LEARNING EPISODE 9:

PREPARING FOR TEACHING AND LEARNING

OBSERVE, ANALYZE, REFLECT

Demonstrating an Understanding of Research-Based Knowledge Principles of

Activity 9.1
Teaching and Learning

Resource Teacher: Jessica Nieto Teacher’s Signature: School: SDNHS

Grade/Year Level: Senior High Subject Area: English Date: October 15, 2024

OBSERVE

Observe a class within the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can 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 the setting of The teacher uses televisions to show and teach
clear and high expectations of learning her planned learning outcomes for the topic.
outcomes.

2. Learning is an active process. Students were encourage to participate in class

discussions and learning activities by the
teacher.
3. Learning is the discovery of personal The teacher gives opportunities to his learners to
meaning and relevance of ideas. express their thoughts and ideas on the topic
presented.
4. Learning is a cooperative and a collaborative The teacher assigns students to present a
process. Learning is enhanced in an atmosphere vocabulary words by giving its meaning,
of cooperation and collaboration. definition, and examples. The presenter or
students are not the only one gives his ideas and
information, one another share ideas, discuss
and collaborate in order to comprehend the
vocabulary word or “the word of the day”.

ANALYZE

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

Most applied

The learning principle that most applied is the learning cooperative and collaborative process,
because the resource teacher are assigned each students to present a vocabulary word by giving
its definition and examples to enhance students comprehension and grouped the class for the
students to share ideas.

Least applied

The learning principle that is least applied is the “learning is the finding of personal meaning and
relevance of concepts” because the teacher spent most of his time in explaining and haring his
ideas on the subject.
 Give instances where this/these principle/s could have been applied?

1. Effective learning begins with the setting of clear and high expectation of learning outcomes.
For example, before the teacher begins teaching her lesson to the students, she can used a television to
show the students her intended learning outcomes for the topics so that they can get a serve of what the
discussions will be like and how they can respond to the teacher.
2. Learning is an active process. Effective teaching methods and strategies are important for facilitating
students understanding and engagement.
For example, teacher should use a hands-on activity to guide students to analyse and critique an approach.
3. Learning is the discovery of personal shearing and relevance of ideas.
For example, the teacher ask question like “what is your understanding/idea of the word critique?” the
students might share their thoughts and ideas.
4. Learning is a cooperative and a collaborative process. Learning is enhanced in an atmosphere of
cooperation and collaboration. Collaborative learning, for example, is a teaching and learning method in
which students work together to present their assigned topic. Collaborative learning are group of students
discussing a lecture on students from different schools working together on a shared assignment over the
internet such as research or thesis.

REFLECT

From among the principles of learning, which one do you think is the most important?
I think the most important among the principles of learning is learning is an active process
because this principle must be actively engage through discussions by analysing and assessment,
they share their own knowledge and ideas that lead to a meaningful learning experience.

Identifying Learning Outcomes that are Aligned with the Learning

Activity 9.2
Competencies

Resource Teacher: Jessica Nieto Teacher’s Signature: School: SDNHS

Grade/Year Level: Senior High Subject Area: English Date: October 15, 2024

OBSERVE

Observe a class, this time focusing on how the learning outcomes were stated. Determine if the
learning outcomes/s was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No
1. Read and analyze the / /
adapted sample critique.
2. Determine what kind of / /
approach used
3. The learner produces a / /
detailed abstract of information
gathered from the various
academic texts read.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.

1. Before the teacher introduces the approaches in writing critique, students start with their relevant
prior knowledge in the presentation stage.
2. Students can clearly define the uses of approaches.
3. Following the discussion, the teacher instructed the students to choose one story or movie and
write a short critique.
4. In the presentation stage, students read a summary of movie or story. Students also identified
what critical approach used.

