LEARNING EPISODE

FIELD STUDY 1
The Instructional

FS 1 10 Cycle

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, 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 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 Outcome

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 the outcome-based teaching-learning.

REVISIT the Learning Essentials

These are the following 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 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 the 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 institution 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.

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 task (ATs) you will have to use to find out if you attained your ILO’s.

In lesson planning, the ILO’s are the lesson objectives, the TLAs are the activities we used to teach and the
AT’s are the evaluation part.

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

Likewise, it is important that teachers must 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 teacher ask.

Types of Questions that Teachers Ask

Who, What, Where, When questions

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

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

2. Providing corrective feedback.

3. Giving appropriate and sincere feedback.

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 question

10. Encouraging through non-verbal behavior

11. Criticizing respondent for his/her answer

12. Scolding for misbehavior or for not listening

13. Overusing expression such as “okay”, “right”

OBSERVE, ANALYZE, REFLECT

Applying the Guiding Principles in the Selection and Use of Strategies

Activity 10.1

Resource Teacher: Anton Godinez Teacher’s Signature:

School: Zamboanga State College of Marine Sciences and Technology Subject Area: PED 5 & 6

Grade/Year Level: Filipino 2A, Science 2A, TLE 2A, 2B, 2C Date: December 2, 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.

1. The more senses that are involved, theory and

the better the learning

2. Learning is an active process.

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.

ANALYZE

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

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

Determining Outcome-Based Teaching and Learning

Activity 10.2

Resource Teacher: Anton Godinez Teacher’s Signature:

School: Zamboanga State College of Marine Sciences and Technology Subject Area: PED 5 & 6

Grade/Year Level: Filipino 2A, Science 2A, TLE 2A, 2B, 2C Date: December 2, 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?

2. What teaching-learning activities (TLA's) did he/she use? Did these TLAs help him/her 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?
ANALYZE

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

REFLECT

Reflect on the use of OBTL.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Anton Godinez Teacher’s Signature:

School: Zamboanga State College of Marine Sciences and Technology Subject Area: PED 5 & 6

Grade/Year Level: Filipino 2A, Science 2A, TLE 2A, 2B, 2C Date: December 2, 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 Questions Examples of Questions that the Resource
Teacher Asked

1. 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 answer
order/Conceptual

A. evaluation “Based from your own understanding, why do you

need to be careful in terms of filling in the
components of the TOS?”

B. inference “After discussing each component of the TOS,

what do you infer about it?”

C. comparison “What is the difference between the revised

Bloom’s Taxonomy and the original Bloom’s
Taxonomy?”

D. application “After this discussion, you will plan on your

learning outcome with only a single topic, and try
to distribute the desired learning outcome to the
levels of the Bloom’s Taxonomy”.

E. problem-solving “If your learning outcome is not aligned with the

topic and components, then you cannot proceed
on making the test questions”.

3. Affective “How do you feel after the discussion and what

are your thoughts about making your own TOS?”

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 teacher ask and the questioning and reacting techniques that they
employ?

REFLECT

Reflect The importance of using various reacting techniques on

 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.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 10- The Instructional Cycle

Learning Outcomes: 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 the outcome-based teaching-learning.

Name of FS Student: Sheeda F. Ahmad Date Submitted__________________

Year & Section: 4-A Course: BSEd- English

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation questions/ tasks
 completely questions/ tasks not questions/tasks not answered/
answered/ answered/ not answered/ accomplished.
accomplished. accomplished. accomplished.
Analysis All questions All questions were Questions were Four (4) or more
were answered answered not answered observation questions were
completely; completely; completely; not answered; answers not
answers are with answers are clearly answers are not connected to theories; more
depth and are connected to clearly connected than four (4) grammatical
thoroughly theories; grammar to theories; one spelling errors.
grounded on and spelling are (1) to three (3)
theories; grammar free from errors. grammatical/
and spelling are spelling errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow; rarely
clear; supported depth; supported by shallow; supported by what were
by what were what were observed somewhat observed and analyzed
observed and and analyzed supported by
analyzed what were
observed and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not reflected on
reflected on in the reflected on in the reflected on in the in the context of the
context of the context of the context of the learning outcomes; not
learning learning outcomes. learning complete; not organized,
outcomes; Complete; well outcomes. not relevant
Complete, well- organized, very Complete; not
organized, highly relevant to the organized,
relevant to the learning outcome relevant to the
learning outcome learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2) days or
the deadline deadline after the deadline more after the deadline
COMMENT/S
Over-all Rating:
Score (Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

MR. ANTONINO GODINEZ December , 2021

Signature of FS Teacher above Printed Name Date