FS 1

Getting Ready for

Teaching and Learning

The Learning Episode 9 will emphasize the principles of learning

which must be applied to ensure quality instruction. It also highlights the
Intended Learning Outcomes (ILO) which set the direction of the lesson. ILO
must be SMART (Specific, Measurable, Attainable, Realistic, and Time-bound)
and formulated in accordance with time-tested principles. This episode will
also determine the teaching method used by the Resource Teacher whether
deductive or inductive which is the practical realization or application of an
approach. This episode dovetails with the course on Facilitating Learner -
Centered Teaching.

At the end of this episode, you must be able to:

✓ identify the teaching and learning practices that apply or violate the
principles of teaching learning.
✓ determine the guiding principles on lesson objectives/learning
outcomes applied in instruction.
✓ evaluate if lesson objectives follow the SMART principle.
✓ determine whether the intended learning outcomes are achieved at
the end of the lessons.
✓ observe the teaching methods applied by the teacher.
✓ differentiate different methods of teaching through illustration or
graphic presentation.

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 The following are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning

outcomes.
2. Learning is an active process. “What I hear, what I see, I remember,
what I do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students
are given the opportunity to connect what they learn with other
concepts learned, with real world experiences and with their own
lives.
4. Learning is cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the

teaching- learning process. It is the practical realization or application of an
approach. All methods of teaching can be classified either as deductive
(direct) or inductive (indirect).

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Now, are you ready for your observation activity? I bet you are, so let’s
begin.

Your Activity 9.1

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

To realize your learning objectives, you need to observe a class with

the use of the principles of learning given in the “Your Learning Needs”
section. You will identify evidence of applications/violations of the principles
of learning. You need to 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 1.) The resource teacher clearly communicated
setting clear expectations and what students were expected to learn and
learning outcomes. accomplish in each lesson.
2. Learning is an active process. 2.) The teacher engaged students in hands-on
“What I hear, what I see, I activities, encouraging them to actively participate
remember, what I do, I in the learning process.
understand.”

3. Learning is the discovery of the 3.). The resource teacher helped students relate
personal meaning of ideas. new ideas to their own experiences, making the
Students are given the learning more personally meaningful.
opportunity to connect what
they learn with other concepts
learned, with real world
experiences and with their own
lives.

4. Learning is cooperative and a 4.) The teacher fostered collaboration among

collaborative process. students, encouraging them to work together on
projects and learn from each other.

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 Answer the following questions.

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

- The resource teacher effectively applied the principles of setting
clear expectations, active learning, and establishing personal
connections. By clearly communicating lesson objectives, engaging
students in hands-on activities, and helping them relate new ideas
to their own experiences, the teacher created an environment
conducive to effective learning. However, the principle of
collaboration, where students work together and learn from each
other, was less emphasized in comparison, representing the least
applied principle in the teaching approach.

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

1. Clear Expectations: The teacher could have written learning goals on

the board or verbally explained what students should
achieve by the end of the lesson, providing a roadmap for their learning.

2. Active Learning: Instead of just lecturing, the teacher might have

organized a hands-on activity where students could touch, feel, or
experiment with the subject matter, making learning more engaging.

3. Personal Connection: The teacher could have asked students to

share how the lesson relates to their lives, encouraging them to connect
new ideas with their own experiences and making the content more
personally meaningful.

4. Collaboration: The teacher might have assigned group projects or

activities where students work together, share ideas, and learn from
each other's perspectives.

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From among the principles of learning, which one do you think is
the most important?
- The most important principle of learning is likely the second one
– "Learning is an active process." When students actively engage
with the material, whether through hands-on activities,
discussions, or problem-solving, they are more likely to retain and
understand the information. It transforms learning from a passive
experience into an interactive journey where students participate
in the discovery of knowledge. This principle acknowledges that
doing leads to understanding, emphasizing the importance of
active involvement in the learning process.

