SAINT JOSEPH COLLEGE OF SINDANGAN

INCORPORATED
Poblacion, Sindangan, Zamboanga del Norte

FIELD STUDY 1 Learning Episode

THE INSTRUCTIONAL CYCLE
FS 1 10
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of 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. 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.

TARGET Your Intended Learning Outcomes

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.

REVISIT the Learning Essentials

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.
8.
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) 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.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn 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 you 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 Teachers Ask

1. Factual/ Convergent/ Closed/ Low-level Who, What, Where, When questions
With one acceptable answer
2. Divergent/ Open-ended/ High-level/ Higher- Open-ended; has more than one acceptable
order/ Conceptual answer
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 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”

FIELD STUDY 1 Learning Episode THE INSTRUCTIONAL CYCLE

 FS 1 10

Resource Teacher: (If applicable) _________________School:__________________________

Grade/Year Level:______________Subject Area:_______________ Date:________________
School’s website/Source:_______________________________________________________________

ACTIVITY 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies

OBSERVE

Observe one class the resources in the internet with the use of the observation sheet for greater
focus then analyze my observations with the help of the guide questions. You may use the same videos
of the previous activities for your observation. Be sure to include the title, date conducted, teacher
demonstrator (if possible) and the website.

1. The more senses that are involved, the more and e.g. Teacher used video on how digestion takes
the better the learning. place and a model of the human digestive system.

2. Learning is an active process. The teacher presented video clip about the parts of
a flower. The teacher gives an opportunity to the
students to interact by sharing their ideas to class
about their prior knowledge in regards to the
subject matter.
3. A non- threatening atmosphere enhances The students are able to cope up with the topic
learning. easily.
4. Emotion has the power to increase retention and Students learn quickly and at their own pace. The
learning. teacher is approachable when it comes in dealing
with all the queries coming from the students.
5. Good teaching goes beyond recall of The teacher asked the learners to recall
information, information’s and she also asked them about
comprehension.
6. Learning is meaningful when it is connected to The teacher inquired of the students about the
student’s everyday life. significance of flowers and how they affect human
nature.
7. An integrated teaching approach is far more The teacher generalizes some of the things she
effective than teaching isolated bits of information. discusses. She pointed of the most important facts,
related ideas of the lesson to avoid confusion by
the students and understand it correctly.

ANALYZE

What is the best method of teaching? Is there such a thing?

All of the methods of teaching are the best. All the methods must be applied in the class so that
there will be better learning. If one of the method is not applied, then, there might be lacking and this
will make the students not to learn well and teachers will not be effective. So, all of the methods are
best and must be applied in the class for better teaching and learning.

REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?

To choose the best strategy for our lesson, we must first consider what the lesson is about
and what activities will take place during the class discussion. Effective teaching involves selecting
strategies that are best suited to the teaching objectives and the students. Because students learn in
different ways, it is often effective to use a variety of strategies during a specific class, as well as a
variety of different learning activities and assignments in class.

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: (If applicable) _________________School:__________________________

Grade/Year Level:______________Subject Area:_______________ Date:________________
School’s website/Source:_______________________________________________________________

OBSERVE

Observe a class and answer the following question. Use the resources in the internet.
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 stated the learning objectives/intended learning outcomes at the start of the class to
make the students aware of the objectives and purpose of the discussion. She introduces the objectives to
the class before we begin discussing them.

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 employs teaching-learning activities that greatly benefit her in class. These activities
make learning more enjoyable and conducive. The teaching-learning activities were extremely beneficial
in helping her achieve the lesson objectives. The activities used and carried out were based on the
objectives of the lesson. It is very beneficial because these activities assist teachers in encouraging
students to cooperate in class, be active, and have fun while learning. It allows students to experience the
concept of learning while doing.

3. What assessment task/s did teacher employ? Is/are these aligned to the lesson
objectives/ILOs?

The assessment tasks used by the teacher included tests, oral exams, and activities at the end of the
lesson. The assessment was most likely aligned to the lesson objectives, with each objective taken into
account. The assessment tasks used by the teacher included tests, oral exams, and activities at the end of
the lesson. The assessment was most likely aligned to the lesson objectives, with each objective taken
into account.

ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

Outcome-Based Teaching and Learning is less concerned with what the teacher intends to teach
and more concerned with what the learner achieves in the lesson. It is beneficial in that it focuses on the
students' learning and outcomes. As a result of the results, the teacher is aware of the students' level of
learning. Teachers can establish intended learning outcomes using OBTL. Then, decide which teaching-
learning activities and assessment tasks will be required. It will be extremely beneficial for teachers to
be more effective with their students.

REFLECT

Reflect on the use of OBTL.

