LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

LEARNING MODULE
IN
FIELD STUDY 1
OBSERVATIONS OF TEACHING –
LEARNING IN ACTUAL SCHOOL
ENVIRONMENT

Compiled by:
RONITA E. TALINGTING, PhD
Professor 3

MARIVEL M. CATACUTAN, MAEd

Assistant Professor 4

AILYN B. CABA, MAMT

Associate Professor 1

MA.CRISANTA S. VASQUEZ, MIE

Instructor 1

LEONIELYN G. MALICAY, PhD

Associate Professor II

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LEARNING MODULE No. 1

Course Title: Observations of Teaching – Learning In Actual School Environment
Topic: The School Environment
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:
a. determine the characteristics of a school environment that is safe, secure and is
supportive of learning

Introduction:
This module provides an opportunity for students to examine and reflect on a
school environment that promotes learning and development.

REVISIT the Learning Essentials

1. A physical environment conducive for learning is one that has consistent
practices that:
 keep the school safe, clean, orderly and free from distraction;
 maintain facilities that provide challenging activities; and
 address the physical, social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning
environment. They help in building and establishing the school culture. These
boards become one way for everyone to learn about the vision-mission, goals,
and values that the school upholds.
3. 3. As a basic part of the school's visual environment, display boards have four
general purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics. They set the
social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students' outputs that show that
each output is recognized and valued. The bulletin boards help celebrate the
learners' growth and progress.
 Informational- They are used as a strategy to readily disseminate information.
 Instructional- They move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
 The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness,
and durability.

LEARNING MODULE No. 2

Course Title: Observations of Teaching – Learning In Actual School Environment
Topic: Learner Diversity: Characteristics, Needs and Interests
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:
a. describe the characteristics, needs and interests of learners from different
developmental levels.

Introduction:
This module provides an opportunity to observe learners of different ages and grade
levels. It highlights the differences in their characteristics and needs. As a future
teacher, it is important to determine the learners' characteristics and needs to be able to
plan and implement learning activities and assessment that are all developmentally
appropriate.
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REVISIT the Learning Essentials

Here are major principles of development relevant to this Module:
1. Development is relatively orderly. Development follows directional patterns such as
from the head to the toe (cephalocaudal), and from the center of the body then
outwards (proximodistal)
2. Development takes place gradually
3. All domains of development and learning-physical, social and emotional, and
cognitive are important,
and they are closely interrelated. (NAEYC, 2009).
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2009)

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She
is crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because
_____________________________________.
A. she thinks what she feels is too special and unique, that no one has felt like this
before
B. the teenager's favorite word is "no," and she will simply reject everything the teacher
says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher's
perspective
D. teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills of the
4-year-olds. Which of the following should he best consider?
A. provide daily coloring book activities.
B. ask the children to do repeated writing drills every day.
C. encourage children to eat independently.
D. conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked
the class: "What happens to the egg if I add three- tablespoon salt to glass of water?”
This is hypothesis formulation. What can you infer about the cognitive developmental
stage of teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre – occupational stage
D. Between concrete and formal operational stage.

LEARNING MODULE No. 3

Course Title: Observations of Teaching – Learning In Actual School Environment
Topic: Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances and Indigenous
Peoples
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:
a. describe the characteristics and needs of learners from diverse backgrounds;
b. identify the needs of students with different levels of abilities in the classroom;

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c. identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class (PPST 3.1.1); and
d. demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.

Introduction:
This module provides an opportunity to observe how differences in gender, racial,
cultural and religious backgrounds, including coming from indigenous groups influence
learner behavior, interaction, and performance in school. One will also analyze and
reflect on practices that teachers use in leveraging diversity in the classroom. It also
provides an opportunity to observe how differences in abilities affect interaction in
school and learn about strategies that teachers use in addressing the learners’ needs
toward effective teaching and learning.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve
at a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics, abilities,
interests, and needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents d. Learners under challenging
circumstances which include geographic isolation, chronic illness, displacement due to
armed conflict, urban resettlement or disasters, child abuse and child labor.

Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy.
They remember that the learners respond and perform at different levels. The teachers
assure the students that their gender identity, culture and religion are respected,
their strengths are recognized, and their needs will be met. These teachers declare
to all that everyone has the chance to learn and succeed. They create a learning
community where everyone can work together and contribute regardless of their
abilities, capacities and circumstances.

