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Field Study 1: The Instructional Cycle
Field Study 1: The Instructional Cycle
LEARNING EPISODE
FS 1 10 Cycle
These are also some of the reacting techniques that teacher 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 students 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
Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the guide questions.
1. the more sense that are involved, the e.g. Teacher used video on how
more and better the learning. digestion takes place and a model of the
human digestive system.
ANALYZE
What is the best method of teaching? Is there such a thing?
There is no such thing as best teaching method because it depends upon the lesson if
what is needed to be used in teaching the students. Every lesson can present a new method
that motivates your students and improves their learning and your teaching experience.
Considering all aspects of our teaching is we doing our best to facilitate students learning.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?
Before we select an appropriate strategy for our lesson determine first our learning
objectives of the lesson where the knowledge, skills, attitudes of the learner is captured.
Considering what should be the student able to learn at the end of the lesson. After we write
the learning objectives, plan what teaching strategies suit for the objectives that must all of
the students consider their learning abilities and make sure that this strategy will make the
students understand well the lesson you have taught. In selecting the appropriate strategy is
align on the learning objectives because once the objective is written, we now focus in
selecting teaching strategies.
Determining Outcome-Based Teaching and Learning
Activity 10.2
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?
Yes, she shares the learning objectives in the class and she present the
intended learning outcomes at the beginning of the class. Then, she begins the
discussion by asking what is their idea about the words flash on their TV or
projectors.
2. What teaching-learning activities (TLA) did he/she use? Did this TLAs help
him/her attain his/her lesson objectives/ ILOs? Explain your answer.
She flashes a picture on her power point presentation then she presents in the
class. And asked the learners if what is their ideas about the pictures that flash. I can
say that the learning objectives is achieved because the learners are answered the
question.
3. What assessment task/s did teacher employ? Is/ Are these aligned to the lesson
objectives/ILOs?
She made a multiple-choice test that aligned to her discussions and it is
aligned to the objectives and it correspond to what she discussed. When the learning
objectives and assessment is aligned it meaning we achieved the learning outcomes.
ANALYZE
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?
Yes, the teacher is doing great in his/her class and the students go to school
learn something from their teachers. Students go to school have no learning yet but
after they living the school, they learn something. If the teacher has a good art of
questioning and then the technique of the teacher asking is catch their attention and
then student will learn.
REFLECT
Reflect on
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
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 teaching-learning.
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation Sheet questions/ tasks observation observation observation
completely questions/ task not questions/ tasks questions/ tasks not
answered/ answered / not answered / answered /
accomplished. accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation questions
completely; completely; completely; were not answered;
answers are with answers are clearly answers are not answers not
depth and are connected to clearly connected connected to theories;
thoroughly theories; grammar to theories; one (1) more than four (4)
grounded on and spelling are to three (3) grammatical/ spelling
theories; grammar free from errors. grammatical / errors.
and spelling are spelling errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported shallow; rarely supported by
by what were by what were somewhat what were observed
observed and observed and supported by what and analyzed
analyzed analyzed were observed and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning outcomes. learning outcomes. learning outcomes;
Complete, well- Complete; well Complete; not not complete; not
organized, highly organized, very organized, relevant organized, not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after the
deadline
COMMENT/S
LINK Theory to Practice