Outcome-Based teaching and Learning (OBTL) is a curriculum design framework to

teaching and learning. It is a student-entered approach to education that focuses on the
intended learning outcome resulting from instruction. It is an educational that is anchored and
focused on outcomes. This is an approach in planning, delivering and assessing instructions. It
helps in identifying the intended outcomes or goals of a module or program and then aligning
teaching, learning, and assessment to maximize the likelihood that students achieve those
outcomes.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: (If applicable) _________________School:__________________________

Grade/Year Level:______________Subject Area:_______________ Date:________________
School’s website/Source:_______________________________________________________________

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/ The teacher asked the what, who, where and when questions from the
Closed/ Low-level learners. One example that heard in the video clip was "What is gender
equality.
2. Divergent/ Open-ended/ The teacher asked their opinions or deeper intellectual thought about the
High-level/ Higher-order/ "house husband" mostly it was addressed to boys inside the class.
Conceptual
f. evaluation The teacher asked about their idea of sex and gender.
g. inference She asked what they can infer about the "house husband" and most of the
works are working abroad.
h. Comparison She asked about what is the difference of a sex and gender of every
people.
i. Application She asked how they can relate and apply their learning in the real-life
scenarios.
j. problem solving She let the students to illustrate the characteristic of each gender through
a collaborative work.
3. Affective She asked what they feel about the gender equality in our community.

ANALYZE

Neil Postman once said: “Children go to school as question marks and leave school as
period!” Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that key employ?

The phrase indicates the use of questions being asked in the class. It has to do with the type of
questions that teachers ask and the questioning and reacting techniques that they employ. In the
classroom setting, 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.

REFLECT
Reflect on
The importance of using various reacting techniques

Using various reacting techniques is important for the teaching and learning process. It allows
the learners to learn more and to engage their selves in an active learning. It helps the learner’s
cognition to work critically and faster. It motivates slow thinking students to respond. Also, it
improves the quality of the responses made. And decrease the amount of guessing or wrong
inferences. It increases the number of correct responses as well. Moreover, the teacher also can create
great lessons. Through reacting techniques, the learners can interact with the teacher and to other
learners.

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.

Name of Teacher: JEROME DENZON

School: SINDANGAN NATIONAL AGRICULTURAL SCHOOL

The OBTL is useful for every teacher. It helps a lot in assessing the learning of the students. It
guides the teacher what to improve in the lesson so that students will learn better. It allows the teacher to
know the capabilities of the student by assessing them throughout the discussion.

Name of Teacher: LORIE JEAN MANDIH

School: SINDANGAN NATIONAL AGRICULTURAL SCHOOL
 The OBTL is good wherein we can monitor the student’s learning process and the achievement of
the desired outcomes and attributes. It also helps the teaching and learning activities in enhancing the
student learning experiences.

Evaluate Performance Task

FIELD STUDY 1 – EPISODE 10 THE INSTRUCTIONAL CYCLE

Name of FS Student/s: MELLANIE TULABING, NOVIEGEN CARDENTE, ANA MACION

Year and Section:______________Course:__________________Date Submitted:________________

Learning Outcomes:
1. Identify the application of some guiding principles in the selection and use of teaching strategies.
2. Determine whether or not the lesson development was in accordance with outcome-based
teaching and learning.
3. Identify the Resource Teacher’s questioning and reacting techniques.
4. Outline a lesson in accordance with outcome based teaching-learning.
Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement
Accomplished All observation One (1) to two (2) Three 93) Four (4) or more
Observation questions/tasks were observation observation observation
Sheet completely questions tasks not questions/tasks questions/tasks
answered answered / not answered / not answered /
/accomplished. accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered completely; answered not answered observation
answer are with depth completely; completely; questions were
and are thoroughly answers are clearly answers are not not answered;
grounded on theories; connected to clearly connected answers not
grammar and spelling theories; grammar to theories: one connected to
are free from error. and spelling are (1) to three (3) theories; more
free from errors. grammatical / than four (4)
spelling errors. grammatical /
spelling errors
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported shallow; shallow; rarely
were observed and by what were somewhat supported by what
analyzed observed and supported by were observed
analyzed what were and analyzed
observed and
analyzed
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in the reflected on in the reflected on in the
learning outcomes; context of the context of the context of the
complete, well- learning outcomes. learning learning
organized, highly Complete; well outcomes. outcomes; not
relevant to the organized, very Complete; not complete; not
learning outcome relevant to the organized, organized, not
 learning outcome relevant to the relevant
learning outcome
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline deadline after the deadline days or more after
the deadline
COMMENTS OVER ALL RATING
SCORE BASED ON
TRANSMUTAT
ION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

FRETZELL A. ACTUB, MAED _______________________

FS 1 Instructor Date