Name: _________________________________ Course/Year: _____________________

Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE I – PRINCIPLES OF TEACHING WITH LEARNING

1.1 EXPOSURE
Both Sides Now: Examining the Link between the Principles of Teaching with Learning

Self-Reflection

What makes students learn effectively?

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE I – PRINCIPLES OF TEACHING WITH LEARNING

1.3 IDENTIFICATION
Principles of Teaching in Action

Using your record of observation in 1.2 participation, identify the principles of teaching observed by
teachers in the different phases of the lesson. Check the appropriate column when observed.

PRINCIPLES OF EFFECTIVE WHEN OBSERVED? NO

TEACHING OBSERVED OPPORTUNITY
Beginning During End TO OBSERVE
1. Teaching provides for
individual differences.

2. Teaching motivates learners to

learn.

3. Teaching provides feedback.

4. Teaching rewards something
desirable and takes away the
undesirable.

5. Teaching assists learners to set

realistic goals.

6. Teaching establishes
meaningful relationship
between what is to be learned
and what is already known.

7. Teaching utilizes variety of

settings, technologies and
tools.

8. Teaching engages learners

into varied and meaningful
tasks.

9. Teaching tasks help learners

to discover relationship within
variety of tasks.

10. Teaching enables learners to

construct new knowledge.
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE I – PRINCIPLES OF TEACHING WITH LEARNING

1.4 INTERNALIZATION
Putting Selected Learning Principles to Work

You are given situations which either demonstrate positive or negative learning situations. Study the
situations carefully and apply the appropriate learning principles and tactics. You may refer to the principles
of teaching and learning links. Encircle the happy face ( ) for positive situations and sad ( ) for negative
situations.

Situation 1:
Telling the students what they need to know:
 What learning principles to apply.

______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

Situation 2:
Requiring the students too many contents learned
in isolation.

 What learning principles to apply.

______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Situation 3:
Students work by dyads or by groups.

 What learning principles to apply.

_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Situation 4:
There are students who learn faster in isolation.
 What learning principles to apply.

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

Situation 5:
There are pupils who just cannot learn.
 What learning principles to apply.

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE II – LEARNING OBJECTIVES

2.1 EXPOSURE
The Triad of Learning Objectives

COGNITIVE: THINKING OBJECTIVES

Evaluate
Assessing the value

Create
Assembling a new whole

Analyze
Breaking information into parts

Apply
Using procedure learned

Understand
Knowing the meaning

Remember
Recalling, identify
 AFFECTIVE: FEELING OBJECTIVES

Characterize
Adopting a new way of life

Organize
Acquiring a new value system

Value
Accepting new value

Respond
Participating

Receive
Giving attention

PSYCHOMOTOR: DOING ACTIVITIES

Complex Overt Response

Performing automatically

Mechanism
Acting without assistance

Guided Response
Performing with assistance

Set
Getting ready to act

Perception
Observing a behavior
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE II – LEARNING OBJECTIVES

2.2 PARTICIPATION
Hashtag of Observed Objectives

Observe a clas in your area of specialization. Hashtag the steps of the stairway that correspond to the
objectives actually observed. (Use blue or black ink)

COGNITIVE: THINKING OBJECTIVES

Evaluate

Create

Analyze

Apply

Understand

Remember
AFFECTIVE: FEELING OBJECTIVES

Characterize

Organize

Value

Respond

Receive

PSYCHOMOTOR: DOING OBJECTIVES

Complex Overt Response

Mechanism
Acting without assistance

Guided Response
Performing with assistance

Set
Getting ready to act

Perception
Observing a behavior
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE II – LEARNING OBJECTIVES

2.3 IDENTIFICATION
Posting Possible Objectives After the Observed lesson
Post objectives that may possibly be developed by the teacher after the observed lesson. Use red ink.

COGNITIVE: THINKING OBJECTIVES

AFFECTIVE: FEELING OBJECTIVES

PSYCHOMOTOR: DOING OBJECTIVES

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE II – LEARNING OBJECTIVES

2.4 INTERNALIZATION
My short Reflection in Formulating Learning Objectives

Make a short reflection on how a teacher should formulate learning objectives considering the
development of the mind, the heart and the hands.

Self-Reflection

 How will I construct my objectives for effective learning?

 How will I sequence my objectives for efficient learning?

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE II – LEARNING OBJECTIVES

2.5 DISSEMINATION
My Guidelines in Constructing and Sequencing Lesson Objectives

Blog your own list of guidelines in constructing and sequencing lesson objectives. Exemplify each
guideline with specific learning objectives.

MY GUIDELINES IN CONSTRUCTING OBJECTIVES

Guideline 1

Guideline 2
 MY GUIDELINES IN SEQUENCING OBJECTIVES

Guideline 1

Guideline 2
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE III – DECLARATIVE AND FUNCTIONING KNOWLEDGE

CONTENT

3.2 PARTICIPATION
Walk Through Observation

1. Observe two teacher. One (1) teaching Social Studies (Araling Panlipunan) and one teaching
Mathematics.
2. List down all the declarative and functioning knowledge covered by the lessons.

SOCIAL STUDIES
DECLARATIVE KNOWLEDGE FUNCTIONAL KNOWLEDGE

MATHEMATICS LESSON
DECLARATIVE KNOWLEDGE FUNCTIONAL KNOWLEDGE
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE III – DECLARATIVE AND FUNCTIONING KNOWLEDGE

CONTENT

3.3 IDENTIFICATION
The What of Teaching

From your observation list, identify and classify the subject matter content regarding to declarative
and functioning knowledge. Use the table as your guide.

