FS 2

My Learning Activities
As I observe a class, I will use the Observation Sheet for a more focussed observation then
analyse and reflect on my observations with the help guide questions.
OBSERVATION SHEET # 2
Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________
Grade/Year Level: ______________ Subject Area: ____________ Date: ___________
Guiding Principles Teaching Behaviour/s which

prove/s Observance of the Guiding
Related to lesson Principle
objectives/Intended
Learning Outcomes
1 .Begin with the end in mind. e.g. The Resource Teacher began her
lesson by stating her objective.
2 .Share lesson objective with students.
3. Lesson objectives/ Intended Learning

Outcomes are Specific, Measurable,
Attainable, Result-oriented and Time bound
(SMART)
OBSERVATION SHEET # 2.2
Guiding Principles Related to Teaching Behaviour/s which

Lesson Objectives/ prove/s Observance of
Intended Learning the Guiding Principle
Outcomes
e.g. The Resource Teacher began her
1 .Begin with the end in mind. lesson by stating her objective.

(SMART)
Guiding Principles Related to Teaching Behaviour/s which

Lesson Objectives/ prove/s Observance of
Intended Learning the Guiding Principle
Outcomes
e.g. The Resource Teacher began her lesson
1 .Begin with the end in mind. by stating her objective.

(SMART)
My Analysis
1. Why is it sound teaching practice for a teacher to “begin with the end in mind”
And to share his/her lesson objectives or intended learning outcomes with his/her
students?
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2. Did you find the lesson objective/s or intended learning outcome/s SMART? Support
your answer
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3. Do you objectives help the lesson become more focussed?

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4. Were the lesson objectives/intended learning outcomes in the cognitive,

psychomotor, and affective domain? Support your answer
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5. Is it necessary to have objectives always in 3 domains- cognitive, psychomotor, and

affective? Why or why not?
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My Reflections
Any lessons learned or insights gained from your observation focussed on lesson
objectives? Write them down here. Are lesson objectives truly the guiding star in the
development of a lesson? Or a lesson objectives sometimes forgotten as the lesson
develops?
For lesson objectives/learning outcomes to serve as guiding star in lesson

development, will it help if they are SMART?
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Does integrating lesson objectives/intended learning outcomes in the three domains

(cognitive, psychomotor, affective.) or at least 2 (cognitive, or psychomotor and affective)
make lessons more meaningful?
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My Learning Portfolio
Give one researched quotation that states the significance of goals and objectives.
(Don’t forget to state your source)
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In one senesce, relate this quote to learning objectives/interded outcomes as guiding

star in lesson development.
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As I observe a class, I will use the Observation Sheet for a more focussed observation then
analyse and reflect on my observations with the help guide questions.

(Language/Araling Panlipunan/Science/Math)
Kendall’s and Marzano ’s Domains of Knowledge
Domain of Knowledge Concrete example/s for each Domain of

Knowledge from my observation (What did
your Teacher teach? What was the focus of
your Teacher ‘s lesson?)
1.Cognitive Domain-Information
(Declarative knowledge,)- Vocabulary,
terms, facts, concepts, principle, hypothesis,
theory
2.Mental Procedures (Procedural

Knowledge)-
e.g. mental skills such as writing a paragraph
Domain of Learning Activities

3.Psychomotor-skills
4.Affective-values, attitudes
OBSRVATION SHEET # 3.2
(Physical Education, ICT,TLE)

theory

Knowledge)-

OBSRVATION SHEET # 3.3

(Edukasyon sa Pagpapakatao/Literature)

