Fs 2 Page 84

My Analysis

1. If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities (TLA) and Amusement Task
(ATs) were not aligned, what would the effect on the performance of students?

If that happens, I think the discussion will be disorganized and the students will be confused, and their
learning goals may not achieved. Students will lead to confusion of the topic that will results to route
learning where no skills acquired. The teacher’s will also have some problems in assessing the
students, and the students will not have some retention.

2. Are there Teaching Learning Activities (TLAs) which are more appropriate than what Teacher used?

TLA’s or Teaching Learning activities are not always more appropriate that what the teacher used
because for me, they are used to make the learning fun and interactive. It will be more appropriate if
TLA and the ILO were aligned because it will not only make the learning fun and interactive but also
the teacher achieve and reach her goals at the end of her lesson.

3. Are there more appropriate assessment tasks that the teacher should have used. If yes, give
examples.

During my observation, cooperating teacher should have made an assessment, whether a group, by
pair or solo assessment to test her students learning at the end of her lesson. This also helps if she had
attained her goals which she presented at the start of her lesson.

4. Many a teacher sets the intended learning outcomes/lesson objective but tests another outcome on
lesson objective after thus confusing students. Do you agree?

Absolutely! Some of the teachers are confusing their very own learnings. The reasons are learning
objectives are not aligned with the assessment. Lesson plan is not SMART. The objectives must be
 connected to each other and compliments each other. It should be aligned with other so that the
learners won’t be confused and feel complicated.

5. What lesson do you learn from # 4?

What I learned from #4 is we teacher should deliver our lesson lighter to the students, we should not
test another outcome if it is really not aligned with the intended learning outcome we set. We are not
only making them confuse with the lesson, we are also making them hard to understand the lesson.
So, we should use an appropriate assessment that will not just surely attain our goals but also making
our students understand easily.

My Reflections
Why are we back to teaching by objectives or Bloom’s mastery learning? This time it is referred to as
OBTL.

It is advisable to back to teaching by objectives or Bloom’s mastery learning in order to know if the
activities, subject matter, and other educational activities concerning to the topic if aligned or
achievable to the objectives or not and make sure it really help the students learning.

Does OBTL help us become more globally competitive beginning with the ASEAN member countries?
For me, OBTL really helps us to be more globally competitive because this OBTL where it specifically
determine to the authentic education wherein the students may execute their learnings through
performance based. This learning is beneficial to students wherein they could use it in their real life
situations. Through this OBTL students could keep track of their progress and to know if such field is
suited to them. Through OBTL, teachers can provide students with more systematic learning
experiences thus better-quality education.

What are your thoughts about OBTL?

Outcome-based Teaching and Learning (OBTL) is a student-centered education approach where the
programme’s intended learning outcomes are explicitly defined for students to achieve. Teaching and
learning activities are then carefully designed to facilitate students to achieve these outcomes. This
 means that everything teachers do must be clearly focused on what they want students to know,
understand and be able to do. In other words, teachers should focus on helping students to develop
the knowledge, skills and personalities that will enable them to achieve the intended outcomes that
have been clearly articulated. ‘Constructive alignment’ is the process that we usually follow when we
build up an OBE syllabus. Which refers to the process to create a learning environment that supports
the learning activities appropriate to achieving the desired learning outcomes. The word ‘constructive’
refers to what the learner does to construct meaning through relevant learning activities. The
‘alignment’ aspect refers to what the teacher does. The key to the alignment is that the components
in the teaching system, especially the teaching methods used and the assessment tasks are aligned to
the learning activities assumed in the intended outcomes.

Fs 2 page 94

My Analysis

1. For information processing at a higher level, which types of questions should you ask more?

High level questions call for higher – order thinking ability. “Why” and “how” questions require
analysis of observations. This type of questions enable the students to think more and it employ more
on critical thinking skills.

2. Which types of questions was/were most asked?

Low level questions demand low level responses. They required responses of the simple recall or
memory types of answers. These type of question are aligned to route learning wherein students are
able to retrieve certain information from the previous.

3. Which types of question were least asked?

Mostly on high levels order thinking ability such as why and how questions employ critical thinking
skills.
4. Which questioning techniques were most employed? least employed?

Low level questions demand low level responses were most employed while high level questions call
for higher – order thinking ability. “Why” and “how” are least employed from the class.

5. Which reacting techniques were most commonly used? least commonly used?

Reacting techniques were most commonly used are the following: 1) providing feedback, 2) giving
appropriate praise to high quality responses, 3) following up a student’s response, 4) explaining the
question, 5) rephrasing the seemingly unclear question while least commonly use are: 6) showing non
– verbal encouragement, 7) re – directing the question to other students, 8) soliciting students’
questions to satisfy curiosity.

My Reflections
Based on the most common types of questions asked, questioning techniques and reacting techniques
that the Resource Teacher employed, reflect on the level of questioning and thinking processes that
students are engaged in classrooms. (You may want to refer to Bloom’s and Kendall’s and Marzano’s
level of processing on Learning Episode 4).

After careful observation I found out a good questioning techniques makes the student to
comprehend more with the subject matter and it employ critical thinking skills. A good questioning
technique where it is the “Cognitive or Knowledge part” wherein students can impart knowledge to
the students. “Affective part” where it specifically focuses on reacting techniques is quite important
because even just a simple reaction could leave mark to a student. That’s why, we have to have
appropriate reacting techniques and always be sensitive to other people. A right and appropriate
questioning must be a big deal where it is more sensitive to students for responding correctly. An
appropriate questioning makes the students to interact and cope up with the lessons.

Neil Postman once said: “Children go to school as question marks and leaveschool as periods!”
In the classroom settings, 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. This quote has something to do with the types of questions because this quote by Neil
Postman describes effective questioning techniques that may affect to the learners. That through
correct and appropriate questioning and reacting to the learners ideas and opinions, we can
encourage and develop their activeness that could increase their performance level to the class as
well as the increase of thinking skills of the students engaged in the classroom