ANALYZE

1. Do SMART objectives make the lesson more focused?

Yes, SMART objectives can significantly enhance the lesson more focused because by making
objectives specific, measureable, achievable, relevant, and time bound. The teacher can have a
clear learning goals that guide instruction and assessment, this helps both teachers and students
stay focused on the key learning outcomes. These can lead to more effective and efficient
learning experiences.

REFLECT

Reflect on the

Lesson learned in determining SMART learning outcomes.

The SMART learning outcome means of specific, measurable, achievable, relevant and time bound. For
example, the lessons was linked clearly to the students achieving them, they should be successful in the
lesson that set. These will assist teacher in directing the flow of the lesson and assisting them in achieving
their deserved goals on a specific topic, as well as making the discussion clear and organized.

Distinguishing Between Inductive and Deductive Methods of Teaching

Activity 9.3

Resource Teacher: Jessica Nieto Teacher’s Signature: School: SDNHS

Grade/Year Level: Senior High Subject Area: English Date: October 15, 2024

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet. Using the guide questions, I
shall reflect on my observations and analysis.

Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive
No, the resource teacher managed their time by recipients of instruction?
balancing lectures with interactive activity. The
teacher engage through a simple questioning to Students were actively involved in the teaching
assess understanding and facilitate discussions. learning process through their participation in
discussions, then involved in group activity and
on projects.

Was the emphasis on the mastery of the lesson Was the emphasis on the students’ application
or on the test? Prove. of the lesson in real life? Give proofs.

On the lessons, it is because the teacher focus on Yes, the emphasis was on the student’s
ensuring that students understood the concepts application on the lesson in real life. The use of
and could apply them effectively through a practical activity, case studies, and real world
interactive activities, discussion and feedback examples through the learning process. Teacher
throughout the learning process, while test are can encourage their students to connect the
important for assessing learning. concepts to their own experiences and explore,
how they could be applied.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

No, the atmosphere was not competitive Yes, the atmosphere was collaborative because
because the teacher encourage and support the the teacher encourage students to work together
learning of students so they felt comfortable on group activity, participate in discussion, and
sharing ideas and working together, share ideas with their classmates

Did the teacher focus only on one Did the teacher connect lesson to other
discipline/subject? disciplines/subjects?

No, the teacher did not focus on one Yes, the teacher connect the lesson to other
discipline/subject they integrated concepts from discipline/subjects. This helps students to see
different subjects to provide a relevant learning connection between different areas of
experiences. knowledge and apply their learning in real
world situations.

What teaching-learning practice shows that teaching approach was:

a) Constructivist – During the class discussion, the teacher encourages students to relate their
previous experiences to the topic and to try to link them to the new concept under discussion.
b) Inquiry based- The teaching and learning practice I observed from the inquiry-based teaching
approach was that the teacher posed thought – provoking questions to the students about the topic
as well as encourages the students to have independent thinking.
c) Developmentally appropriate – A teacher encourages a child’s growth (social, emotional,
physical, and cognitive).
d) Reflective- Reflecting teaching entails recalling, reflecting on, and assuming a teaching
experience. When a teacher, for example, invites a colleagues to observe your class and solicits
feedback from the students.
e) Inclusive – Regardless of the students’ differences, the teacher wanted all of her students to
actively participate in both class discussion and learning activities, the teacher did not want to be
biased and wanted to treat all students equally.
f) Collaborative – The teacher involved students working together on activities or learning tasks in
a group shall enough for everyone to participate on a collective task that has been clearly assigned.
g) Integrative – The teacher connects other topics and ideas to the subject so that the students’
learning is not just words. The students are able to comprehend and have the opportunity to learn
nice things.

ANALYZE

1. What are possible consequences of teacher purely subject matter for mastery and for the best?
If a teacher focuses solely on subject matter mastery, students may become disengage, lack
critical thinking skills and struggle to apply their knowledge to real world situations. If this
occurs, I believe that students will study solely for the purpose of exam, and what the teacher
taught will be easy forgotten.

