practices 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 K to 12 Curriculum.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities
we use to teach and AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
earning 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.
There are the types of questions that teacher ask.

Type of Questions that Teachers Ask

1. Factual/Convergent/Closed/Low-level Who, What, Where. When questions
With one acceptable answer

2. Open-ended; has more than one

Divergent/Open-ended/High-Level/Highe acceptable answer
r-order/Conceptual
a. evaluation
b. inference e.g. When the phone rang and Liz picked
it up, 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 questions
7. Asking follow-up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encourages 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”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
Name of Student Teacher: CARYL JOYCE L. GUSTILO Course: BSED SOCIAL STUDIES
Year and Section: 403 Cooperating Teacher: REZIN REYLLAND LESIGON
Signature: Date: NOVEMBER 09 2022
Cooperating School: SLSU-TO LABORATORY
Observe
Observe once 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 sense that are involved, the e.g. Teacher used video on how digestion
more and the better the learning takes place and a model of the human
digestive system.
2. Learning is an active process. The teacher asked the students to
participate in a group activity in which
everyone was assigned to a different
topic.
3. A non-threatening atmosphere Students enjoy the class discussion while
enhances learning. not humiliating anyone and fostering a
positive learning environment.
4. Emotion has the power to increase Throughout the class discussion, the
retention and learning. teacher remains upbeat and active. Also,
appreciate and praise the learner's ideas.
5. Good teaching goes beyond recall of The teacher encourages the student to
information. think more deeply about the class
concept.
6. Learning is meaningful when it is The teacher provides an example that can
connected to students’ everyday be used or related to a real-life situation.
7. An integrated teaching approach is far The teacher employs a student-centered
more effective that teaching isolated bits approach in which the student assumes
of information. the role of co-teacher and independent
learner while the teacher serves as a
facilitator. This is demonstrated by the
group activity and group presentation.

Guide Questions-A
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?

Children enter schools as question marks and exit as periods. Students

arrive at school with a lot of questions and leave with the knowledge and skills
they learned in class. And this quote has something to do with the type of
question asked by the teacher, as well as the questioning and reacting technique
used.
 2. What is the best method of teaching? Is there such a thing?
In my opinion, the best method of teaching is the student-centered approach, in
which the learner becomes independent and explores new things on their own. They
gain more knowledge and learn new things in order to find the best strategy that suits
and is comfortable for their level of understanding. Teachers take on the role of
facilitators, guiding students to gain knowledge and skills.

3. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-Based Teaching and Learning (OBTL) is a student-centered approach
that the new curricula have adopted. OBTL prioritizes the learner's outcome over what
the teacher intended to teach. And, in my opinion, it contributes to a good learning
outcome by incorporating performance-based activities that encourage students to
participate more in class. Because it is a performance-based activity, it will teach
students how to be independent in learning the lesson and digging deeper into the
concept, while the teacher will guide them on how to explore on their own. Digging
deeper into the content on their own can help them understand the concept and provide
personal reflection because they are the ones who discovered the lesson.
Let’s Write a Journal
Journal Entry #10 Selection and Use of Teaching Methods! Your entry should
contain your understanding and reflection on the given concept.

Learning is an ongoing process. The teacher should

plan, create, and select the best teaching method to help the

learner learn. We should select the best teaching methods and

techniques, and it is our responsibility as teachers to ensure

that our methods and techniques are appropriate for the

learner's interest and ability. Knowing and seeing the student

learning by themselves, digging deeper into the concept, and

being able to think intellectually can determine the teacher that

the learner learned the lesson. Outcome-based teaching and

learning (OBTL) has been used in this new curriculum, with the

emphasis on the student-centered approach and performance-

based activity. And, in my opinion, it significantly contributes

to and raises the learner's level of thinking, as they will be able

to explore new things on their own. Another benefit of using

the OBTL is that the teacher will be able to easily achieve the

learning objectives because they will be given guidelines on

how to do so.
Self-Learning Activity-A
1. Reflect on
The importance of using various reacting techniques.