theory

Knowledge)-
My Analysis
1 .Were the lessons focused on information/ cognitive domain only or mental procedures
only for psychomotor procedures/physical skills only? Or were the lessons combinations of
two or three? Explain your answer.
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2. Were the lessons focussed on cognitive content only or psychomotor content only or
affective content only? Or were the lessons of two or three? Explain your answer.
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3 .What was the effect on learning when teaching was focussed on only one domain?
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4. Is it really possible to teach only in one domain like affective only or cognitive only, or
psychomotor only? Or based on Kendall’s and Marzano’s taxonomy, information only or
mental procedures only or psychomotor procedures only? Explain your answer.
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5 .Do Kendall’s and Marzano ‘s knowledge taxonomy and Bloom ‘s taxonomy of learning
activities contradict each other? Explain your answer.
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My Reflections
Based on your observations in class and on your understanding of the domains of

knowledge and learning activities from Bloom, Kendall, and Marzano, how can you make
your teaching- learning activity more meaningful and more relevant? Is lesson more relevant
when you teach only in the cognitive or when you teach in the cognitive domain combined
with the effective or psychomotor combined with the affective?
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Integrating Theory and Practices
Direction: Read the situation then answer the questions.
Teacher Mila taught the parts of the microscope, demonstrated how to focus it under the
low power objective, then asked 3 students to try to focus it with her guidance as the class
looked on. She asked the class if the 3 students did focus the microscope correctly and
ended her lesson citing the “don’ts” and explaining the “why’s” behind the “don’ts” in
focusing the microscope. Before she did all these, she asked the class if it is/is not important
for them to learn how to focus the microscope.
1. Based on Kendall’s and Marzano’s new taxonomy, in what domains was Teacher
Mila’s lesson?
I. Information (Declarative Knowledge)
II. Mental procedures (Procedural Knowledge)
III. Psychomotor procedures (Physical skills)
A. I and II C. II and III

B. II only D. I, II and III
2. Which part of Teacher Mila’s lesson consists of mental procedure (procedural

knowledge)?
I. Asking the class if the 3 students focused the microscope correctly
II. Explaining the “why’s” behind the “don’ts”
III. Focusing the microscope
A.I only C.II only

B. I, II, and III D.I and II
3. Based on Bloom’s taxonomy, which part of Teacher Mila’s lesson in the psychomotor
domain?
A. The 3 pupils focusing the microscope

B. The pupil’s listening to the “don’ts” in focusing the microscope
C. Explain the “why’s” behind the don’ts
4. If Teacher Mila’s lesson objective/intended learning outcome is “to focus the

microscope correctly”, could she just shown the class how to do it without explaining
the parts of the microscope and their corresponding functions?
A. No
B. Yes, 21st Century students learn skill very fast.
C. Yes, but risky
D. No, it is basic for students to know the function of each part. This guides
the students on how to focus the microscope.
5. If explaining and demonstrating are necessary for Teacher Mila to realize her lesson
objective/intended learning outcome, what does this imply on lesson planning and
development for whole and meaningful learning.
A. Integrate the domains of learning activities.

B. You make lesson focus only information.
C. Plan a lesson that is exclusively for skill or for information.
D. Always touch the affective domain of learning.
6. Which part of Teacher Mila‘s lesson is in the affective domain?
A. Asking the students if learning to focus the microscope is important.

B. The “don’ts” in focusing the microscope.
C. Teacher Mila demonstrating to the class first how to focus the microscope
before asking the 3 to focus the same in order to avoid accident.
D. Explaining the why behind the “don’ts” in microscope focusing.
Refer to the K to 12 Curriculum Guide. Based on the competencies, formulate SMART lesson
objectives/intended learning outcomes:
1. In the cognitive, affective, and psychomotor domains (B. Bloom)
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2. For information (declarative knowledge), mental procedures (procedural knowledge)

and psychomotor procedures/physical or motor skills.
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I will observe 4 Resource Teachers with the use of Observation Sheets, analyze then
reflect on my observations.