Moreover, while all principles contribute to effective learning, the

second principle serves as a foundation for the others. Clear
expectations, personal connections, and collaboration are most
impactful when integrated within an active learning environment.
By placing the learner at the center of the educational experience ,
the principle of active learning empowers individuals to take
ownership of their education and fosters a lifelong love for
learning.

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 Your Activity 9.2
Identifying Learning Outcomes that are
Aligned with Learning Competencies

To realize your learning objectives, you are required to observe a

class.This time, focus on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Provide evidence.

Write the learning outcomes stated in the lesson.

Learning Outcomes SMART Objectives? Achieved?

Yes No Yes No

1.) Recognize the limitations and possibilities

2.) Distinguish the limitations on and
possibilities for transcendence.
3.) Evaluate the limitations and possibilities for
transcendence

Cite evidence that these learning outcomes were achieved.

Evidences that the Learning Outcomes were Achieved

1. During the discussion of the video presentation, the students actively

engage in identifying and acknowledging the limitations faced by the
person in the video.
2. During the activity involving mathematical problems, the students can
distinguish between problems they can solve and those they find
challenging, it indicates an understanding of their limitations and

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 possibilities for transcendence in problem-solving.
3. In the "I CAN/I CANNOT" activity where students assess and evaluate their own
skills, abilities, and limitations. The group activity discussing possibilities for
transcendence further provides an opportunity for learners to evaluate and share their
thoughts on overcoming limitations. Additionally, during the quiz, the students can
articulate concepts related to transcendence, it demonstrates their understanding and
ability to evaluate these aspects.

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Do SMART Objectives make the lesson more focused?

- Yes, SMART objectives make the lesson more focused. By being

Specific, Measurable, Achievable, Relevant, and Time-bound,
SMART objectives provide clear and precise targets for what
students should achieve. This clarity helps in directing attention to
the key learning outcomes, ensuring that the lesson stays on track
and learners know exactly what is expected of them. It promotes a
structured approach, making the teaching and learning process
more effective and purposeful.

Reflect on the Lesson Learned in determining SMART Learning

Outcomes.
- SMART is crucial in constructing learning outcomes because it
brings clarity and precision to what students are expected to
achieve. Each element of SMART - Specific, Measurable, Achievable,
Relevant, and Time-bound - contributes to the effectiveness of
learning objectives. Specific objectives provide a clear focus,
measurable criteria allow for easy assessment, achievable goals
ensure realistic expectations, relevance connects the learning to
the broader context, and a time-bound structure sets a deadline for
accomplishment. This specificity helps both teachers and students
understand the purpose and expectations of the lesson, making it
easier to stay on track and work towards well-defined goals.

SMART learning outcomes make the educational process more

helpful to students by providing a roadmap for success. When
objectives are specific, students know exactly what skills or
knowledge they need to acquire. Measurable criteria enable them
to track their progress, fostering a sense of accomplishment.
Achievable goals make the learning process realistic and
manageable, reducing overwhelm. Relevant outcomes connect
learning to real-world applications, making it more meaningful.

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 Lastly, time-bound objectives create a sense of urgency,
encouraging students to stay focused and complete tasks within a
given timeframe. In essence, SMART learning outcomes empower
students by offering a clear, attainable, and time-sensitive path to
success in their education.

Your Activity 9.3

Distinguishing between Inductive and Deductive
Methods of Teaching

You will observe one Resource Teacher with the use of the
observation sheet
below.Usingtheguidequestio ns,yo ushallreflecto nyo urobserv atio nsandanalysi
s.

Teacher -Centered Student- Centered

Did the teacher lecture all the time? Were students involved in the teaching-
- Yes the teacher lecture all the time . learning process? How? Or were they
mere passive recipients of instruction?
- Yes, students were actively involved
in the teaching-learning process. They
participated in discussions about the
human person, engaged in activities
like solving mathematical problems,
and shared their observations after

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 watching a video. This active
participation indicates that they were
not mere passive recipients but
contributors to the learning
experience.

Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
- The emphasis on the mastery is in both proofs.
lesson and in the test. As I observe my - Yes, the lesson plan places a strong
resource teacher she did her best to emphasis on the application of the
relay information in at her best. lesson in real life. For example, the
activity where students make a list of
their capabilities and limitations
directly relates to self-awareness, a
skill valuable in real-life decision-
making. Additionally, the group
activities and discussions encourage
students to explore how the concept
of transcendence applies to their own
lives.
Was the class atmosphere competitive? Was the class atmosphere collaborative?
Why? Why?
- The class atmosphere is competitive - Yes, the class atmosphere appears
while doing individual task like quiz, or collaborative. Activities like group
recitation but when it comes to some discussions, sharing observations, and
group activity like collaboration, they presenting outputs as a group indicate a
helped each other to be not behind in collaborative learning environment.
the performance. This fosters teamwork and allows
students to learn from each other,
contributing to a positive and inclusive
atmosphere.
Did the teacher focus only on one Did the teacher connect lesson to
discipline/subject? other disciplines/subjects?
- The teacher didn't focus only on one - The teacher didn't focus only on
subject. The teacher connect her one subject. The teacher connect
discussion to the other subject because her discussion to the other subject
other subject can have best example to because other subject can have
the discussion. best example to the discussion.
What teaching learning practice shows that teaching practice was:
a. Constructivist-connected to past experiences of learners; learners constructed
new lessons meanings.
- The activity where students list their capabilities and limitations connects
to past experiences, allowing learners to construct new meanings about
themselves.
b. Inquiry-based
- The mathematical problem-solving activity and the "I CAN/I CANNOT" activity
involve inquiry, encouraging students to explore and discover solutions on
their own.

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c.Develop mentally appropriate-learning activities fit the developmental stage
of children
- The activities, such as solving mathematical problems and self-
reflection, seem tailored to the students' level of understanding and
cognitive development.
d. Reflective
- The closure of the lesson with students sharing what they learned
demonstrates a reflective element, encouraging students to think about the
lesson's impact on their understanding.

e. inclusive- no learner was excluded; teacher taught everybody

- The group activities and discussions create an inclusive environment where
every student is encouraged to participate and share their thoughts.
f. collaborative- students worked together.
- Group activities and discussions promote collaboration, allowing students to
work together and learn from one another.
g. Integrative- lesson was multidisciplinary—eg. In Science, grammar was taught.
- The emphasis on transcendence connects philosophical concepts with real-
life experiences, potentially integrating elements of psychology and ethics into
the lesson.

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 Answer the following questions:

1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
- Teaching purely for subject matter mastery and tests can have
consequences on students' overall understanding and learning
experience. While it may lead to high test scores, students might
struggle to apply the knowledge in real-life situations. They may
memorize information without truly grasping the underlying concepts.
Additionally, a focus on test performance can create a stressful
environment, promoting rote memorization rather than fostering
critical thinking and problem-solving skills. Students may become
disengaged from the learning process, viewing education merely as a
means to achieve good grades rather than as a tool for personal growth
and practical application.

2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
- If I were to reteach the classes, I would adopt a student-centered
approach. This means placing the students at the center of the learning
process, actively involving them in discussions, hands-on activities, and
collaborative projects. A student-centered approach promotes a deeper
understanding of the subject matter, encourages critical thinking, and
allows students to relate their learning to real-life situations. It creates
an environment where students actively participate, ask questions, and
explore topics beyond the scope of exams. Ultimately, a student-
centered approach contributes to a more meaningful and lasting
learning experience, fostering not just subject mastery but also the
development of skills that are applicable in various aspects of life.

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 Reflect on Principles of Teaching Worth Applying.
- Applying the principle of clarity in communication is essential.
Clearly outlining lesson objectives and expectations helps students
understand what is expected of them, fostering a focused and
purposeful learning environment. Additionally, incorporating
active learning principles keeps students engaged and encourages
them to participate in the learning process, making education
more dynamic and impactful.

