OBSERVATION SHEET #1

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

What did the Resource Teacher do

which applies/contradicts the learning
Principles of Learning principle?
Non-application/
Application of the
Contradiction of the
Principle
Principle

The teacher begins by

1. Effective learning begins with the setting of clear and introducing the topic
high expectations and learning outcomes. and then allows the
pupils to study some
related reading
resources.

The teacher divided the

2. Learning is an active process. students into groups and
instructed them to A few students struggled
answer questions based to follow and
on the materials they comprehend the
had read. After each directions and questions
group provided their presented to them
solutions, the teacher let
the students describe
and demonstrate their
specific answers.

Students used members' Some of the

3. Learning is the discovery of personal meaning and personal thoughts and students/groups simply
relevance of ideas. experiences that were apply their
relevant to the given understanding of the
questions. supplied question

Each student There were several

participates in the group pupils who did not
4. Learning is a cooperative and collaborative process. activity. participate, particularly
They collaborate and boys. They're merely
Learning is enhanced in an atmosphere of cooperation
share their personal listening and allowing
and collaboration. ideas on the supplied their groupmates to
questions before answer the questions
presenting them to the without offering any
class assistance.
.
 OBSERVATION SHEET #2.1

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Guiding Principles Related to

Teaching Behavior/s which Prove/s Observances of
Lesson Objectives/Intended
the Guiding Principles
Learning Outcomes

1. Begin with the end in mind.

The teacher introduces her class's learning objectives to
establish a clear vision for them.
She connects the prior lesson with the next new lesson. She
began the lesson by assigning an activity for the students
to do.

2. Share lesson objective with Before class started, the teacher gave her students a lesson
students. objective. She shows how to use the strategy for solving basic
math problems in everyday situations. She works with the
children to demonstrate how to gradually solve simple
math problems that they may apply in everyday life.
Students participate in this interaction to apply prior
knowledge and ideas to their studies.

3. Lesson Objectives / Intended

Learning Outcomes are Specific,
My observations show that the lesson's intended learning
Measurable, Attainable, Result- outcomes and objectives are SMART goals. She began by
Oriented and Timebound introducing the concept of solving addition and subtraction.
(SMART) The pupils' comprehension and understanding are
evidence that the learning outcomes are measurable and
attainable. Because students learned how to solve basic
math problems and apply them in a sample role play, it is
also result- oriented. Finally, it is time-bound because the
teacher explained her subject in detail and in the allotted
amount of time.
 OBSERVATION SHEET #3.2

(Physical Education, ICT, TLE)

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Kendall‟s and Marrzano‟s Domains of Knowledge

Concrete Example/s for each Domain of

Domain Knowledge Knowledge from my observation (What did your
teacher teach? What was the focus of your
Teacher’s lessons?)

Sir Jefferson played a short clip about different types of

1. Cognitive Domain- Information
stitches. He then identifies the different types of stitches. He
(Declarative Knowledge) – explained what these stitches were used for. Examples of
Vocabulary, terms, facts, stitches he explained are running stitch, back stitch, ladder
concepts, principle, hypothesis, stitch, and so on.
theory

After explaining, he showed his students a sample of clothes

2. Mental Procedures (Procedural with different stitches and let them identify which type of
Knowledge)- e.g. mental skills stitch it was, and he allowed his students to explain how it
was identified as that kind of stitch.
such as writing a paragraph
.

3. Psychomotor – skills Sir Jefferson groups his class and gives each group a task
to complete. In every group, he gave a piece of cloth and
materials for stitching. He gave examples of what each group
would make. Every student practiced and experienced it
by taking turns stitching. They presented their work, and
every group made a good stitch

4. Affective –values, attitudes After the group activity, sir asks students what the
importance of learning how to stitch clothes is and how they
can apply this in their everyday lives.
 OBSERVATION SHEET #4.1

Bloom‟s Levels of Processing Cognitive Activities

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Bloom’s level of processing What learning activity/ies in the classroom

cognitive activities did I observe in each level?

The students were asked to recall the

1. Remembering lesson they had last meeting.

The teacher asked the students to

2. Comprehending interpret the title of the short story she
had read

The teacher had presented the different

3. Applying issues corresponding with audiovisual
wherein students may be able to
internalize certain behavior of what the
theme is all about

The teacher asked the students to

4. Analyzing discriminate the theme about the
positive and negative behavior of the
short story

The teacher gave the students an

5. Evaluating assessment and the students
answered some short story guided
questions.

Learners were asked about other theme

6. Creating that weren’t mentioned that may be used
as guide in real-life situations.
 OBSERVATION SHEET #4.2

Write down instances where Teacher

Levels of processing made learners to do any of these.
Information – Student/s gave Information asked.
1. Retrieval

The teacher asked the students how they could help

the community in their own small way.