Bloom’s Levels of Processing Cognitive Activities
Bloom’s level of processing cognitive What learning activity/ies in the classroom

activities did I
Observe in each level?
1. Remembering
2. Comprehending
3. Applying
4.Analyzing
5.Evaluating
6.Creating
Level of processing Write down instances where Teacher made

learners to do any of these
1.Retrieval Information- Student/s gave information
asked.
e.g.
Mental procedure- Student/s determined if

information is accurate or inaccurate
e.g.
Psychomotor procedures/ Motor or Physical

skills- Student/s executed/performed
procedure
e.g.
2.Comprehenion Student/s constructed symbolic

representation of information.
e.g. Draw a symbolic that represents abuse
of Mother Earth
Student/s integrated information,
paraphrased information.
Levels of processing Write down instances where Teacher made

learners to do any of these
3.Analysis Student/s specified logical consequences of
information.
Student/s stated generalization.
Student/s identified factual/logical errors
Student’s did classifying
Student’s matched, identified similarities

and differences.
4.Knowledge utilization Student’s tested hypothesis

Student’s experimented.
Levels of processing Write down instances where Teacher made

learners to do any of these.
Student/s solved problems given by
teacher.
Student/s made a decision
5.Meta-cognitive system Student/s specified their learning goals.
Student/s monitored their own learning

Student/s monitored the clarity and
accuracy of their own learning process.
6.Levels of processing Write down evidence of any of these

Self- system Student/s believed in the importance of
what they learn.
Student/s were convinced in their ability to

learn
Student/s were motivated to learn and felt
good about learning tasks
My Analysis
1. Were all Bloom’s levels of processing information demonstrated by the learners in class?
Why or why not?
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2. Which level/s of processing cognitive information in Bloom’s taxonomy was most

displayed? Least demonstrated? Give proofs.
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3. Were all of Kendall’s and Marzano’s levels of processing of information, mental and
physical procedures demonstrated by the learners in class? Why or why not?
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4. Which levels of Kendall’s and Marzano’s processing information was most demonstrated?
Give proof?
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5. Are Bloom’s cognitive taxonomy of learning activities (cognitive, affective, and

psychomotor) very different from the new taxonomy of Kendall and Marzano (informative,
metacognitive procedures and psychomotor)? Explain your answer.
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My Reflections
Analyzing the levels of processing that were demonstrated by students in the classes
that you observed, what conclusion can you draw regarding the level of processing of
information that takes place in schools? (Are all the higher levels of processing information
done in classrooms? Or are classrooms limited mostly to the lower levels of information
processing such as remembering or retrieval?)
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Write your Reflections on the level of information processing among students in class.
Does teacher contribute to the level of processing that students do in school? If students are
engaged only in low level of information processing, can teacher be blamed for such?
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Integrating Theory and Practice
Direction: Choose the letter of the correct answer.
1.Teacher Ruben wanted his students to rate their own work using the scoring rubric which
he explained to the class before the students began with their task. Based on revised
Bloom’s taxonomy, in which level of cognitive processing are the students?
A.Evaluating C.Applying
B.Creating D.Analyzing
2.You are required to formulate your own philosophy of education in the course, the
Teaching Profession. Based on Bloom’s revised taxonomy, in which level of cognitive
processing are you?
A.Analyzing C.Applying
B.Creating D.Evaluating
3.Teacher Danny requires his class to conduct research, write a research report and defend
the same before a panel of experts. In which level/s of processing will the students be
engaged?
I.Retrieval
II.Comprehension
III.Analysis
IV.Knowledge utilization
A.I,II,III,and IV C.II,III, and IV
B.III and IV D.I,III, and IV
4.Teacher Bing encourages her studentsto make the intended learning outcome their own
and explained that she expected them to monitor now and then their own progress toward
the intended learning outcome and act accordingly. In which level of processing will
Teacher Bing’s students act?
A .Cognitive C .Metacognitive system