Another valuable principle is creating a supportive and inclusive

atmosphere. By recognizing and appreciating diverse learning
styles and backgrounds, teachers can cultivate an environment
where every student feels valued and included. This not only
enhances the overall learning experience but also contributes to a
positive classroom culture where students feel comfortable
expressing themselves and sharing their perspectives.

Furthermore, embracing flexibility in teaching methods is crucial.

Adapting to students' needs and modifying instructional strategies
based on their understanding promotes a responsive and effective
teaching approach. Flexibility allows for personalized learning
experiences, catering to the unique strengths and challenges of
individual students. Overall, a combination of clarity, active
learning, inclusivity, and flexibility creates a conducive and
enriching educational environment.

Post proofs of learning that you were able to gain in this episode.

You may attach the lesson plan (s) used by Resource Teacher to show the
intended learning outcomes and the method used in the class.

Bellow is the lesson plan of my Resource Teacher

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 PANABO CITY SENIOR
School HIGH SCHOOL Grade 12
Level
Teacher Oshea R. Espolong Subject Philosophy
Teaching October 20, 2023 Quarter 1st
Dates and 9:45 AM- 10:45 AM
Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of human person as
Standards an embodied spirit
B. Performance The learner distinguishes his/her own limitations and
Standards possibilities for his/her transcendence
C. Learning At the end of the session, learners are expected to:
Competencies
a. Evaluate own limitations and the possibilities for their
transcendence- PPT11/12-Ig-3.2

Learning Objectives:

1. Make a list of one’s capabilities and limitations

2. Use the concept of transcendence in examining one’s
limitations
3. Evaluate own limitations and possibilities for their
transcendence

ACROSS CURRICULUM

Identify and explain the various determinants of the

Theory of Consumer Behavior. ABM_AE12II-e-g-11

II. CONTENT HOW DOES MY HUMAN NATURE ENABLE ME TO

EXPLORE MY LIMITS?
III. LEARNING
RESOURCES
A. References Introduction to the Philosophy of the Human Person
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages 54-57
4. Additional
Materials from Modules
Learning
Resources (LR)
Portal
B. Other Learning TV, Laptop, Printed Images

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Resources
IV. PROCEDURES
A. Reviewing
a. Prefatory (Prayer, attendance, energizer and house rules)
previous lesson or
b. Review – ask the students about the topic on:
presenting the new
WHAT IS HUMAN PERSON?
lesson
B. Establishing a
purpose of the At the end of the lesson, the students will be able to:
lesson
1. Recognize the limitations and possibilities
2. Distinguish the limitations on and possibilities for
transcendence.
3. Evaluate the limitations and possibilities for
transcendence.

Discussion Proper:

a. The teacher will share a 1-minute video presentation of a

person who is physically-handicapped but can do things
beyond his limits or can perform like any normal people do.
https://youtu.be/6F8zK57Wa0A?feature=shared

b. After the video presentation, the teacher will call a student

to share his/her observation.
c. The teacher will proceed to the discussion proper about the
topic on TRANSCENDENCE

How do humans enable to explore his/her limits?

It can be said that the person is a very biologically

deficient being. This means that we are not equipped with the
best physical attributes among all the beings in the world.

a. We do not have the natural ability to fly

b. We cannot breathe underwater without the aid of a
breathing apparatus
c. We cannot survive in certain environments like other
animals.
d. Compared to other animals, we have limited
capabilities strength, speed, and use of our senses.

Despite these natural limitations, we have used our

intellect to devise means to achieve several feats.
a.1. We now use airplanes to fly
a.2. Employ scuba gear to swim underwater for
extended periods

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 a.3. Invented tools and machines to lift great weights
and perform other feats
well beyond our physical capabilities.

The ability to surpass limits is called

TRANSCENDENCE. Our mind is an important tool that allows
us to go beyond many of our physical limits.