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 class, I would employ a student-centered approach that prioritizes active
student participation. I encourage students to lead discussions and facilitate learning. I will
provide a timely feedback and guidance that will help students to correct mistakes and improve
their learning.

REFLECT

Reflect on Principles of teaching worth applying

As a future educator, I believe that teaching principles are important for us all to improve
ourselves and our students’ learning processes, this encourage high-quality learning and teaching
practices in a variety of institutions dedicated to education. Effective teaching principles like
student-centered learning, all of these principles are addressed, which improves students’
engagement and lifelong learning.

LINK Theory to Practice

1. A
2. B
3. A
4. A
5. C

Learning Artifacts

Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY School STO. DOMINGO NATIONAL Grade GRADE 12,

HIGH SCHOOL Level 1ST
LESSON
& QUARTER
LOG Quarter

SENIOR HIGH Teacher JESSICA BELARDO NIETO SHS 12 CSS/TD,

SCHOOL Track 12 STEM A,
12 STEM B,
12 GAS A,
12
COOKERY

Inclusive Dates OCTOBER 7-11, 2024 Learnin ENGLISH

g Area FOR
ACADEMIC
AND
PROFESSIO
NAL
PURPOSES

Scheduled Time 11:55 am- 1:35 am, 1:35 am- 3:15 Topic -FORM
pm, OPINIONS
BASED ON
3:30 pm- 5:10 pm, 4:20 pm- 6:00
FACTS
pm
-CRITICAL
APPROACH
 ES IN
WRITING A
CRITIQUE

MONDAY TUESDAY WEDNESDAY THURSD FRIDAY

AY

Objectives must be met over the week and connected to the curriculum standards.
I. OBJE To meet the objectives, necessary procedure must be followed and if needed,
CTIV additional lessons, exercises, and remedial activities may be done for developing
ES content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the Curriculum Guides.

A. Content The learner The learner The learner The The

Standard understands the acquires acquires learner learner
principles and knowledge of knowledge of acquires acquires
uses of a appropriate appropriate knowledge knowledg
reaction reading reading of e of
paper/review strategies for a strategies for a appropriat appropriat
and critique better better e reading e reading
understanding understanding of strategies strategies
of academic academic texts. for a better for a
texts. understand better
ing of understan
academic ding of
texts. academic
texts.

B. Performan The learner The learner The learner The The

ce produces an produces a produces a learner learner
Standards objective detailed abstract detailed abstract produces a produces
assessment of of information of information detailed a detailed
an event, a gathered from gathered from abstract of abstract
person, place or the various the various informatio of
thing. academic texts academic texts n gathered informati
read read from the on
various gathered
Writes a academic from the
comprehensive Writes a Writes a texts read various
review/reaction comprehensive comprehensive academic
paper review/reaction review/reaction texts read
paper paper - Writes a
Performance comprehen
-Performance Arts, Play, sive Writes a
Arts, Play, -Performance Dance Sports, review/rea comprehe
Dance Sports, Arts, Play, etc. ction paper nsive
etc. Dance Sports, - review/re
-Film
etc. Performan action
-Film ce Arts, paper -
-Participation in
-Film Play, Performa
-Participation in a religious or
a religious or -Participation in community Dance nce Arts,
community a religious or Sports, etc. Play,
community Dance
-Film
Sports,
- etc.
Participati
-Film
on in a
religious -
or Participati
 communit on in a
y religious
or
communit
y

C. Learning Forms opinions Forms opinions Forms opinions Uses Uses

Competen based on facts based on facts based on facts critical critical
cies / approaches approache
CS_EN11/12A- CS_EN11/12A- CS_EN11/12A-
Objectives in writing s in
EAPP-Ia-c-11 EAPP-Ia-c-11 EAPP-Ia-c-5
(Write the a critique writing a
LC Code) such as critique
formalism, such as
feminism, formalism
etc. ,
CS_EN11/ feminism,
12A- etc.
EAPP-Ia- CS_EN11
c-16 /12A-
EAPP-Ia-
c-16

Content is what the lesson is all about. It pertains to the subject matter that the
II. CON
teacher aims to teach. In the Curriculum Guide, the content can be tackled in a
TENT
week or two.

