Resource Teacher: Ramos, Fredie P.

Teacher's Signature Grader/Year Level: Grade 9&10

School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

Learning Episode 9. Preparing for Teaching and Learning

ACTIVITY 9.1

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

OBSERVE

Observe a class with the use of the principles 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 setting of clear and
N/A
high expectations of learning outcomes.
2. Learning is an active process. N/A
3. Learning is the discovery of personal meaning and
N/A
relevance of ideas.
4. Learning is a cooperative and a collaborative process.
Learning is enhanced in an atmosphere of cooperation N/A
and collaboration.

ANALYZE

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

a. Most Applied
 As I interview, the most widely used learning principle is "Learning is an active process" in which a
student-centered approach is used. Students learn better when they participate in the learning
process. Teachers, rather than being one-way information providers, are facilitators in this learning
paradigm.

b. Least Applied
 "Learning is the finding of personal meaning and relevance of ideas," as I've interview, is the
learning concept that has been implemented the least of the four principles.

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 instructor begins teaching her lesson to the students, she can project her
desired learning outcomes for the topics on a projector so that the students can get a sense of how
the discussions will go and respond to the teacher.
 Learning is an active process
Example: Teachers might use reciprocal questions to establish an open discourse in which students
assume the position of the teacher and offer their own questions regarding the topic, reading
session, or lesson.
 Learning is the discovery of personal meaning and relevance of ideas.
Example: In order to allow pupils to aid with their responses, the teacher answered those test
questions verbally in front of them. The students learned the need of self-preparation prior to an
exam.
 Resource Teacher: Ramos, Fredie P. Teacher's Signature Grader/Year Level: Grade 9&10
School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

 Learning is a cooperative and a collaborative process. Learning is an enhance in an atmosphere of

cooperation and collaboration.
Example: Collaborative learning is a teaching and learning strategy in which students work together
to solve a problem or develop a meaningful project. Collaborative learning can take the form of a
group of students debating a lecture or students from different schools working together on a
shared assignment over the Internet.

REFLECT

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

 Learning principles are suggestions for the most effective ways for people to learn. The most crucial principle, in
my opinion, is "learning is an active process," because it teaches through student interaction. It uses a student-
centered approach to enable pupils to actively participate in the learning process. With fewer instructor
lectures, students are expected to learn through cooperation and exploration, resulting in a more student-
centered approach to learning than traditional learning, which relied on lengthy teacher discussions and
lectures. With this kind of approach, the student's task is to collaborate with the teacher in the building of
knowledge, and the teacher's responsibility is to assist them. As a result of allowing pupils to participate in the
building of information, better understanding, critical thinking, and problem-solving skills are developed.
 Resource Teacher: Ramos, Fredie P. Teacher's Signature Grader/Year Level: Grade 9&10
School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

ACTIVITY 9.2

Identifying Learning Outcomes that are aligned with Learning Competencies

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.

SMART( Objectives) Achieved

Learning Outcomes
Yes No Yes No
1. Define the form of passive voice construction N/A N/A
2. Convert a sentence from active voice to passive voice and vice versa N/A N/A
3. Write sentences in the passive voice in simple present and simple past
N/A N/A
tenses
4. Explain the use of the correct voice in the appropriate situations, taking
N/A N/A
into account usage, effect and intention

2. Cite pieces of evidence that these learning outcomes were achieved.

N/A

ANALYZE

1. Do SMART objectives make the lesson more focused?

 SMART objectives, in my opinion, assist the lesson become more focused because the goals are specific,
measurable, achievable, realistic, and timely, which sets you up for success. Teachers are aided in achieving
their desired learning outcomes as a result of this. The SMART approaches will assist instructors in pushing
themselves farther, giving them a sense of direction and assisting them in organizing and achieving their goals
in order to achieve what they anticipate from their pupils.

REFLECT

Reflect on the lesson learned in determining SMART learning outcomes.

 I learned from the lesson on determining SMART learning outcomes that your lesson objectives or intended
learning outcomes should be SMART (Specific, Measurable, Attainable, Result-oriented, and Timebound), as
this will greatly assist and guide the teacher in the learning process and the development of the students. As I
previously stated, SMART objectives will assist teachers in directing the flow of the lesson and assisting them in
achieving their desired goals on a given topic, as well as making the conversation clear and organized.
 Resource Teacher: Ramos, Fredie P. Teacher's Signature Grader/Year Level: Grade 9&10
School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

ACTIVITY 9.3

Distinguishing Between Inductive and Deductive Methods of Teaching

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-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning process?
 N/A How? Or were they mere passive recipients of
instruction?
 N/A
Was the emphasis on the mastery of the lesson or on the Was the emphasis on the student’s application of the
test? Prove. lesson in real life? Give proofs
 N/A  N/A
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
 N/A  N/A
Did teacher focus only on one discipline/subject? Did teacher connect lesson to other disciplines/subjects?
 N/A  N/A

What teaching-learning practice shows that teaching approach was:

A) Constructivist- connected to past experiences of learners; learners constructed new lesson meanings.
 N/A
B) Inquiry-based
 N/A
C) Developmentally appropriate- learning activities fit the developmental stage of children.
 N/A
D) Reflective
 N/A
E) Inclusive- No learner was excluded; teacher taught everybody.
 N/A
F) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught.
 N/A

ANALYZE

1. What are the consequences of teaching purely subject matter for master and for the test?
 When a teacher focuses solely on subject matter for mastery and testing, the student's knowledge will be
limited since the instructor restricts the student's learning to a concept with no applicability. Also, if this
occurs, I believe that pupils will study solely for the sake of exams, and everything the teacher has taught will
be easily forgotten.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered? Why?
 N/A

REFLECT
 Resource Teacher: Ramos, Fredie P. Teacher's Signature Grader/Year Level: Grade 9&10
School: San Cristobal National High School Subject Area: Mathematics Date: Dec. 05, 2021

Reflect on Principles of teaching worth applying

 As a future educator, I believe that teaching concepts are critical for us all to develop ourselves and our
students' learning processes. This encourages high-quality learning and teaching practices at a variety of
institutions dedicated to education. Through effective teaching, it improves student engagement and learning
in all of these principles.