FS Episode 10
FS Episode 10
10
This module centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum and
teacher education curriculum are focused on outcomes, standards and competencies. This
means that lessons must be delivered with focus on outcomes. Likewise, this Module dwells on
types of questions, questioning and reacting techniques that teachers make use of. The type of
questions that teachers ask and their manner of questioning and reacting to student responses
has a bearing on class interaction. This Module strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subjects in Education.
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective that teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its K to 12
Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has been
ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency Standards-Based teaching and Assessment. CHED requires all higher education
institutions in the country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012.
Outcome-based teaching and learning (OBTL) is OBE applied in the teaching-learning process.
It is equivalent to competency-based and standards-based teaching and learning in the Kto12
Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn
the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In order words,
in OBTL you first establish your intended learning outcomes (lesson objectives). Then you
determine which teaching-learning activities (TLAs) and also the assessment tasks (ATs) you
will have to use to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we use to
teach and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly mew. With mastery learning of
Benjamin Bloom (1971), we were already doing OBE
Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are also some of the reacting techniques that teachers use:
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
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 e.g., Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.
2. Learning is an active process. Teacher conduct oral recitation in the class.
ANALYZE
What is the best method of teaching? Is there such a thing?
I think the best method of teaching is the Problem-solving Method. Teacher used this method by
letting the students really think of the right answer. The teacher will call a student as a part of
their recitation. I am confident that each student in the class will become accountable for their
own learning because they are afraid of not be able to answer during oral recitation.
REFLECT
First teacher must be observant. Teacher should have a completeness and depth of analysis of how students
learn. She should have a thorough understanding of classroom observation so that she may impose the best and most
relevant technique for the lesson simply by examining and assessing the student's learning.
OBSERVE
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did he/she share them with the class? How?
She presents the particular targeted learning goals to the subject matter in class to
discuss her class objectives. She begins her lecture with how she posed questions to
the class and with her discussion.
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.
She had shown a video to the students. She requested the students to share their
thoughts or views about the text delivered in the clips. I can state that she has met some
of her objectives since the students can answer her questions and it can be seen how
the students are satisfied with her sessions.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ ILOs?
The teacher prepares an oral and written test based on the topics covered in the first
semester. It connects to the lesson she is addressing; thus, it is relevant to her aims.
When it comes to learning activities and evaluation, her whole teaching method is linked
with the targeted learning outcomes or objectives.
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
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.
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 quote by Neil Postman has something to do with the sorts of inquiries since it
highlights effective questioning tactics that may have an impact on the learners. That by
asking relevant questions and responding to students' thoughts and opinions, we can
promote and enhance their activeness, which will improve their class performance as
well as their thinking abilities.
REFLECT
Show proofs of learning that you were able to gain in this Module by interviewing at least
two teachers on their thoughts on OBTL.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1. Episode 10 – The Instructional Cycle
Learning Outcomes: Identify the application of some guiding principles in the selection and use
of teaching strategies. * determine whether or not the lesson development was in accordance
with outcome-based teaching and learning. * identify the Resource Teacher’s questioning and
reacting techniques. * outline a lesson in accordance with outcome based teaching-learning.
Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)
REFERENCES:
Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in
Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com
LINK Theory to Practice
2. The more senses that are involved, the more and the better the learning. Which practice
is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.