B .Self-system D .Between cognitive and metacognitive system
5.Teacher Ann sees to it that her class sees the importance of the grammar lesson in English
and so gets intrinsically motivated to learn. In which level of processing is the class expected
to act?
A .Cognitive C. Metacognitive system
B. Self-system D. Between cognitive and metacognitive system
Based on the K to 12 Curriculum Guide, (for BEED students, subject of your choice; BSEd, your
specialization), write competencies that are fit for each of the following:
A. Bloom’s levels of processing a learning activity: (Just in case you can’t find one, make
one). Give the other levels of information processing not given.
1 .Remembering
B. Kendall’s and Marzano’s Levels of Processing Information (Just in case, you can’t find
one, make one.)
1. Retrieval
I will observe one Resource Teacher with the use of an Observation Sheet for greater
focus. I will analyze my observations with the help of guide questions then reflect on my
observations and analysis
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis mastery for the lesson for Was the emphasis the students’ application
the test? of the lesson in real life? Give proofs.
Prove
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Teacher-Centered Student-Centered
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplne/subjects?
What teaching-learning practice show that teaching approach was:
A) Constructivist- connected to past experiences of learners; learners constructed new

lesson meanings
B) Inquiry-based
C) Developmentally appropriate- learning activities fit the developmental stage of

children
D) Reflective
E) Inclusive- No learner was excluded; teacher taught everybody.
F) Collaborative- Students worked together
G) Integrative- Lesson was multidisciplinary- e.g. In Science, Math, concepts were taught
My Analysis
1 .Based on your observations, as a whole was instruction teacher-centered or student-

centered?
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2. Were there instances when the students could have been involved in class proceedings
but were not? Give example/s
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3 .What are possible consequences of teaching purely subject matter for mastery and for
the test?
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4 .If you were to reteach the class, would you be a teacher-centered or student-centered?
Why?
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5 .If you abide by the pedagogical approaches that the K to 12 Law states, will you be more
teacher-centered or student-centered in approach? Explain your answer.
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My Reflections
Between Teacher-Centered and Student-Centered approach, the latter

must be more pedagogically sound because even R.A. 10533, The Enhanced
Basic ducation Act of 2013, mandates it for K to 12. Write your reflections about
it. Or is it better to use both approaches?
Integrating Theory and Practices
Direction: Choose the correct answer
1. Teacher Mylene talked all period. She taught the class the steps to undertake
in the conduct of an action research. She also showed a poorly done action
research, discussed why it is poorly done and finally showed a model action
research. Which teaching approach describes Teacher Mylene ‘s lesson
development? Was Teacher Mylene’s approach learner-centered?
A. Yes, she taught for all learners.
B. Yes, she made things easy for the learners.
C. No, she was more subject matter-centered and teacher- centered.
D. No, because her subject matter was highly technical.
2 .Teacher Dada’s lesson was on “what man can do to arrest climate change”.
She made students do the talking, the arguing, the synthesizing. She gave her
lecturette after students have participated in the lively discussion. Which
teaching approach did Teacher Dada employ?
A. Learner- centered approach C. Subject matter-centered
approach
B. Activity-centered approach D. Teacher-centered approach
3 .In this FS course, FS students are required to observe, analyze and reflect on
actual class proceedings. What description of the pedagogical approach of K
to 12 law is observed in the conduct of this FS course?
A. Developmentally appropriate C. Inclusive
B. Reflective D. inquiry-based
4 .Teacher Beth avoids giving out-of-context drills. Instead she makes use of real
world problems for her students to solve. Doing so makes Teacher Beth-----------in
approach.
A. Developmentally appropriate C. Constructivist
5. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian
History teacher teams up with the Economics teacher, the Professional
Education teacher for a thorough discussion of AQRF from the perspective of
other disciplines. Which describes the Asian History teacher’s pedagogical
approach?
A. Integrated C. Constructivist
6. The spiral progression approach in teaching Math in the K to 12 curriculum
means that you teach basic Math concepts from K to Grade 10 in increasing
depth andbreadth across the grades. this means that Math teaching is?
A. Developmentally appropriate C. inclusive
B. inquiry-based D. integrated
1. With a graphic organizer, present the pedagogical approaches to the K