III. LEAR List of materials to be used in different days. Varied sources of materials sustain
NING children’s interest in the lesson and in learning. Ensure that there is a mix of
RESO concrete and manipulative materials as well as paper-based materials. Hands-on
URC learning promotes concept development.
ES

A. Reference
s

1. Teacher’s
Guide
pages

2. Learners’ English for English for English for English for English
Materials Academic and Academic and Academic and Academic for
pages Professional Professional Professional and Academic
Purposes Purposes Purposes Profession and
al Professio
Purposes nal
module 1 Purposes
pages 11- module 1
26 pages 11-
26

3. Textbook
pages

4. Additiona www.depedtam www.depedtam www.depedtamb

l bayan.net bayan.net ayan.net
Materials
from
Learning
Resource
s Portals

B. Other
Learning
Resources
 These steps should be done across the week. Spread out the activities
appropriately so the students will learn well. Always be guided by demonstration
IV. PRO of learning by the students which you can infer from formative assessment
CED activities. Sustain learning systematically by providing students with multiple
URES ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.

A. Revising Recapitulation Recapitulation Recapitulation of Access Access

previous of the previous of the previous the previous prior prior
lesson or topic topic topic knowledge knowledg
presentin of students e of
g the new students
lesson Assess prior Assess prior Assess prior
knowledge of knowledge of knowledge of the
the students the students students
-Ask the -Ask the -Ask the students
students to students to to share their
share their share their understanding of
understanding understanding the difference
of the difference of the difference between fact and
between fact between fact opinion.
and opinion. and opinion.

B. Establishi -Inform the -Inform the -Inform the Inform the Inform
ng a students on the students on the students on the students the
purpose learning learning learning on the students
for the objectives objectives objectives learning on the
lesson objectives learning
objectives

C. Presentin -Activity: Fact Activity: Fact Activity: Fact vs. Let the Let the
g vs. Opinion vs. Opinion Opinion Sorting students students
examples Sorting Sorting answer the answer
/ Pre-Test the Pre-
instances Instructions: provided Test
of the Instructions: Instructions: by the provided
new -Divide the teacher. by the
lesson -Divide the -Divide the students into teacher.
students into students into pairs or small
pairs or small pairs or small groups.
groups. groups.
-Provide each
-Provide each -Provide each group with a set
group with a set group with a set of fact and
of fact and of fact and opinion cards.
opinion cards. opinion cards.
-Instruct the
-Instruct the -Instruct the students to sort
students to sort students to sort the cards into
the cards into the cards into two categories:
two categories: two categories:
Facts and
Facts and Facts and Opinions. -Ask
Opinions. Opinions. each group to
present their
-Ask each group -Ask each group
sorted cards and
to present their to present their
explain their
sorted cards and sorted cards and
 explain their explain their reasoning.
reasoning. reasoning.
-Display the
-Display the -Display the sorted cards on a
sorted cards on sorted cards on chart paper for
a chart paper for a chart paper for class discussion.
class discussion. class discussion.

Assessment
Assessment Assessment question:
question: question:
-How did you
-How did you -How did you determine
determine determine whether a
whether a whether a statement was a
statement was a statement was a fact or opinion?
fact or opinion? fact or opinion?