Teachers who celebrate and leverage student diversity in the classroom:

 use strategies to build a caring community in the classroom
 model respect and acceptance of different cultures and religions
 bring each of the student’s home culture and language into the shared culture of the
school
 provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

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A young teacher’s approach to indigenous peoples starts with a keen awareness

of one’s own identity, including one’s beliefs and cultural practices. Through serious
reflection one may realize that the self is a product of all the influences of key people in
one’s life and the community, real and virtual. Similarly, learners from indigenous
groups carry with them their beliefs, views and cultural practices. One’s attitude needs
to be that of openness and respect. Come in not with the view that one’s own culture is
superior, we approach with the sincere willingness and deep interest to know and
understand the indigenous peoples’ culture. We aim to make teaching-learning
facilitative rather than imposing.

a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous peoples groups which have several
smaller ethnic groups within them, the non-muslim groups called the Lumads in
Mindanao, and the Igorots in Northern Luzon. Among others, we have the Badjaos, Ati
and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP). Our country was admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s. 2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework.
Most useful for you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (DO 32, d. 215 enclosure, pp..15-18):

1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Inigenous Learning systems (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context. c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes, competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the advancement
of indigenous peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to the
community’s cultural integrity while enabling meaningful relations with the broader
society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen, enrich, and
complement the community’s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are experienced, lived,
and learned is the primary learning environment and learning space of indigenous
learners.

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4. Learning Resources. Instructional materials and other learning resources shall be

developed and utilized in line with the described curriculum content and teaching
learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills, and concepts being covered. Their design and use
shall address the needs and concerns of the community and shall be developed with
their participation.

LEARNING MODULE No. 4

Course Title: Observations of Teaching – Learning In Actual School Environment
Topic: Learner Diversity: The Community and Home Environment
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:

Introduction:
This module provides opportunities for you to have a more in-depth look into the factors
that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others.
You will also focus how the teacher links with the community to maximize the learning
and development of students.

REVISIT the Learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the
context of layers of relationship systems that make up the learner’s environment.
The layers are:

Microsystem Mesosystem Exosystem – Macrosystem Chronosystem

– includes the – the the bigger – Outermost – the element
structure such connection social system layer which of time patterns
as one’s between the which includes of stability and
family, school structures in includes the cultural pacing of the
and the city values, child’s
neighborhood microsystem government, customs and everyday life.
the workplace laws
and the mass
media

The model helps the teacher look into every aspect in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is
missing at home (if any), but to work so that the school becomes an environment
that welcomes and nurtures families. The teacher works to create a partnership with
the family and the community to bring out the best in every learner.

2. Baumrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and expect unwavering
and unquestioning obedience. Rules are set by parents and misbehavior is met
with withdrawal of affection, physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations.
May be warm and caring but appear to be uninvolved and uninterested.

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Rejecting-Neglecting. Parents are disengaged from children. Neither

demanding nor responsive to children. Provide no structure, supervision, support
or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have
clear and reasonable expectations and limits for their children. Treat children with
respect and warmth. Make children understand consequence of their behavior.

Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and
aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often
impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all
functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability
to show self-control. They have higher self-esteem and are better adjusted.

- Based on Child Development by Santrock, 2004.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. Which are most likely the kinds of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III, and IV

2. If a child was raised by authoritative parents, how will most likely will he/she behave
in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have low
level of responsibility?
A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and Permissive

LEARNING MODULE No. 5

Course Title : Observations of Teaching – Learning In Actual School Environment
Topic : Creating an Appropriate Learning Environment
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. plan on how to manage time, space, and resources; and
b. provide a learning environment appropriate to the learners and conducive to learning.

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Introduction :
This module provides an opportunity to examine how classrooms are structured or
designed to allow everyone’s maximum participation for effective learning. This Module
enhances the application of the theories learned in the following professional subject
such as Facilitating Learner-Centered Teaching and the Child and Adolescent Learners
and Learning Principles.

REVISIT the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the
following are observed.
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for
such are communicated.
 Classroom processes are democratic.

LEARNING MODULE No. 6

Course Title: Observations of Teaching – Learning In Actual School Environment
Topic: Classroom Management and Classroom Routines
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:
a. Identify the classroom routines set by the teacher; and
b. Observe how the students execute the various classroom routines.

Introduction: This module focuses on the classroom structure and routines performed
by teachers in class to provide a safe, friendly non-threatening and caring environment.
Effective classroom routines ensure order and discipline to help the students to stay
calm and focused in their daily tasks.

REVISIT the Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and learning
Routines don’t just make the life of the teacher easier. They save valuable classroom
time. Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
 enables you to run your daily activities run smoothly;
 ensures you to manage time effectively;
 helps you maintain order in the classroom;
 makes you more focused in teaching because you spend less time in giving directions/
instructions; and  enables you to explain to the learners what are expected of them.

LEARNING MODULE No. 7

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Course Title: Observations of Teaching – Learning In Actual School Environment

Topic: Physical and Personal Aspects of Classroom Management
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:
a. identify the two (2) aspects of classroom management; and
b. determine the classroom management strategies that the Resource Teacher
employed in his/her class.

Introduction:
This module tackles classroom management and discipline. It focuses on the personal
and physical aspects of classroom management which are central to teaching and
therefore must be consistently implemented.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused, attentive on tasks and academically
productive in class.