to 12 Curriculum as stated in R.A. 10533. Give the main features of each
approach
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2. A student-centered approach is very interactive. Research at least 3
teaching learning activities/techniques that can be used at the beginning
or end of a lesson. Put them here
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I will observe 2 classes by using Observation Sheets for greater focus then
analyze my observations with the help of guide questions. I will write down my
reflections on my observations and experienced.
Observe how the Resource Teacher began, developed and ended her/his lesson.
Start a lesson
Development of her lesson
Ending of her lesson
Observe how the Resource Teacher began, developed and ended her/his lesson.
Start a lesson
Development of her lesson
Ending of her lesson
My Analysis
1. Did the Teachers use the deductive or inductive method? Prove your
answer?
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2. In which teaching method were students more involved in the

teaching-learning process?
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3. Which method had greater demand from the teacher in terms of

questioning and organizing skills? Why?
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4. Was there an instance when the teacher taught the lesson deductively
when it could have been better if she taught it
inductively/deductively? Explain your answer.
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My Reflections
Which is a more effective teaching method- deductive or inductive?

My learning portfolio
Give one example for each teaching method- deductive and inductive.
(e.g.demonstration method for deductive method; discovery method for
inductive method)
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Describe the specific steps of each example. Make use of graphic organizers.
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Integration Theory and Practice
Direction: Choose the letter of the correct answer
1. Teacher Ann demonstrated the deductive method of teacher in her

English class. based on her teaching demo, she asked the class to outline
the steps of a deductive teaching method. The student’s outline served as
the starting point of the class discussion on the steps of the deductive
method. Did Teacher Ann go deductive?
A. No, she went inductive.
B. Yes, she began with the concrete
C. Yes, she went deductive
D. Both deductive and inductive
2. Teacher Rodel said: “this is the rule on how to multiply fractions. To

illustration, let’s give example.” Then he gave fraction to the class for them
to multiply. How did Teacher Rodel proceed?
A. Inductively
B. Inductively then deductively
C. Deductive
D. Deductively then inductively
3. It is less interactive and requires relatively relatively shorter period of time

to cover content. Which teaching is described?
A. Inductive
B. Deductive
C. Both inductive and deductive
D. Both but more deductive
4. Which method is more interactive?
A. Deductive
B. Deductive, if teacher wants to
C. Inductive
D. Inductive, if the teacher choses to
5. When you begin teaching with the generalization then bring details,
which method do you employ?
A. Deductive
B. It depends on your type of generalization
C. Inductive
D. It depends on the quantity of details you bring in
6. When you begin teaching with concrete experience then come in with
conclusion, with method do you employ?
A. Deductive
B. It depends on your type of generalization
C. Inductive
D. It depends on the quantity of details you bring in
I will observe one class by using an Observation Sheet for greater focus
then analyze my observation with the help of guide questions. I will write down
my reflections on my observations and experiences
Guiding Principles in the Selection and Use of Teaching Behavior of the Resource Teacher that
Strategies Applies the Pinciple
1 .The more senses that are involved, the more e.g. Teacher used video on how digestion takes
and the better the learning. place and a model of the human digestive
system.
2.Learning is an active process
3. A non-threatening atmosphere enhances

learning.
4. Emotion has a 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 than teaching isolated bits of
information.
My Analysis
1 .Did you find the Teaching adhering to all the principles of teaching-learning? Was there any
principle that was violated? Explain your answer.
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2. Which principle of teaching was not applied, hence not observed? If not applied can you think of
an instance where it could have been applied
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My Reflections
What is the best method of teaching? Is there such a thing?
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Direction: Choose the letter of the correct answer.
1. Learning is an active process. Which one is an application of this principle?

