Learning Episode No.

PREPARING FOR TEACHING AND LEARNING

ACTIVITY 9.1
Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching
and Learning

Resource Teacher: Mrs. Rowena Restoles

Grade/Level: Grade 8
Subject Area: English
School: Paranaque National High School Main

OBSERVE
Observe a class with the use of learning given in Revisit the Learning Essentials.
I will identify evidence of applications/violations of the principles of learning. I can cite
more than one evidence per principle of learning.
Principles of Learning What did the Resource Teacher do to
apply the principle of learning
1. Effective learning begins with the To apply this principle of learning, the
setting of clear and high Resource Teacher presents her lessons
expectations of learning outcomes. via projector on what are her intended
learning outcome regarding the topic.
2. Learning is an active process To apply this principle of learning, the
Resource Teacher let her students to
participates or interacts her students
actively with the learning process as well
as let her students participates in the
educational learning activities.
3. Learning is the discovery of To apply this principle of learning, the
personal meaning and relevance of Resource Teacher tasked her students to
 ideas. share their thoughts and ideas about the
subject matter and allow the students to
discuss and present it in front of the class.
4. Learning is a cooperative and a To apply this learning principle, the
collaborative process. Learning is Resource Teacher gave the class in a
an enhance in an atmosphere of groupings form to do the activity wherein
cooperation and collaboration the teacher assigned each group to
interpret and analyse a stories and let
them brainstorm the ideas together with
their groups. The students in every group
are happily to ask something to clarify,
cooperated each other, shared of ideas,
discussed and collaborated meaningful to
comprehend the stories.

ANALYZE

1. What principles of learning were most applied? Least applied?

a. Most applied
 As I observed, the most applied principle of learning is the “ Learning is
an active process” where a student-centred approach were applied.
Students learn more when they participate in process of learning. In this
principle of learning, teachers are the facilitators rather than the one way
providers of information. For example, the teacher lectured where her
students just listened well to her without writing notes and then, after 20
minutes, the students worked with their classmates and did groupings to
recall, clarify, and elaborate on the teacher’s lecture’s content.

b. Least applied
  As I have observed, the learning principle that was applied least from the
four principles is the, “Learning is the discovery of personal meaning and
relevance of ideas”. In the lecture session, the teacher used her 20
minutes explaining the content of the topic and sharing thoughts regarding
the topic.

2. Give instances where this/these principle/s could have been applied?

 Effective learning begins with the setting of clear and high expectations of
learning outcomes.
Example: before the teacher begin with her lesson to the students, she can
presents first her intended learning outcomes via projector regarding the
topics so that the students will have an idea on what will the discussions look
like and they can respond to the teacher.
 Learning is an active process
Example: For this principle of learning, teacher can ask reciprocal questions.
By using this strategy, it encourages an open dialogue in which students take
on the role of the teacher and it creates their own questions about the topic,
reading session or in the lesson.
 Learning is the discovery of personal meaning and relevance of ideas.
Example: Teacher answered those test questions verbally in front of the
students in order to let the student assist their answers. E.g The Students
realized the importance of preparing one’s self before exam.
 Learning is a cooperative and a collaborative process. Learning is an
enhance in an atmosphere of cooperation and collaboration
Example: Collaborative learning is a method of teaching and learning in which
students team together to explore a significant question or create a
meaningful project. A group of students discussing a lecture or students from
different schools working together over the Internet on a shared assignment
are both examples of collaborative learning
REFLECT

From among the principles of learning, which do you think is the most important?

 Principles of learning are guidelines for the ways in which people

learn most effectively. For me, I think the most important principle is
“learning is an active process” because it uses student engagement to
teach. It encourages students to actively participate in the learning
process with the use of student-centred approach. With less lectures by
the teachers, students are expected to learn through collaboration and
exploration in a more student-centred approach that traditional learning
that has relied on long teacher discussions and lectures. With this kind of
principle, the student’s job is to participate in the construction of
knowledge with the teacher and so the role of the teacher is to facilitate
them. in result, by encouraging the students to participate in the
construction of knowledge, it builds a deeper understanding, fosters
critical thinking and develops problem solving skills.
ACTIVITY 9.2
Identifying Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher:
Grade/Level:
Subject Area:
School:

OBSERVE

Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes SMART( Objectives) Achieved

Yes No Yes No

1. Define the form of passive voice

construction

2. Convert a sentence from active voice to

passive voice and vice versa

3. Write sentences in the passive voice in

simple present and simple past tenses

4. Explain the use of the correct voice in

the appropriate situations, taking into
account usage, effect and intention
 2. Cite pieces of evidence that these learning outcomes were achieved.

1. In the Presentation stage, students start with their relevant prior knowledge—
verbs ‘to be’ and past participles, before the teacher introduces the form of the
passive voice.
2. During the discussion, especially in the Practice stage, students converted
sentences about food in active voice into passive, with gradually decreasing
support. Also, in the Production stage, students talked about food using the
passive voice.
3. After discussion, the teacher assigned the students to write sentences in the
passive voice in simple present and simple past tenses about the food they ate.
4. In the Presentation Stage, students watched watch video clips from some TV
shows and filled in the blanks with the passive construction. Students also
recognized the voice of the sentences, and mad scaffolded explorations about
passive voice usage.

