Professional Documents
Culture Documents
FS1 Ep.9
FS1 Ep.9
MY OBSERVATION
1. Effective learning begins with the setting of clear and The teacher introuduce first the objectives of the
high expectations of learning outcomes. lesson.
2. Learning is an active process. The teacher allows her students to actively participate
or interact with the learning process.
3. Learning is the discovery oif personal meaning and The teacher assigns the student a task that requires
relevance of ideas. them to express their thoughts or opinions about the
topic/lesson.
4. Learning is a comparative and a collaborative The teacher assigns group activities to the students,
process. Learning is enhanced in an atmosphere of who must then present them in front of the class..
cooperation and collaboration.
MY ANALYSIS
Most applied
”Learning is an active process” It is one of the teacher's most applied principles. When the teacher
discusses a topic, she always asks the students for their own opinions or insights, as well as any
knowledge or personal experiences they may have about the subject or lesson.
Least applied
“Effective learning begins with the setting of clear and high expectations of learning outcomes.” It is one
of the teacher's least used principles. The teacher did not always explain the objectives of the lesson or
the intended learning outcomes.
MY REFLECTIONS
From among the principles of learning, which one do you think is the most important?
”Learning is an active process” is For me, the most important principles of learning are that students
actively participate in the learning process rather than simply listening to it, which helps students
remember the information and have a deeper understanding of it, as well as becoming more
determined when solving problems.
ACTIVITY 9.2
MY OBSERVATION
MY ANALYSIS
MY REFLECTIONS
MY OBSERVATION
Did teacher lecture all the time? Were students involve in the teaching-learning
No, but the teacher spends more time talking and less process? How? Or were they mere passive recipients
time asking students to participate in group discussions. of instruction?
In addition, when assigning a quiz or activity, the Yes, the students involve in teaching-learning process.
teacher has enough time.
Was the emphasis in the mastery of the lesson or on Was the emphasis on the students’ application of the
the test? Prove. lesson in real life? Give proofs.
The teacher provides real-life examples and experiences Yes, the teacher asks the students to discuss how they
in the lessons she discusses, demonstrating her mastery apply what they've learned in class to real-life
of each subject and helping the students who are situations. She then applies the lesson to the real-life
listening to understand. scenario.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
No, the teacher assigning group activities ensures that Yes, by giving them a group assignment or a partner
students will not compete with one another but will task, the teacher teaches students how to collaborate
instead support one another. with their peers and in class.
Did teacher focus only on one discipline/subject? Did teacher connect lesson to other
Yes, the teacher only focused on one discipline/subject, disciplines/subjects?
possibly because the students are only in grade 7, in No, the teacher focused only in one subject
order to avoid confusion about the lesson.
a) constructivist- connected to past experiences of learners; learners constructed new lesson meanings
Before starting a lesson, a teacher asks students about their prior experiences or knowledge of a topic related to
the lesson. The teacher then attempts to connect it to the new lesson in such a way that the students will
understand the lesson easily.
b) inquiry-based
During the discussion, the teacher shares an interesting fact or piece of information that captures the students'
interest. As a result, they approach the teacher with their inquiries, resulting in a rich exchange of ideas between
the teacher and the students as well as a deeper understanding of the lesson.
d) reflective
To make better decisions about teaching and learning in the classroom, teachers should consider a variety of
options, engage in a variety of activities, and allow students time to reflect.
g) integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught.
The teacher connects other topics and concepts to the subject matter so that students' learning is multidisciplinary
and not just limited to the subject. In other words, the students can understand and learn about new topics.
MY ANALYSIS
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
If the teacher focuses solely on test prep and mastery, the student will not learn more because this
limits learning to the concept level and excludes any application. I can also see how, if this occurs,
students will simply prepare for tests, making it easy for them to forget what the teacher has taught.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
If I were the instructor, I would continue to use a learner-centered method where I would encourage
engagement but let the students take the lead in facilitating the class. I will lead them, and I will correct
them when they make mistakes.
MY REFLECTIONS