Although we have physical limitations, we can transcend

them because of our spiritual dimension. Being physically
limited in our abilities does not prevent us from hoping for or
aspiring to greater things.

Transcendence also means overcoming oneself or

being in control even if the body reminds us of certain
tendencies. The essence of this is to acknowledge our
limitations, identify possibilities for development, and change
ourselves for the better.

C. Presenting Activity 1: Mathematics

examples/instances a. The teacher will present five (5) Mathematical problems.
of the new lesson b. The students are given at least 10 to 30 seconds to
solve it depending on the level of difficulty.
c. The students will stand up and show their answer.
d. The teacher will account how many got the correct
answer.
This activity will help the learners know their level of
competency in solving Mathematical problem and the teacher
will also recognize the students who can surpass their limits in
problem solving.

Problem 1 10 + 9 = 19
Problem 2 3- 5 =- 2
Problem 3 2(2+3)/3= 3.33
Problem 4 -2(3+4)/4 = -3.5
Problem 5 2( 10 (12/4) + 5 (4+12) / 8 ) = 80
D. Discussing new
concept and Activity 2: I CAN/ I CANNOT
practicing new
skills #1 This activity will explore the abilities and limitations of the
learners. In the “I can” column, the student will write down the
skills and abilities that define him/her as a person. In the “ I
cannot” column, the student will list down the things he/she h as
tried to do but could not because of personal limitations.

d.1 The students will be divided into three (3) groups

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 d.2. The teacher will give samples of skills, abilities and talents
to students.
d.3. The student will arrange their skills, abilities an d talents
based on their natural inclinations and capacity
d.2 There will be one presenter for each group to discuss the
output in class.
E. Discussing new Continuation of the discussion…
concept and
practicing new Philosophy gives us useful tools to explore our limitations
skills #2 and possibilities for transcendence. The essence of
transcendence is:

e.1. to acknowledge our limitations

e.2. identify possibilities for development
e.3. change ourselves for the better
e.4. take on mental challenge such as learning a new skill
e.5. opening yourself to new experiences and ideas
F. Developing Activity 3:
Mastery (Leads to
Formative This activity will explore the learners’ own possibilities for
Assessment) transcendence. It will be group activity. Each group will discuss
their appropriate responses.

I WANT TO BE…. I CAN ACHIEVE THIS BY…

I WANT TO DO THE I CAN MAKE THIS HAPPEN

FOLLOWING… BY…

G. Finding
practical Activity 5: Consumption vs. Satisfaction
applications of
concept and skills This activity will show the inverse relationship of
in daily living consumption versus satisfaction.

g.1. The teacher will call one (1) student to demonstrate the
activity.
g.2. The student will show to the class the basic theory of
consumption in the study of economics.
H. Making
generalization and Students will be called to share what they learned from today’s
abstraction about lesson.
the lesson
I. Evaluating
learning Quiz – Identification – Write your answer on the space
provided. 2 pts. For each item.

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 ______________1. Refers to a man as species.
______________2. Refers to the characteristics that
distinguish human from all other creatures.
______________3. The ability to surpass limits.
______________4. An important part of human person that
allow us to go beyond many of physical limits.
______________5. Gives us useful tools to explore our
limitations and possibilities for transcendence.

J. Additional
activities for Make a personal commitment to overcome one of your
application or personal limitations. Track your progress in overcoming this
remediation limitation in your notebook. Give an update on your progress
before the end of the semester.

V. REMARKS
VI. REFLECTION

Prepared by:
OSHEA R. ESPOLONG
Subject Teacher

Reviewed by:

JOBELLYN MAE A. BONTIFOLA

SHS Focal

Approved:

MYRNA E. PURICACION
Principal II

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 Great Job! You are done with the observation activity for the Learning
Episode 9. To successfully end your Learning Episode 9, go to your LMS and
answer the Learning Episode 9 Quiz.

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