A. Let student learn the step in opening a computer by making them follow the
step.
B. Group student for work or project that way project becomes less expensive.
C. Teach your content from a multidisciplinary perspective.
D. Avoid drills which are out context.
2. The more sense that are involve, the more and the better the learning. Which practice
Is aligned with this principle?
A. Teach using mostly verbal symbol.
B. Employ cooperative learning.
C. Invite parent as resource speakers in class.
D. Bring student to field trips with consent of school and parent.
3. A non-threatening atmosphere enhance learning. Which practice is an offshoot of this
principle?
A. No praising.
B. No scolding.
C. No bullying.
D. No homework.
4. Emotion has the power to increase retention and learning. To apply this principle,
teacher
Must _______
A. Spice class with his/her sense of humor.
B. Make course difficult for student to remember and learn.
C. Touch student’ emotion when he/she teaches.
D. Be emotion when he/she teaches.
5. Good teaching goes beyond recall of information. So what must a teacher do?
A. Use multisensory aids to teaching.
B. Teach as many facts as you can.
C. Teach for test purposes only. Teach to the test.
D. Make student connect facts learned to form concepts and abstractions.
6. Learning is meaningful when it is connected to student’ everyday life. what is an
application of this principle in teaching.
A. Teacher ask the class to show application of what they learned to their daily life.
B. Teacher makes everyday life the starter of his/her lesson.
C. Teacher narrates true-to-life tories.
D. Teacher asks student to come up with clippings of Filipino life.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.
What then should teacher avoid?
A. Teaching to the test.
B. Knowledge utilization.
C. Summarizing lesson.
D. Use of problem solving method.
My Portfolio
Are the pedagogical approaches to K to 12 as stipulated in the Enhanced Basic Education
Act of 2013 based on these principles of teaching-learning? (Refer to R.A.10533, Sec.4 for the
pedagogical approaches).Come up with a Table like this one.
Pedagogical Approach of K to 12 Principle of Teaching
1.Contructivist 1. Good teaching goes beyond recall of

information.
2. Learning is meaningful when t is

connected to students’ everyday life.
2. Inquiry-based
3. Developmentally appropriate
4.Reflective
5.Inclusive
6.Collaborative
7.Integrative
I will observe one class by using an Observation Sheet for greater focus
then analyze my observation with the help of guide questions. I will write down
my reflections on my observations and experiences
1. Did the teacher state the learning objectives/intended learning outcomes

(ILOs) at the beginning of the class? Did she share them with the class?
How?
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2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs
help him/her attain hi/her lesson objectives/ ILOs? Explain your answer.
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3. What assessment task/s did teacher employ? Are these aligned to the
lesson objectives/ ILOs?
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My Analysis
1.If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities

(TLA) and Amusement Tasks (ATs) were/were not aligned, what would the
effect on the performance of students?
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2 .Are there Teaching Learning Activities (TLAs) which are more appropriate
than what Teacher used?
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3 .Are there more appropriate assessment tasks that the teacher should have
used. If yes, give example/s.
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4. Many a teacher sets the intended learning outcomes/lesson objective but
tests another outcome on lesson objective after thus confusing students. Do
you agree?
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5. What lesson do you learn from # 4?
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My Reflections
Why are we back to teaching by objectives or Bloom’s mastery learning?

This time it is referred to as OBTL.
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Does OBTL help us become more globally competitive beginning with the
ASEAN member countries?
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What are your thoughts about OBTL?
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Teacher Jing proceeded to her lesson without stating the intended learning
outcomes for the hour. She asked her students to work on Seatwork # 3 found
in the Math workbook, pp.3-4. After 40 minutes, the students corrected their
own answers as Teaching Jing dictated the answer.
1 .Was the development of the lesson in accordance with outcomes-based

