LEARNING MODULE No.

10

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : The Instructional Cycle
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the application of some guiding principles in the
selection and use of teaching strategies.
b. determine whether or not the lesson development was in
accordance with outcome-based teaching and learning.
c. identify the Resource Teacher’s questioning and reacting
techniques.
d. outline a lesson in accordance with outcome based
teaching-learning.
Introduction :

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.

REVISIT the Learning Essentials

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 the types of questions that teachers ask.

Types of Questions that Teacher Ask

1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions With

one acceptable answer.
2. Divergent /Open-ended/High-level /Higher- Open-ended; has more than one acceptable
order /Conceptual answer.
a. evaluation
b. inference e.g. When the phone rang and Liz picked it
up, she was all smiles. What can you infer
about Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?

These are also some of the reacting techniques that teachers use:

1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the question
7. Asking follow up questions
 8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”

OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 12, 2021

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.

3. A non-threatening atmosphere enhances Teacher is considerate to her student. If

learning. student does not able to take live quiz
because of unstable internet connectivity she
did not reprimand the students instead she
gave others quiz in asynchronous manner.
4. Emotion has the power to increase Teacher accepts all responses from students,
retention and learning even if they have no link to the question, in
order to make students feel validated and to
raise their confidence to collaborate more in
class.
5. Good teaching goes beyond recall of Teacher Leizel conducts a review before
information moving on to the next topic to ensure that
learning is taking place.
6. Learning is meaningful when it is Teachers allow her student to share their
connected to students’ everyday life. everyday experiences in link to the topics.
7. An integrated teaching approach is far Teacher incorporates other subject that link
more effective than teaching isolated bits connection to the topics.
of information.

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

Reflect on this question.

How do we select the
appropriate strategy for
our lessons?

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.

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 12, 2021

OBSERVE

Observe a class and answer the following questions.

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)?

Outcome-based Teaching and Learning (OBTL) is a student-centered education strategy

in which the program's targeted learning goals for students are explicitly established.
After that, teaching and learning activities are carefully planned to help students attain
these goals. This implies that everything teachers do should be directed toward what
they want students to know, comprehend, and be able to accomplish. 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 objectives.

REFLECT

Reflect on the use of OBTL.

As I reflect, I can tell that, OBTL is imperative in students’ progress it allows us to be

more internationally competitive since it precisely determines genuine education in which
students may put their learnings into practice through performance-based learning.
Students will benefit from this information since they will be able to use it in their
everyday lives. This allowed OBTL students to keep track of their progress and
determine whether or not a certain area was right for them. Teachers may use OBTL to
give students with more structured learning experiences, resulting in higher-quality
education.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: LIZEL D. OBENZA Teacher's Signature:

School: SSCT MAINIT CAMPUS Grade/Year Level: BAT 1A & 1B
Subject Area: CONTEMPORARY WORLD Date: November 12, 2021

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 Examples of Questions that the Resource Teacher

Asked
1. Factual / Convergent What is globalization?
Closed / Low level
2. Divergent / Higher-order / How can you say that globalization is important in the lives
Open-ended / Conceptual people and in terms of economy?
a. evaluation How extent do you like the topic?
b. inference When community suffer excessive heat. What can you infer about
globalization?
c. comparison How did you distinguish the negative and positive impact of
globalization?
d. application How can you apply the knowledge you have acquire to
mitigate the negative effect of globalization?
e. problem-solving In what way you can help to solve the societal problem?
3. Affective How would you feel if the forest deteriorated?

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

The importance of using

various reacting
techniques
After careful observation, I discovered that excellent questioning tactics help students
understand the subject matter better and develop critical thinking abilities. A good
questioning approach in which the "Cognitive or Information component" is used to allow
 students to convey knowledge to their peers. The "affective portion," which focuses on
responding tactics, is crucial since even a basic reaction may make an impression on a
student. As a result, we must have suitable reaction strategies and be always receptive
to others. Right and suitable questions must be a priority, with pupils being held to a
higher standard for responding appropriately a relevant question.

SHOW Your Learning Artifacts

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.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

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.

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
 outcome.

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)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grad 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

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

Direction: Encircle the letter of the correct answer. Module 1

1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project become less expensive.
D. Let students learn the steps in opening a computer by making them follow the
steps.

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.

3. In OBTL, upon which should my assessment be based?

A. Content C. Scope of subject matter
B. Intended learning outcome D. Teaching and learning activity

4. Which type of question will least promote interaction among students?

A. Divergent C. Convergent
B. Conceptual D. Inference

5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible