Name: Fetiza Karla Joy Frias Date: September 10, 2024

Guide Question for Discussion

1. Describe the teaching behavior of teacher without a specific lesson objective upon
entering the class.
Answer:
The teacher would act loss and seriously confused; she would act strangely because
she/he is not prepared in the lesson. His/her way of teaching would be in chaos there will
be no direction of the lesson and the students will learn less on the teacher.

2. Why is it important that students make the teacher’s lesson objective on their own?
Answer:
It is important because its one way of motivation in each student, it will serve as their
guide and aim for them to learn and will serve also as like a finish line.

3. Will it make a difference in your teaching if your lesson objective is only on the cognitive
or psychomotor?
Answer:
Yes, it will, there will be learning but it will be limited on because in learning we must
touch these three domains in order for us to be effective enough in teaching, educating
the mind, educating the heart and letting them facilitate.

4. What happens when you as a teacher, disregard educational goals as stated in Phil.
Constitution and vison-mission statements of your institution?
Answer:
There will be an alienation on a specific classroom or students that he/she will teach
because he/she uses differently style, he/she disregards the educational goals although
they will still learn but in different ways.

5. What pedagogical benefits can you derive from formulating SMART objectives.
Answer:
It will enhance the teacher’s knowledge about making the lesson more specific,
measurable, attainable, relevant, time bounded win which greatly helps in the transferring
of the knowledge in an easy and fluent way.
Guide Questions for Discussion

1. Hands-on-minds-on” learning is in line with the principle that learning is an active

Answer:
It means that these three domains must really be in touch together the cognitive,
affective, and the psychomotor domain. These three are inseparable for educating the
mind without educating the heart is not education at all, and putting it on actions makes it
more possible and understandable.

2. There is nothing in the mind that has not been in some way through senses”. What does
this imply about the use of the five senses in the teaching-learning process?

Answer:
The five senses serves as to be the basic requirements for effective learning, lacking
one of those senses can greatly affect the teaching-learning process, they serve to be as
the tools or bridges in learning process because it is where first the knowledge go until we
already absorb it and use it in our daily life.

3. With learning in mind, can an excellent physical condition of the classroom compensate
for a hostile psychological climate?

Answer:
No, Physical classroom condition helps students to learn, but psychological climate may
be more powerful in its influence on teaching learning process.

4. Remembering the fourth principle of teaching and learning in this chapter, what does a
highly cerebral approach to teaching lack?

Answer:
The fourth principle of teaching and learning gives emphasis on changing thetradition of
teaching wherein we just give the learners what they ought to know, copy and give test
the next day, wherein we only give them a way to memorize things and eventually forget
it instead of letting the learners connects learning in a meaningful wayby connecting it to
their everyday life.
5. Describe what a teacher does when she engages herself purely in “teaching for testing.”
how does it affect students’ learning?

Answer:
If a teacher does teaching for testing process, she only does mostly the job during the
learning process, she purely lectures the topic to the learners and explains it solely, and
after the lecture she will conduct a test for assessment. This affects students ‘learning in a
way that the students only retains the information from their teachers but there is no other
approach like psychomotor and affective learning.

6. What practice(s) should we avoid to make teaching-learning more meaningful?

Answer:
 Know your students.
 Relate to the real world.
 Encourage student voice and choice.
 Integrate different modes and media.
 Promote collaboration and interaction.
 Challenge and support your students.
 Here's what else to consider.

7. When a teacher teaches higher-order-thinking-skills (HOTS), what skills does he teach?

Answer:
When a teacher teaches Higher-order thinking skills or known as higher order thinking
skills (HOTS). It concentrates on the idea that some types of learning require more
cognitive processing than others, but also have more generalized benefits. In Bloom's
taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of
new knowledge) are thought to be of a higher order, requiring different learning and
teaching methods than the learning of facts and concepts. Higher-order thinking involves
the learning of complex judgmental skills such as critical thinking and problem solving.
Higher-order thinking is more difficult to learn or teach but also more valuable because
such skills are more likely to be usable in novel situations (i.e., situations other than those
in which the skill was learned)

8. What is the best learning style? Explain why?

Answer:
 For me, as an auditory type of learner, I learn best when I am given chances torecite
information out loud to remember it, give the a chance to repeat points back to you. I like
learning styles that is clear to the ears.

9. How can a teacher cater to all learners with varied learning styles and multiple
intelligences?

Answer:
Varying your lessons to include reading, moving around, drawing, listening to and
watching videos, and group work will allow your students to be exposed to different
learning styles and also work in their preferred modes. Finally, you should attempt to
present the same information to students in a variety of ways.