Unit II.

Experiencing the Teaching – Learning Process

This unit is about the Principles of Learning. What you will do is to
review the principles and think of how you will apply each in your lesson.
Choose the subject you wish to work on. However, English and Mathematics
groups should work on their major.
Episode I – Principles of Learning
Begin here:

Principles of Learning Application of the Principle

1. Effective learning begins with -If the teacher applies a clear and
the high expectation for learning
setting of clear and high outcomes, it makes the students
expectations of learning think that learning is essential
outcomes. and valuable. For example, when
a teacher clearly sets a learning
goals at the beginning of the
classroom setup, the students are
motivated to work hard to excel
in their performance. It makes
them stay focused on track
2. Learning is an active process. -The teacher can provide hands
on activities, discussion or
problem solving that helps the
students to have a better
understanding and develop
critical thinking and problem
solving skills. Example activities
that a teacher can give are group
debates, role playing, and
problem-based learning.
3. Learning is the discovery of -To apply the principle of
personal meaning and discovery of personal meaning
relevance of ideas. and relevant ideas in lesson
proper, the teacher should
increase the engagement of
students in a way that they can
involve something that is
personally meaningful to them.
4. Learning is a cooperative and a -By working together students
collaborative process. can learn knowledge from each
other. This might be applied in
activities such as group projects
and presentations, group
discussion or debate, and peer
teaching.

Analyze:
 1. Do you agree with these I agree with these principles
principles of learning? Why because it creates a positive and
not? effective learning environment. It
also provides the learners in
active participation.

2. Create your own Learning is limitless and can

principles of learning. happen anytime and anywhere.
This is my own principle that I
truly believe. Through a variety of
experiences that a person can
have such as simple conversation,
interacting, engaging in hobbies
or interest, and etc., you can gain
some knowledge and sometimes
its even unexpected. We continue
to expand our knowledge
throughout our lives and it is
limitless as much as we want.
Overall, for us to achieve a
lifelong learning we should
continue to be curious and have
an open mind.

Episode II. Intended Learning Outcomes

Intended learning outcomes or lesson objectives set the direction of the

lesson.
They serve as a guiding star; therefore, they must be written the SMART
way. They should also be formulated in accordance with the time – tested
principles

Activity 1
Intended Learning Outcomes Explain the relevance in the lesson
1. Begin with the end in mind. It means recapitulating or stating again
the main points of the last lesson that
they have learned and connecting the past
knowledge with the present knowledge
that they need to learn. It is important that
the teacher knows the needs of the
students.
2. Share lesson objective with By sharing the learning objectives, it sets
students. the expectations for the lesson and
remind the students what they are
expected to learn.
3. Lesson objectives / intended The learning objectives should be specific
learning outcomes are where it states what the students should
Specific, Measurable, learn or know. It should be measurable
 Attainable, Result – Oriented that can easily evaluate if the students/
and Time bounded. learners have achieved the objectives or
not. Attainable meaning it can be achieved
by the time allotted. It should also be
result- oriented that the purpose of the
learning objective is not just in what will
be taught. And lastly, it should be time
bounded meaning it should not exceed to
the allotted time given.

Study very well the Bloom’s Domains of Learning Activity and Kendall and
Marzano’s domains of knowledge.

Activity 2
Fill out the activity sheet. Create an activity that would fit in with the
different cognitive activities. You may also add a question or two.

Bloom’s Level of Processing Learning Activities

Cognitive Activities
1. Remembering Recall questions, flashcards,
vocabulary matching
2. Comprehending Discussion, paraphrasing, and
summarization
3. Applying Simulation and problem solving
4. Analyzing Compare and contrast, and
creating charts and diagrams
5. Evaluating Debate, self assessment, and
critiques
6. Creating Composing and designing
Kendall’s and Marzano’s Level of Learning Activities
Processing
1. Retrieval a. Information
Defining the meaning of,
researching, and formulae
b. Mental Procedures
problem solving activities and
algorithms
c. Psychomotor Procedures
performing sports, physical
movements or actions such as
dancing.
2. Comprehension Asking students closed and open-
ended questions, translations,
and visualizations
3. Analysis Identifying patterns, cause and
 effect activities, and
deconstructing
4. Knowledge Utilization Decision making activities and
argumentation
5. Meta – cognitive System Reflection and self-assessment
6. Self – system journaling self talk and personal
goals

Episode III. Teaching Approaches and the K to 12 Curriculum

Activity 1
Explain the different teaching approaches.
1. Constructivist
It is an idea that the learners construct or create their own
meaning and understanding about what is happening around the
world. It states the importance of problem solving, active learning,
and collaboration. It provides opportunities to learners to make
their own knowledge through open-ended questions, group works,
creativity, and critical thinking skills.
2. Inquiry – based
It is centered on the idea of facilitating learning through the
process of questioning. It provides learners opportunity to explore
and investigate like research and hands on activities. The role of
the teacher is to guide the learners in the learning process if
needed. This approach is a student centered that emphasizes
critical thinking skills and problem solving skills.