Mental procedures – Student/s determined if

information is
accurate or inaccurate.

Students were also asked to distinguish between the

advantages and disadvantages of not aiding the
community.

Psychomotor procedures / Motor or physical skills

– Student/s executed/performed procedures.

The teacher asked one of the students to

demonstrate how they would serve their community.

Student/s constructed symbolic representation

2. Comprehension of information.

The students were asked to depict how they would

benefit the town.

Student/s integrated information, paraphrased

information.

The pupils elaborated on how they planned to aid

the town.
 OBSERVATION SHEET #5

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Teacher-Centered Student-centered

Did Teacher Lecture all the time? Where Students involved in the teaching- learning
process? How? Or were they mere passive recipients of
YES. instruction?

Students are active in the teaching-learning process

when she presents her objectives in her class, and
she always emphasizes the importance of listening
and participating in her teachings to learn and gain
information. She told some jokes to keep the lecture
fresh, intriguing, and not dull.

Was the emphasis mastery for the lesson for the Was the emphasis the student’s application of the lesson in
test? Prove real life? Give proof.

Yes, since she understands her lesson and its They possess problem-solving abilities that are applicable
flow. in real-life situations.

Was the class atmosphere competitive? Why. Was the class atmosphere collaborative? Why

Yes, because if one of them does not comprehend the

As far as I can tell, they are not
lesson, his seatmate will try to assist him, as he learnt from
competitive because the students are simply
the class. Also, if one of them is unable to answer a
enjoying the session, and the teacher
question posed by the teacher, they raise their hand to
maintains a healthy balance with her
assist their peers.
students.
 Teacher-Centered Student-centered

Did the teacher focus only on one Did the teacher connect lessons to other discipline/subject?
discipline/subject?

NO. YES.

What teaching- learning practice show that teaching approach was;

a.) Constructivism – connected to pass experiences of learners; learner’s constructive new

lesson meanings.

b.) inquiry- based - seeking solutions to the problems through study, research, investigation

c.) developmentally appropriate - learning activities fit the developmental stage of children.

d.) reflective - exploring and recalling the learner’s experiences to develop their critical thinking

skills to make the right decision and better learn outcomes in the future.

e.) inclusive – no learner was excluded; teacher taught everybody.

f.) collaborative - students worked together.

g.) integrative - lesson was multidisciplinary – e.g. in science, math concepts were taught.
 OBSERVATION SHEET #6.1

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Observe how the resource teacher began. Developed and indeed her/his lesson

Start of the lesson

Sir Francisco started his class with a prayer, and then he proceeded to
state his learning objectives.
Then he asked students to dance for his energizer.

Development of her lesson

He presents his new lesson by recalling the past topic. He made a good
transition to his new topic. It is lecture mode, but as I observed, he keeps on
asking students questions after he explains to make sure that they are
listening.

Ending of her lesson

He ended the lesson by giving an assessment, and after he collected the

papers, he gave assignments to be passed next meeting.
 OBSERVATION SHEET #7

Resource Teacher: Teachers’ signature: School: Grade/Year Level:

Guiding Principles in the Selection Teaching Behavior of the Resource

and use of Strategies Teacher that Applies the Principle.

1. The more senses that are involved, He always ensures that his students are
the more and the better the learning. paying attention and listening to him.

2. Learning is an active process He increases his pupils' involvement by

requiring them to participate in class,
whether through recitation or group
projects.

3. A non-threatening atmosphere He is pleasant with his students, and I have

enhances learning. found that they see him as a friend rather
than a teacher.

4. Emotion has the power to increase When students see their teacher happy, it
retention and learning. makes them happy as well.

5. Good teaching goes beyond recall of When he teaches, he ensures that his
information. students express their own knowledge; this
way, their learning is measured and
safeguarded.

6. Learning is meaningful when it is He also makes allusions to his teachings in

connected to students' everyday life. his students' life, establishing a connection.

7. An integrated teaching approach is far He provides facts in a generic manner to

more effective than teaching isolated bits save confusion and wasted time.
of information.
MY PORTFOLIO
Are the pedagogical approaches to K to 12 as stipulated in the Enhanced Basic Education Act of
2013 based on these principles of teaching-learning? (Refer to R.A. 10533, Sec 4 the pedagogical
approaches). Come up with a Table like this one.