We are teachers not only to teach but also to provide the best learning
experiences for our students. Using various reacting techniques allows us to provide the
best way and approach for the learner to learn the lesson. As teachers, we should
consider various levels of teaching technique that will suit the student's interest and
ability to learn the lesson and provide them with appropriate learning experiences that
can be applied in their future life situation. We contribute our efforts to the learners by
using various techniques, and we are able to plan and create ways for them to learn.

2. Reflect on the use of OBTL.

Outcome-based teaching and learning focuses on a student's potential outcomes
as he or she completes a particular course. His or her results will serve as the
foundation for all of the knowledge gained throughout the course. OBTL serve as
guidelines in achieving the learning objectives in this curriculum, and because it is a
performance-based activity of the learner, the learner will work independently and dig
deeper into the content on their own.

3. Reflect on this question.

How do we select the appropriate strategy for our lessons?

As the future teachers, we are responsible for determining the most effective and
appropriate learning strategy for delivering the lesson in the classroom. We should not
focus solely on one method of teaching, but rather on discovering, creating, and
selecting a variety of options that will allow learners to learn. In my opinion, a teaching
strategy should be based on students' ability to learn in order for them to progress in
terms of skills and knowledge. Teach the learner how to learn, and as a teacher, use a
SMART teaching strategy if you want the best for your students. Always strive for
Specific, Measurable, Attainable, Relevance, and Timely Processing. All of this we do not
only because it is our responsibility as teachers, but also to assist and provide the
learner with the best lesson of their lives.
Activity 10.3 Applying effective Questioning Techniques
Name of Student Teacher: CARYL JOYCE L. GUSTILO Course: BSED SOCIAL STUDIES
Year and Section: 403 Cooperating Teacher: REZIN REYLLAND LESIGON
Signature: Date: NOVEMBER 09 2022
Cooperating School: SLSU-TO LABORATORY
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 Resources
Teacher Asked
1. Factual/Convergent/Closed/Low-level What is demand and supply?
2.
Divergent/Open-ended/High-Level/Highe
r-order/Conceptual
a. evaluation What do you think could happen if there
is a shortage of supply specifically food
in our country?
b. inference There is prize changing in the market.
c. comparison Can you differentiate the difference
between the supply and demand?
d. application Why is it importance to learn the
interaction between the demand and
supply? And how it helps to the people
in the community?
e. problem-solving .Magtungo sa isang grocery store at
magtanong sa mga may-ari kung alin ang
sampung pinakamabiling paninda nila.
Alamin din ang sampung matumal na
paninda. Alamin kung ano kaya ang
batayan ng mamimili sa pagbili.
ISKEDYUL NG DEMAND AT SUPLAY NG
BIGAS

PRESYO DAMI NG DAMI NG

BAWAT DEMAND SUPLAY
KILO
( LIBONG ( LIBONG
(₱) KILO KILO
BAWAT BAWAT
BUWAN ) BUWAN )

15 5 20

14 7 15

13 10 10

12 12 5

11 15 1

3. Affective Is it important to study supply and

demand?
SHOW Your Learning Artifacts for your portfolio
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.

NAME: King Valds Anthony Berame

THOUGHTS:
OBTL or Outcomes-based Teaching and learning is a curriculum
framework in which, the idea of designing instructional activities circling
around the content is removed.
In this curriculum framework, objectives or learning outcomes are
priorities that need to be set by the facilitator (teacher) first. Learning
activities for the learners are designed aiming to achieve the intended
learning outcomes making the alignment of all the teaching and learning
processes.
NAME: Martin Urdaneta
THOUGHTS:
OBTL or Outcomes-based Teaching and learning its targeted, set by
an objective for you to achieve the lesson and its more focus on what will be
going the outcome or the target of that particular lesson.
OBTL, mostly this are performance-based activity to achieve the
learning objectives in a lesson.