3. Developmentally – appropriate
It is where teaching should be tailored to meet the needs,
interests, and abilities of the learners based on their age and
stage of development. It is the understanding of the students
where they learn best when they are included in experiences and
activities that suits their developmental stage. It helps the young
learners to build their fundamental skills and knowledge in a way
that they are enjoying and learning at the same time.
4. Reflective
It makes the students reflect on what they have learned and
improve their learning process. This approach also encouraged the
teachers to reflect on their teaching styles and find ways to
improve it at the same time ask feedback from students and
colleagues that might help them to improve and develop their
practice.

5. Inclusive
This approach aims to create a welcoming and supportive learning
 environment for all the learners. It recognizes the value of
inclusivity and diversity regardless of the student’s ability,
background, and identity in which it accommodates their needs
and differences. This approach tends to create a classroom that
honors respect and diversity and extinguish discrimination and
biases among learners.
6. Collaborative
It involves working together with the teachers to plan and execute
the instruction in which it creates an aligned learning experience
for the learners. It also includes co-planning, co-teaching and co-
assessing to share the best practice and it provides feedback.

7. Integrative
It connects different subject areas and concept to create a
meaningful and relevant learning experience. It recognizes real
world problems and issues that sometimes involved different
perspectives. It helps the learners to develop an integrated and
holistic understanding of the world as well as critical thinking and
problem solving skills.
8. Contextualized and global
This approach seeks to connect class room learning to real world
issues and concerns. It is the understanding of global issues and its
impact on the society. It helps the learners develop a sense of
global citizenship and understanding the world issues in a broader
way.

Activity 2

Deductive and Inductive Methods of Teaching

In this activity you will be dealing with the methods of teaching. A
teaching method is the practical realization or application of an approach.
All methods of teaching can be classified either as deductive (direct) or
inductive (indirect).

Deductive Method (Direct) Inductive Method (Indirect)

Deductive

Begins with the rule,

generalization, and abstraction and Inductive
ends with concrete experience,
details, and examples Begins with the concrete experience,
details, and examples and ends with the
rule, generalization, and abstraction
  If you are to teach using the deductive method, write the different steps.
Write also the steps if you are to teach using inductive method.
The active method is based on idea that presents the students the big picture first and
they will be able to know the details easily and understand how the concept connect. If I were
to use the reductive method this would be my steps;
1. I will start with presenting the main idea or the concept that I will teach.
2. I will make a separation of the concepts into smaller that is manageable and at the same
time related to the main idea.
3. I will explain the subconcepts and how it is related to the main concepts. And provide clear
examples to help them understand it more.
4. I will try to practice them apply the concepts based on what they have learned.
5.I will assess the understanding of the learners to know if they are there are some gaps in
their learning.

 What are the guiding principles on the selection of a teaching method

and the use of strategies?

There are lots of principles and strategies to use in selecting a

teaching method. Of course it should be aligned with learning
objectives, the learning styles and the needs of the learners, and the
standard or requirements that the academic institution has set.
 What is the best method? Is there such a thing?
I think the best teaching method can vary depending on what is
needed. Both method is the best if it is used necessarily. I can’t say that
deductive is better than inductive because they serve different purposes.
Both can be used to help the learners in understanding the concept that
is taught.
Episode IV – Effective Questioning and Reacting Techniques

Activity 1.
Write a question for each type.
1. Convergent (factual / low level)
What are the continents in the world?
2. Divergent (higher order/open-ended)
Explain the cause and effect of pollution on the
environment.
3. Evaluation
What can you say about the given topic?
4. Inference
Based on the available information what can you conclude
about the effect of the problem?
5. Compassion
How would you comfort your friend that is feeling sad or
down?
6. Affective
What is your favorite color and why do you like it?

Activity 2.
1. What are the characteristics of a good question?
A good question is clear and concise where the learners can
easily understand and not confusing to them. It should also be
relevant to the topic that makes the learners think deeply and
lastly, it should be engaging and can capture the interest and
attention of the learners.
2. How will you handle the responses of the learners?
When handling the responses of the students, it is important
to respect their answers and be mindful. Whether their
response align with the topic or not, teachers should
construct a feedback that will not make learners discourage to
respond again the next time they are asked.