teaching and learning?
A. Yes, the students corrected their own work.
B. No, the learning outcomes were not stated and so it was clear what
was supposed to be assessed.
C. No, the students were not shown how the answers were derived.
D. Yes, the students corrected their own papers.
2. What is an OBE/OBTL practice in Teacher Jing’s class?
A. The seatwork
B. Teacher Jing gave the answers
C. Student’s correcting their own answers
D. None at all
3. If Teacher Jing develops lesson the OBTL way, what should she do?
A. Make students understand what they are expected to know and able
to do after the lesson
B. Make seatwork as homework
C. Correct the seatwork
D. Make students arrive at the answers
4. 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
Outline a lesson that shows the alignment of the intended learning outcomes
(ILOs) the teaching-learning activities (TLAs) and the assessment tasks (ATs).
Base your ILOs on the K to 12 Curriculum Guide.
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I will observe 3 classes by using Observation Sheets for greater focus then
analyze my observations with the help of guide questions. I will write down my
reflections on my observations and experiences.
OBSERVATION SHEET # 9.1- Types of Questions
Grade/Year Level: ______________ Subject Area: ____________ Date: ________
Types of Questions Examples of Questions that the

Resource Teacher Asked
1. Factual/Convergent
Closed/Low Level
2.Divergent/Higher-order /Open –
ended/Conceptual
a. Evaluation
b. Inference
c. Comparison
d. Application
e. problem-solving
3.Affective
OBSERVATION SHEET # 9.2- Questioning Behavior
Questioning Behavior Tally of Use Frequency

1.Varying type of
questions
2.Asking non-directed
questions (ask the
question first before
calling a student to
answer
3..Calling on non-
volunteers
4. Prompting by
rephrasing or by
providing partial answer
5.Probing (to seek more

details for clarification
6.Requiring abstract
thinking (not just simple
recall but require HOTS)
7.Asking open-ended
questions (divergent)
8.Allowing sufficient time
9.Involving as many as
possible
OBSERVATION SHEET # 9.3- Reacting Techniques
Questioning Behavior Tally of Use Frequency

1.Providing acceptance
feedback
2.Providing corrective
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
question
8.Redirecting questions
to other pupils
9.Soliciting student
question
10.Encouraging through
non-verbal behavior
11.Criticizing respondent
for his/her answer
12.Scolding for
misbehaviour or for not
listening
13.Overusing expressions
such as “okay”, “right”
My Analysis
1. for information processing at a higher level, which types of questions

should ask more?
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2. which type/s of questions was/were most asked?

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3. which type/s of questions were most asked?

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4. which questioning techniques were employed?
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5. which reacting techniques were most commonly used? Least commonly

used?
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My reflections
based on the most common types of questions asked, questioning
techniques and reacting techniques that the resource teacher employed,
reflect on the level of questioning and thinking processes that student are
engaged in classrooms.(you many want to refer to bloom’s and Kendall’s
and Msrzano’s level of processing on learning episode 4).
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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?
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Integrating theory and practice
Direction: Chose the letter of the correct answer.
1) I wasn’t satisfied with student B’s yes as an answer and so I asked her
to explain why? Which did I do?
A. Probing
B. Asking non-directed question
C. Promoting
D. Rephrasing
2) Teacher Leticia claims she can’t accept an “I don’t know” answer,
So she does______.
A. Probing
B. Asking non-direction question
C. Prompting
D. Repeating the question
3) To obtain well-thought out answer, which questioning behaviour
helps?
A. Involving as many as possible.

B. Asking open-ended questions.
C. Asking non-directed question.
D. Allowing sufficient time.
4) This is my questioning behaviour: I ask the question, I pause for a
while then call on an student. Which is this questioning practice?
A. Asking non-direction question.
B. Asking for non-volunteers.
C. Directing a question.
D. Involving as many as possible.
5) You get a partially correct answer. You say “yes but a part needs
improvement”. How did you handle the response?
A. Provided a corrective feedback.
B. Provided an acceptance feedback.
C. Gave appropriate praise.
D. Criticized student’s response.
6) A question is raised by one student. You don’t answer it but throw
back the question to the class. Which is this reacting behaviour?
A. Redirecting question to other pupils.
B. Soliciting students’ questions.
C. Providing corrective feedback.
D. Asking follow up question.
7) Which practice doesn’t promote interaction?
A. Soliciting student’s question.
B. Rejecting student’s answer outright.
C. Rephrasing the question.
D. