OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
Resource Teacher: _______________Teacher's Signature ___________School:___________

Grade/Year Level: _______________Subject Area:________________Date: _____________

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 place
and the better the learning. and a model of the human digestive system.

2. Learning is an active process. The teacher frequently asked questions to catch the
attention of the learners.
3. A non-threatening atmosphere enhances The voice of the teacher is sweet, and she always smile.
learning. This means that the teacher is approachable.

4. Emotion has the power to increase retention The teacher changes her voice to indicate important
and learning. information and to acknowledge the misbehavior in the
class.
5. Good teaching goes beyond recall of The teacher before she starts new lesson, she always
information. recalls their past discussion. She frequently asked the
learners to summarize their past discussions.
6. Learning is meaningful when it is connected to Teacher uses the daily experience of the learners and
students’ everyday life. latest news to introduce the lesson

7. An integrated teaching approach is far more The teacher sometimes integrates other disciplines or
attractive than teaching isolated bits of subjects to clarify and establish a strong learning. This is
information. when she integrates social issues to the discussion, the
teacher talks about racial discrimination to solidify the
discussion.

ANALYZE

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

I must state that there is no single optimal teaching approach because our children do not all learn in the same
way. There are different students who respond differently to different ways, as well as different people. Yes, some
pupils learn well with manipulatives, while others learn best through traditional techniques (actually reading the
texts and taking notes). There is no such thing as the "optimal teaching approach"; just because one method
worked well in one class does not guarantee it would work similarly well in another. Teachers should avoid relying
on a particular teaching method excessively. A creative teacher should continue to experiment with teaching styles
that are most appropriate for the kind of students, lessons, and learning environments in which he and his pupils
find themselves. Only when the students learn does the teacher succeed.

1|Field Study
REFLECT

Reflection on this question.

How do we select the appropriate strategy for our lessons?

Choosing the right tactics for your teaching objectives and students is the key to effective teaching. Because kids
learn in different ways, it's often beneficial to use a number of methodologies in a single class, as well as a variety
of different learning activities and projects. In a classroom, there is a diversity of learners. Learners differ from each
other. That is the reason why we should know the art of teaching and learning where it should be flexible and will
cater all kinds of learners. Again, selecting the appropriate teaching strategy should be based on the theory of
Howard Gardner. The theory of Multiple Intelligence where he believes that learners may have a high intelligence
on one domain and may have low in another domain. Teaching strategy should be based on the Learning/thinking
styles and to their multiple intelligence.

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: _______________Teacher's Signature ___________School:___________

Grade/Year Level: _______________Subject Area:________________Date: _____________

OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objective/intended learning outcomes (ILOs) at the beginning of the
class? Did he/she share them with the class? How?

Yes, the resource teacher often states the intended leaning outcomes before the class discussion. Yes, she
shares it with class. She does it by telling them that in this discussion these were the things expected to
them.

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.

The teacher uses the Question-and-Answer. Yes, since through asking questions and based on the answers
of the students she can already assess the extent of the learning of the learners. Since some activities are
not really applicable during the virtual, thus is the reason may be why the teacher uses the question-and-
activity to assess whether the learners meet the ILOs or not.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ILOs.

She uses pen and paper assessment. Yes the questions were based on the books they are utilizing and will
really assessed whether the ILO are meet or not.

2|Field Study
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

Simply said, OBTL is a student-centered approach to learning and teaching that has gained widespread
acceptance in universities throughout the world. OBE is used at the institutional level, while OBTL is used in
the classroom. The core of OBE is OBTL. OBE is the overarching concept, while OBTL elaborates on it.

REFLECT
Reflect on the use of OBTL.

Outcome-based Teaching and Learning (OBTL) is a student-centered education strategy in which the
program's targeted learning outcomes for students are explicitly established. After that, teaching and
learning activities are carefully planned to help pupils attain these goals. The evidence of OBTL's success is
based on evaluation outcomes and student learning experiences. It means that everything a teacher does
should be focused on what they want pupils to know, understand, and be able to do. To put it another
way, teachers should focus on assisting students in developing the knowledge, abilities, and personalities
that will enable them to attain the clearly specified planned outcomes. When creating an OBE syllabus, we
commonly use a procedure called "constructive alignment." Which refers to the process of creating a
learning environment that encourages students to engage in learning activities that lead to the intended
learning outcomes. The term 'constructive' relates to how a learner uses relevant learning activities to
generate meaning. The teacher's actions are referred to as "alignment." The components of the teaching
system, particularly the teaching techniques employed and the assessment tasks, must be linked to the
learning activities assumed in the intended results.

3|Field Study
Activity 10.3 Applying Effective Questioning Techniques
Resource Teacher: _______________Teacher's Signature ___________School:___________

Grade/Year Level: _______________Subject Area:________________Date: _____________

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 Example of Questions that the Resource Teacher Asked

1. Factual/Convergent Is it true that racial discrimination can happen anywhere?
Closed/Low level

2. Divergent/Higher-order/ What do you think would happen if there is no discrimination?

Open-ended/Conceptual

a. Evaluation What makes racism bad?

b. Inference Why do you think there is prejudice?
c. Comparison What is the difference between ivory and ebony?
d. Application How does discrimination affect you?
e. Problem-solving How would you solve racism?
3. Affective How do you feel about racism?

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 quotation has something to do with a successful questioning of a teacher inside the classroom. that
one important but critical component of the teaching and learning process is the knowledge and abilities
employed in asking various types of questions in the classroom. Questions are significant variables in the
teaching and learning process because children's accomplishment and level of involvement are influenced
by the types of questions teachers create and utilize in the classroom. As a result, teachers must be
cautious while designing/formulating questions in order to pique students' interest, elicit ideas, clarify
concepts, and challenge preconceptions. When students are asked the correct questions, they improve
their listening and thinking skills. As a result, teachers must evaluate their current questioning strategies.

4|Field Study