ANALYZE

1. Do SMART objectives make the lesson more focused?

 In my own opinion, SMART objectives help the lesson become more
focused because the goals will set you up for success by making goals
specific, measurable, achievable, realistic and timely. With this, teachers
are guided to achieve their desirable intended learning outcomes. The
SMART methods will help teachers to push further, gives them a sense of
direction, and helps them organize and reach their goals to achieve what
they are expecting from the students.
REFLECT

Reflect on the lesson learned in determining SMART learning outcomes.

 I have learned from the lesson in determining SMART learning outcomes
that, in your lesson objectives or intended learning outcomes it should be
SMART (Specific, Measurable, Attainable, Result-oriented and Time
bound) because this will really help the teacher as well as it will guide the
teacher in the learning process and to the development of the students. As
what I have said, SMART objectives will also help the teachers to direct
the flow of the lesson and help the teacher to achieve the desired goals on
a specific topic as well as it help to make the discussion clear and
organized.

ACTIVITY 9.3
Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher:
Grade/Level:
Subject Area:
School:

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect my observations and analysis.

Teacher-centred Student-centred
Did teacher lecture all the time? Were students involved in the teaching-
 No. the teacher managed her learning process? How? Or were they
time by putting minutes in mere passive recipients of instruction?
every part of the lesson. She  Yes. The students were
 allotted time for the lecture, involved in the teaching-
for the quiz, and for group learning process. They act
works. as the listener as well as act
as a facilitator when they had
their group work.
Was the emphasis on the mastery of the Was the emphasis on the student’s
lesson or on the test? Prove. application of the lesson in real life? Give
 No. the emphasis on the proofs.
mastery was on the lesson  Yes. Because the teacher let
because the teacher made them make their own sample
sure that the students really of sentences about the food
cope with the discussion by they ate.
not only lecturing it but also
she gave chances every
student to be a facilitator so
that all the students will cope
with the topic.
Was class atmosphere competitive? Why? Was class atmosphere collaborative?
 No. the teacher let them Why?
work with their group and  Yes. Because the teacher
peers so that everyone can asked them to group their
participate and share their selves and everybody should
ideas and thoughts as a cooperate and participate in
whole. the activities.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
 Yes. From the start until the  No. the teacher only focused
end, the teacher occupied all on the main or one subject
the class hour only in one only.
subject so that the students
will not get confused and
 they will still remember it.

What teaching-learning practice shows that teaching approach was:

A) Constructivist- connected to past experiences of learners; learners constructed
new lesson meanings.
 During the class discussion, the teacher let the students to connect the
student’s past experiences to the topic and tries to connect it to the new
concept for the discussion
B) Inquiry-based
 The teaching and learning practice I have seen from the teaching
approach in Inquiry-based was the teacher posed thought-provoking
questions to the students about the topic as well as encourages the
students to have independent thinking. The questions can be subjective
so that it will encourage the learners to express their ideas and thoughts.
C) Developmentally appropriate- learning activities fit the developmental stage of
children.
 The teacher nurtures a child’s development (social, emotional, physical,
and cognitive).
D) Reflective
 Reflective Teaching includes remembering, thinking about, and
evaluating a teaching experience. It is said to be a reflective teaching
approach when a teacher for example invite colleagues to observe your
class and ask the students for feedback.
E) Inclusive- No learner was excluded; teacher taught everybody.
 The teacher wanted all her students to actively participate both in the
class discussion and learng activities rgardless of the student’s diversities.
The teacher don’t want to be bias and wanted to be fair to all the students.
F) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were
taught.
  The teacher integrate other topics and ideas and connect it to the subject
matter so that the learning of the students is not only limited to the subject
but also multidisciplinary. Meaning, the students can comprehend and has
the oppurtunity to learn other things.

ANALYZE

1. What are the consequences of teaching purely subject matter for master
and for the test?
 The consequences of teaching purely subject matter for mastery and for
the test is that the student will not extend her knowledge because the
teacher limits the learning or in the concept and with no application. Also, I
can also see that if this will happen, maybe students will study just for the
sake of examinations and what the teacher had taught will be easily
forget.

2. If you were to reteach the classes you observed, would you be teacher-
centred or student-centred? Why?
 If I were to reteach the class, I would still use the student-centred
approach where I will encourage student to actively participate but they
were the one who will facilitate. What I will do is to guide them and correct
them if they commit mistakes.
REFLECT

Reflect on Principles of teaching worth applying

 As future educator, the principles of teaching are very important for us all
educators for us to improve ourselves and the process of learning of our
students. This promotes excellence in learning and teaching practices
express in different institution that are committed as learning. In all of
these principles tackled, it enhances student to engage and learn through
effecting teaching.