The Instructional Cycle Ti eae rrdeanuurbunun. | anaannnnmnneneD BN ar This Episode centers on the guiding principles in the selection and iuse 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, 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 Ieamed in the course, Teaching Methods and Strategies and in other professional subjects in Education (G)_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-leamning. B REVISIT the Learning Essentials These are the guiding principles in the selection and use of teaching methods: Leaming is an active process. The more senses that are involved, the more and the better the leaning, A non-threatening atmosphere enhances learning, Emotion has the power to increase retention and learning. Good teaching goes beyond recall of information. Leaming is meaningful when it is connected to students’ everyday life. ‘An integrated teaching approach is far more effective than teaching isolated bits of information. Realizing the importance of these guiding principles in teaching and teaming, 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 moayayene Cp Eee TO The maoctonal Oyeie Fielé Study 114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 Ktol2 Curriculum. When you apply OBTL you Ses ¢ to it that the teaching-learning activities (TLAs) and in tum the A ment 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 Teachers Ask I, 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 ». inference e.g. When the phone rang and Liz picked it up, she was all smiles. What can you infer about Liz? ¢. comparison d. application ¢. problem-solving 3. Affective ¢.g, How do you feel? 112 ~~ Field Study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” Teaming Episode 16 The insveionol Crete Field Study 113OBSERVE, ANALYZE, REFLECT ‘Activity 10.1) Applying the Guiding Principles in the Selection and Use of Strategies Resource Teacher: Teacher's Signature ‘School: Grade/Year Level: Subject Area: Date: owes OBSERV' Q RVE 7 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 more] e.g. Teacher used video on how digestion and the better the learning. takes place and a model of the human digestive system. 2. Learning is an active process. 3. Anon-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. 114 Field StudyGianarz What is the best method of teaching? Is there such a thing? by {REFLECT Reflect on this question. How do we select the appropriate strategy for our lessons? Determining Outcome-Based Teaching and Learning Resource Teacher: Teacher's Signature ‘School:_ Grade/Year Level: ‘Subject Area: Date: CG) OBSERVE GF G Observe a class and answer the following questions. 1. Did the Teacher state the learning objectives/intended leaming outcomes (ILOs) at the beginning of the class? Did he/she share them with the class? How? 2. What teaching-leaming activities (TLAs) did he/she use? Did these TLAs help hinvher attain his/her lesson objectives/ ILOs? Explain your answer. 3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ ILOs? Trg a 1 Teton ya Fold Study 415an ANALYZE 1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)? (Activity 10.3) Applying Effective Questioning Techniques Resource Teacher: ‘Teacher's Signature ‘School: Grade/Year Level: ‘Subject Area: Date: Ko) OBSERVE Na F ~ 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 Closed / Low level 2. Divergent / Higher order / Open-ended / Conceptual a. evaluation b. inference c. comparison L d. application @. problem-solving | |3. Affective 116 Field StudyRana 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? The importance of using various reacting techniques‘s SHOW Your Learning Ariifecs $i earning Arita Show proofs of learning that you were able to gain in this Episode by interviewing at least two teachers on their thoughts on OBTL. 118 Field Study IYour Work Tash Fel Stay , Eps 10 The nstctons Cle 9 Ou: + ent the acaton of some guy pinche ith selection and so of eahig aloes. « determin what or Ss iessonsevconnent was acrdan mh ecometnseé acho and earn, = tery ha Rese Years guestang srs Teacing fetngues "one a lossan in acorance Wt slcone Bad each earn. Name of FS Stadnt Date Submited Year & Section Cours: Learning Episode Excellent Vory Satisfactory Satisfactory —_| Needs Improvement 4 3 2 1 ‘Accomplished | All observation ‘One (1) fo two (2) | Three (3) observation | Four (4) or more ‘Observation Sheet | questionsttasks observation questions! | questionstasks observation questions! completely answered tasks not answered | not answered / tasks not answered / accomplished. accomplished. accomplished. accomplished. ‘Analysis ‘Al questions were ‘Al questions were | Questions were not | Four (4) or more ‘answered completely; | answered completely; | answered completely; | observation questions answers are wih depth | answers are clearly | answers are not ‘were not answered; and are thoroughly connected to theories; | clearly connected to | answers nat connected {grounded on theories; | grammar and spelling | theories; one (1) to | to theories; more than (grammar and speling | are free from errors. _| three (3) grammatical / | four (4) grammatical! are free from error. spelling errors. spelling error. Reflection Profound and clear; | Clear but lacks depth; | Not so clear and Unclear and shallow, supported by what were | supported by what | shallow; somewhat | rarely supported by ‘observed and analyzed | were observed and | supported by what | what were observed analyzed were observed and | and analyzed analyzed Learning Artifacts | Portfolio is reflected | Portfolio is reflected | Portfolio is nat Porto is not refected on in the context of | on in the context reflected on in the | on inthe context of the leaming outcomes; | ofthe learning context ofthe leaming_| the leaming outcomes; Complete, wel- outcomes. Complete; | outcomes. Complete; | not complete; not organized, highly well organized, very | not organized, relevant | organized, not relevant relevant to the leaming | relevant to the learning | to the leaming ‘outcome ‘outcome outcome ‘Submission ‘Submitted before the | Submitted on the | Submitted a day after | Submitted two (2) deadline deadline the deadline days or more after the deadline ‘COMMENTIS (Based transmutation) = TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 | 19-18 | 17 16 15 14 | 13-12 a 10 9-8 I 7-below Grade 4.0 | 1.25} 1.5] 1.75 | 2.00] 2.25] 250} 275 | 3.00 35 | 5.00 99 96 93} 90 87 84 81 78 15 wae 71-Below | rate OFS Toachar above Prnied Ware eae Field Study fo 119