D. Discussin -Teacher- -Teacher- -Teacher- Teacher- Teacher-

g new student student student student student
concepts interaction interaction interaction about interaction interactio
and about the about the the importance about the n about
practicing importance of importance of of forming critical the
new forming forming opinions based approaches critical
skills #1 opinions based opinions based on facts. in writing approache
on facts. on facts. a critique s in
-Use real life
such as writing a
-Use real life -Use real life examples to
Formalism critique
examples to examples to illustrate the
, such as
illustrate the illustrate the consequences of
Feminism, Formalis
consequences of consequences of relying on
Readers m,
relying on relying on opinions without
Response, Feminism
opinions opinions factual support.
Marxist , Readers
without factual without factual
Criticsm, Response,
support. support.
Biographic Marxist
Activity: al Criticsm,
Present scenarios Approach, Biographi
Activity: Activity: Historical cal
where students
Present Present need to form Approach, Approach
scenarios where scenarios where opinions based Psychologi ,
students need to students need to on facts. Guide cal Historical
form opinions form opinions the students in Approach, Approach
based on facts. based on facts. analyzing the Sociologic ,
Guide the Guide the available al Psycholog
students in students in information and Approach, ical
analyzing the analyzing the making informed Archetypal Approach
available available decisions. Approach ,
information and information and and Sociologi
making making Philosophi cal
informed informed cal Approach
decisions. decisions. approach ,
Archetypa
l
Approach
and
Philosoph
ical
approach

E. Discussin
g
concepts
 and
practicing
new
skills #2

F. Developi -Conduct a class -Conduct a class -Conduct a class Activity: Activity:

ng debate on a debate on a debate on a
mastery controversial controversial controversial
topic and topic and topic and Direction: Direction:
(Leads to
encourage encourage encourage Read and Read and
Formative
students to students to students to analyze analyze
Assessment 3)
defend their defend their defend their the the
viewpoints with viewpoints with viewpoints with adapted adapted
factual factual factual evidence. sample sample
evidence. evidence. critique, A critique,
Rose for A Rose
Emily by for Emily
William by
Faulkner. William
Write the Faulkner.
guiding Write the
critical guiding
approach critical
questions approach
used by questions
the writer used by
and the writer
determine and
the determine
approach the
used. approach
used.
(hard copy
of the (hard
critique copy of
will be the
provided) critique
will be
provided)

G. Finding -How can you -How can you -How can you
practical apply the apply the apply the
applicatio learning you learning you learning you had
ns of had in your had in your in your daily
concepts daily life? Site daily life? Site life? Site
and skills instances/examp instances/examp instances/exampl
in daily les. les. es.
living

H. Making -Why is it -Why is it -Why is it -What are -What are

generaliz important to important to important to the the
ations form opinions form opinions form opinions different different
and based on facts? based on facts? based on facts? critical critical
abstractio approaches approache
ns about in writing s in
the lesson a critique? writing a
critique?
-Why is it
important -Why is it
to know important
the critical to know
approaches the
 in writing critical
a critique? approache
s in
writing a
critique?

I. Evaluatin Quiz that Quiz that Quiz that Pen-and Pen-and

g assesses the assesses the assesses the paper test paper test
learning students’ students’ students’ will be will be
understanding understanding understanding of given to given to
of the difference of the difference the difference test test
between facts between facts between facts student’s student’s
and opinions. and opinions. and opinions. learning learning

J. Additiona -Write a -Write a -Write a Choose Choose

l persuasive persuasive persuasive essay one of the one of the
activities essay on a essay on a on a current masterpiec masterpie
for current issue, current issue, issue, supporting es of ces of
applicatio supporting your supporting your your opinion Edgar Edgar
n or opinion with opinion with with factual Allan Poe, Allan
remediati factual factual evidence. Emily Poe,
on evidence. evidence. Dickenson Emily
or Angela Dickenso
Manalang n or
Gloria. Angela
Decide the Manalang
approach Gloria.
that you Decide
will use. the
Write a approach
short that you
critique on will use.
a piece of Write a
bond paper short
and draw a critique
backgroun on a piece
d scene of bond
which will paper and
depict draw a
your backgrou
personal nd scene
feel to the which
poem. will
depict
your
personal
feel to the
poem.