Ref: edglossary.org
Importance of effective Classroom Management
 increases chance of student success
 paves the way for the teacher to engage students in learning
 helps create an organized classroom environment
 increases instructional time
 creates consistency in the employment of rules and regulations
 aligns management strategies with school wide standards
 decreases misbehavior in the classroom
 gives student boundaries as well as consequences

Ref: http://www.ehow.com

Two aspects of Classroom Management

1. Personal Classroom Management consists of managing your own self to ensure
order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
2. Managing yourself as a teacher contributes to the order and well-being of your
class.

3. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the safety,
security and order in the class. It includes:
3.1 ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure / design of the classroom

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3.6 physical space / learning stations

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.

Ref. prodigygame.com

LEARNING MODULE No. 8

Course Title: Observations of Teaching – Learning In Actual School Environment
Topic: Close Encounter with the School Curriculum
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:
a. identify the different curricula that prevail in the school setting;
b. describe how the teacher manages the school curriculum by planning, implementing
lessons through different strategies and assessment of learning outcomes; and
c. analyze if the teacher aligns the objectives to subject matter, to teaching strategies
and assessment.

Introduction:
Formal education begins in school. Schools are institutions established to design total
learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculums. The
recommended curriculum was stated into written curriculum like books, modules,
teachers’ guides and lesson plans which are the basis of the taught curriculum. A
teacher who implements the curricula needs support materials (support curriculum) to
enhance teaching and learning so that the written and the taught curricula can be
assessed (assessed curriculum) in orders to determine if learning took place (learned
curriculum). However, there are so many activities that happen in schools but are not
deliberately planned. This refers to the hidden curriculum.

A classroom teacher plans, implements and evaluates school learning activities by

preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher
then puts life to a lesson plan by using it as a guide in the teaching-learning process
where different strategies can be used to achieve the learning objectives or outcomes.
There are many styles of writing a lesson plan, but the necessary parts or elements
such as

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(a) Learning Outcomes

(b) Subject Matter
(c) Teaching – Learning Strategies, and
(d) Evaluation or Assessment should always be included.

All of these elements should be aligned so that at the end of the teaching-learning
module, learning will be achieved with the classroom teacher as a guide.

REVISIT the Learning Essentials

School Curriculum: what is this about?
From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called
school. Schools are formal institutions of learning where the two major stakeholders are
the learners and the teachers.
Basic education in the Philippines is under the Department of Education or
DepEd and the recommended curriculum is the K-12 or Enhanced Basic Education
Curricula of 2013. All basic education schools offering kindergarten (K) elementary
(Grades 1 to 6) and Secondary (Grades 7-10, Junior High School and Grades 11 to
12, Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.

What are the salient features of the K to 12 Curriculum?

Here are the features. It is a curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across every
level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from K to Grade 3, learners will become ready for higher
level skills.
4. ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and retention.
5. gears up for the future. It is expected that those who finish basic education in Grade
12 will be ready for college or tech voc careers. Their choice of careers will be defined
when they go to Grade 11 and 12. 6. nurtures a fully developed youth. Beyond the K to
12 graduates the learner will be ready to embark on different career paths for a lifetime.

You will recall that a school curriculum is of many types for the Kindergarten to Grade
12 in the country.  The enhanced curriculum K to 12 curriculum is the
Recommendation Curriculum. It is to be used nationwide as mandated by Republic
Act 10533.
 When the curriculum writers began to write the content and competency standards of
the K to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA
10533 or the Enhanced Basic Education Act of 2013. In the teacher’s class it is the
lesson plan. A lesson plan is a written curriculum in miniscule.

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 What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the
teacher is very crucial.
 A curriculum that has planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning
outcomes.
 However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the
school curriculum, specifically in the K to 12 or the enhanced curriculum for basic
education?
Teachers then should be multi-talented professionals who:
 know and understand the curriculum as enumerated above;
 write the curriculum to be taught;
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.

LEARNING MODULE No. 9

Course Title: Observations of Teaching – Learning In Actual School Environment
Topic: Preparing for Teaching and Learning
Time Frame: 1 hour
Objectives: At the end of the class, the students are able to:
a. identify the teaching-learning practices that apply or violate the principles of teaching
learning;
b. determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
c. judge if lesson objectives/intended learning outcomes are SMART;
d. determine whether or not the intended learning outcomes are achieved at the end of
the lesson;
e. observe the teaching methods used by the Resource Teacher; and
f. differentiate the different methods of teaching.

Introduction:
This module 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)
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which is the practical realization or application of an approach. This module dovetails

with the course on Facilitating Learner-Centered 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 forgot; 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 a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning
process. Or is the practical realization or application of an approach. All methods of
teaching can be classified either as deductive (direct) or inductive (indirect).

FSFS1–2Observations ofand
– Participation Teaching – Learning
Teaching in Actual School Environment
Assistantship