Pedagogical Approach of K to 12 Principle of Teaching

1. Good teaching goes beyond recall

1. CONSTRUCTIVIST of information.
2.Learning is meaningful when it is
connected to students’ everyday life.

1. Learning is an active process whereby

2. INQUIRY – BASED students assimilate the information and
relate this new knowledge to a
framework of prior knowledge.
2. The more senses that are involved,
the more and the better the learning

1. A non-threatening atmosphere enhances

3. DEVELOPMENTALLY learning.
APPROPRIATE
2. Emotion has the power to
increase retention and learning

1. The more senses that are involved,

4. REFLECTIVE the more and the better the learning.
2. Emotion has the power to
increase retention and learning

1. An integrated teaching approach is far

5. INCLUSIVE more effective than teaching isolated bits of
information.
2. The more senses that are involved,
the more, and the better the learning.

1. Learning is an active process.

6. COLLABORATIVE
2. A non-threatening atmosphere enhances
learning

1. Learning is meaningful when it is

7. INTEGRATIVE connected to a student’s everyday life.
2. An integrated teaching approach is far
more effective than teaching isolated bits of
information
 OBSERVATION SHEET #8

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

1. Did the teacher state the learning objective/ intended learning outcomes
(ILOs) at the beginning of the class? Did she share them with the class?
How?

Yes, the resource teacher frequently explains the desired learning outcomes prior to
the class discussion. Yes, she shares it with the class. She accomplishes this by
informing them that the following were the expectations for them during this
session.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs
help him/her attain his/her lesson objective/ILOs? Explain your answer.

The teacher employs a question-and-answer format. Yes, because she can already
assess the level of the children' learning by asking questions and analyzing their
responses. Because some tasks are not truly applicable during the virtual, this
could be why the teacher employs the question-and-activity to assess whether the
learners satisfy the ILOs or not.

3. What assessment task/s did Teacher employ? Is/Ae these aligned

to the lesson objectives/ILOs

She conducts assessments using pen and paper. Yes, the questions were based on
the books they were using, and they will determine whether or not the ILO
standards were met.
 OBSERVATION SHEET #9.1 Types of Questions

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual / “WHAT IS LONG DIVISION METHOD?”

Convergent
Closed / Low level

2. Divergent / “HOW CAN YOU APPLY DIVISION IN REAL-LIFE

Higher order SITUATION?”
/ Open-ended
/
Conceptual
a. Evaluation “HOW YOU UNDERSTAND THE LESSON?”

b. Inference “WHAT DO YOU OBSERVE IN SOLVING USING

LONG DIVISON METHOD?”

c. Comparison “HOW DID YOU FIND THE VALUE OF X?”

d. Application “HOW DO YOU SOLVE USING LONG DIVISION

METHOD?”
e. problem- “FIND THE VALUE OF IT’S VARIABLE IN THE
solving FOLLOWING EQUATION”

3. Affective “WHAT ARE YOUR THOUGHTS NOW THAT YOU’VE

LEARNED THE LESSON?”
 OBSERVATION SHEET #9.2 Questioning Behavior

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Score the Resource Teacher every time he/she demonstrates any of the following
questioning behaviors. Sample is shown in item #1

Questioning Behavior Tally of Use Frequency

1. Varying type of questions

//// 4

2. Asking non-directed
questions (ask the /// 3
question first before
calling a student to
answer?
3. Calling on non-volunteers
/ 1

4.Prompting by rephrasing or
by providing partial answer // 2

5. Probing (to seek more

details for clarification / 1

6. Requiring abstract thinking

(not just simple recall but // 2
require HOTS)

7. Asking open-ended
questions (divergent) //// 4

8. Allowing sufficient time

// 2

9. Involving as many as
possible /// 3
 OBSERVATION SHEET #9.3

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Score the Resource Teacher every time he/she demonstrates any of the following
reacting behaviors.

Reacting Behavior Tally of Use Frequency

1. Providing acceptance feedback
/// 3

2. Providing corrective feedback

// 2

3. Giving appropriate and sincere

//// 4
praise

4. Repeating the answer

//// 4

5. Explaining the answer/expanding

/// 3
the answer

6. Rephrasing the question

//// 4

7. Asking follow up question

// 2

8. Redirecting questions to other

// 2
pupils

9. Soliciting student questions

// 2

10. Encouraging through non-verbal

// 2
behavior

11. Criticizing respondent for

// 2
his/her answer

12. Scolding for misbehavior or for

/// 3
not listening

13. Overusing expressions such as

/// 3
“okay”, “right”