SOCIAL STUDIES (ARALING PANLIPUNAN)

A. Declarative Knowledge

1. Facts

2. Concepts

A. Functioning Knowledge
 MATHEMATICS

A. Declarative Knowledge

3. Facts

4. Concepts

B. Functioning Knowledge
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE III – DECLARATIVE AND FUNCTIONING KNOWLEDGE

CONTENT

3.4 INTERNALIZATION
Learning Walks Through K to 12 Curriculum Guide

Borrow from your resource teacher or download the K to 12 Curriculum Guide from the DepEd official
website. Choose any subject area and grade/year level of your interest, then make a list of the declarative
knowledge and functioning knowledge in your chosen content/curriculum guide.

Subject: ______________________________________
Grade/Year level: _______________________________

DECLARATIVE KNOWLEDGE FUNCTIONING KNOWLEDGE

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE III – DECLARATIVE AND FUNCTIONING KNOWLEDGE

CONTENT

3.5 DISSEMINATIION
My Reflection on Learning Content

To my surprise, I discovered that……

Observing classes, I learned that………

Working on the activities, I realized that…….

In my future career as a teacher, I plan that…….

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE IV- TEACHING APPROACHES, METHODS AND TECHNIQUES

SOMETHING TO PONDER

1. What are the methods that fall under the learner-centered approach?

2. What are the methods under the teacher-centered approach?

3. What teaching technique is used in the expository method? in exploratory method?

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE IV- TEACHING APPROACHES, METHODS AND TECHNIQUES

4.2 PARTICIPATION
Points and Counterpoints Interview

Interview your favorite teacher and ask when does he/she use and not use the following Teacher-
Centered and Learner-Centered methods. Chart his/her responses below.

A. TEACHER-
CENTERED WHEN TO USE WHEN NOT TO USE
METHODOLOGY
1. Didactic

2. Demonstration

3. Deductive
B. LEARNER-
CENTERED WHEN TO USE WHEN NOT TO USE
METHODOLOGY
1. Inductive Discovery

2. Laboratory

3. Problem-Solving

4. Inquiry
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE IV- TEACHING APPROACHES, METHODS AND TECHNIQUES

4.3 IDENTIFICATION
Objectives-Methods Chart

The first column presents prototype objectives. In the right column, list what you think are the most
effective methods/strategies a teacher should employ.
OBJECTIVES MOST EFFECTIVE METHODS

1. To identify the parts of plants.

2. To define in your own words the meaning

of literature.

3. To apply an equation in extracting for a

square root of a number.

4. To analyze the message of a given poem.

5. To critique an oratorical piece according to

a given set of standards.

6. To write a letter of application for summer

part time job.
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE IV- TEACHING APPROACHES, METHODS AND TECHNIQUES

4.4 INTERNALIZATION
Knowing the Best Option

Recall two teaching scenarios you have personally experienced. now that you can identify different
types of teaching approaches and methodologies, apply the best option that you think will be appropriate for
your scenarios.

TEACHING SCENARIO 1 MOST APPROPRIATE METHODOLOGIES

TEACHING SCENARIO 2 MOST APPROPRIATE METHODOLOGIES

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE IV- TEACHING APPROACHES, METHODS AND TECHNIQUES

4.5 DISSEMMINATION
Final Thoughts

If teaching is a science, how does it challenge me as a future teacher?

If teaching is an art, what is its implication to me as a future teacher?

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE VI- PLANNING FOR SUCCESSFUL LEARNING AND TEACHING

6.2 PARTICIPATION
Observation: The Planning Cycle in Action

Instructions:
1. Observe a teacher in any subject.
2. Write your observation relative to how the teacher puts in action the planning cycle.
3. Answer the guide questions.

A. Preparation and Introduction Phase

1. How did the teacher begin the lesson?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Why did the teacher decide to teach the lesson?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. How did the teacher communicate the objectives?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
B. What content did the teacher develop?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

C. Activities: How did the teacher implement the activities? List down the steps.

1.

2.

3.

4.

5.

D. What approach did the teacher use?

 Direct or expository? ____________________________
 Indirect or exploratory? ____________________________

E. What method was used? ____________________________

F. Write the series of steps of the methods used by the teacher.

1.

2.
3.

4.

5.

6.

G. What techniques were used by the teacher?

1. discussion
2. questioning
3. ____________________________________
4. ____________________________________
5. ____________________________________

H. What materials were used by the teacher?

List them down.

I. How did the teacher assess the attainment of the objectives?

Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE VI- PLANNING FOR SUCCESSFUL LEARNING AND TEACHING

6.3 IDENTIFICATION
Charting Instructional Events
Using the same observation report, chart the different events in the three stages of the planning cycle.

PRE-LESSON PLANNING


LESSON PLANNING IMPLEMENTATION

POST LESSON PLANNING


Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE VI- PLANNING FOR SUCCESSFUL LEARNING AND TEACHING

6.4 INTERNALIZATION
Lesson Learned from Reflective Observation

Based from the observation report, list three insights you want to remember about each of the
different stages of the planning cycle.

Pre-Lesson Planning

1. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Lesson Planning for Implementation

1. Introductory

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Development

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. Culminating

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 Post Lesson Planning

1. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Name: _________________________________ Course/Year: _____________________
Subject: _______________________________ Instructor: _______________________

LEARNING EXPERIENCE VI- PLANNING FOR SUCCESSFUL LEARNING AND TEACHING

6.5 DISSEMINATION
Putting Them All Together

Think of a particular lesson in your major field, then write your desired activities in each of the three
stages of the planning cycle.

A. My Pre-Lesson Planning Activities

B. My Plan for Implementation

1. Lesson Introduction

2. Lesson Development

3. My Culminating Activity
C. My Post Planning Activities