LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

“For Nation’s Greater Heights”

COLLEGE OF TEACHER EDUCATION

A.Y. 2022 – 2023

FIELD STUDY 1
OBSERVATIONS OF TEACHING-
LEARNING IN ACTUAL SCHOOL
ENVIRONMENT

MODULE 10

Submitted by:
SHANLAINE D. GALI
BEED-4B

Submitted to:

MRS. MARIVEL M. CATACUTAN, MAEd

Associate Professor I

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater Heights”

Activity 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies

Resource Teacher: Mrs. Maria Liza Pardenas Teacher's Signature:

School: Surigao West Central Elementary School Grade/Year Level: Grade 4
Subject Area: General Subject Date: November 21, 2022

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, the more e.g. Teacher used video on how digestion takes
and the better the learning. place and a model of the human digestive
system.
2. Learning is an active process. This means that the teacher should actively
engage the learners in learning activities if they
want them to learn what the intend to teach.
3. A non-threatening atmosphere enhances The physical classroom condition includes proper
learning. lighting, ventilation, order, tidiness, painting of the
room. Psychological climate is an offshoot of our
personality as a teacher, our rapport between us
and our student/pupils, the relationship between
and among us teachers and among our students.
4. Emotion has the power to increase retention We tend to remember and learn more those that
and learning strike our hearts, in fact the more emotionally
involved our students become in our lesson the
greater the impact.
5. Good teaching goes beyond recall of Ideally, our teaching should reach the levels of
information application, analysis. Synthesis, and evaluation
to hone our students’ thinking skills.
6. Learning is meaningful when it is connected to They see meaning in what they learn when we,
students’ everyday life. teachers, show the concern to their daily life.
7. An integrated teaching approach is far more Instructional approach is integrated when it
effective than teaching isolated bits of considers the multiple intelligences (MI) and
information. varied learning styles (LS) of students.

ANALYZE

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

There is no “best” method of teaching. However, many researchers today agree that
including more student-centered learning approaches in the classroom can improve learning, and
might be an effective teaching strategy rather than using only a teacher-centered approach leaves
out many skills and learning opportunities for students.

REFLECT

Reflect on this question. How do we select the appropriate strategy for our lessons?
If it’s a new subject, background material and then causes and effects. If its to test
knowledge already learned, a set of goals to achieve the wanted result is developed, always
stretching the tested to see how they perform in different scenarios and if the previous lessons
are adequate to the anticipated tasks.

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater Heights”
Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: Mrs. Maria Liza Pardenas Teacher's Signature:

School: Surigao West Central Elementary School Grade/Year Level: Grade 4
Subject Area: General Subject Date: November 21, 2022

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?
Yes, teacher state the learning objectives or intended learning outcomes (ILOS) at the
beginning of the class. By reading and explaining it her student, before discussions begins.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives/ ILOs? Explain your answer.
Teacher used by giving them examples, also by giving them ground activities to the
students.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ ILOs?
Teacher used an assessment of learning and assessment for learning, because she’s
gathering the relevant information about the student progress. The teachers decides
where the learners are in their learnings, and seeking where they need to go and what is
the best way to get there.

ANALYZE

1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-Based Teaching and Learning it focuses not on what the teacher intends to
teach or the content but rather than emphasis on what is the outcome or result from the learner
of that teaching is intended to be. Its connected with the learning objectives of the lesson.

REFLECT
Reflect on the use of OBTL.
Outcome-Based Teaching and Learning helps teacher and students as well, to achieve
the outcomes or the progress of the children. The purpose of it is to make more responsibility for
their own learning and supports the move to greater student engagement with the curriculum and
to the student-centered approaches.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Mrs. Maria Liza Pardenas Teacher's Signature:

School: Surigao West Central Elementary School Grade/Year Level: Grade 4
Subject Area: General Subject Date: November 21, 2022

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 Question Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent Closed / What is a sequence? What are series? How to find nth term in
Low level a sequence?

2. Divergent / Higher-order / What is the real-life application of Sequence and Series?

Open-ended / Conceptual
a. evaluation When can we say that it is sequence or a series?
FS 1 – Observations of Teaching – Learning in Actual School Environment
 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater Heights”
b. inference Is 25, 18, 4 a sequence or a series?

c. comparison Does -16, -12, -8 and 13, 17, 21 have the same difference?

d. application What is the 5th term in 23, 32, 41, 50, __, 68?

e. problem-solving What method can you apply to solve the given problem?

3. Affective Upon answering those questions above, how do you feel that
you resolve the problem?

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

This quote by Neil Postman has something to do with the sorts of inquiries since it
highlights effective questioning tactics that may have an impact on the learners. That by asking
relevant questioning and responding to student’s thoughts and opinions, we can promote and
enhance their activeness, which will improve their class performance as well as their thinking
abilities.

REFLECT
Reflect on the importance of using various reacting techniques.

After careful observation, I discovered that excellent questioning tactics help students
understand the subject matter better and develop critical thinking abilities. A good questioning
approach in which the “Cognitive or Information component” is used to allow student to convey
knowledge to their peers. The “affective portion,” which is focuses on the responding tactics, is
crucial since even a basic reaction may make an impression on a student. As a result, we must
have a suitable reaction strategy and be always receptive to others.

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Module by interviewing at least two
teachers on their thoughts on OBTL.

According to teacher Merde Grace Saturinas

one of my resource teachers, her opinion
about OBTL is that;
“OBTL is a curriculum design
framework to teaching and learning that helps
to focus on, “first identifying the intended
outcomes or goals of a module or programme
and then aligning teaching, learning, and
assessment to maximize the likelihood that
students achieve those outcomes.”

FS 1 – Observations of Teaching – Learning in Actual School Environment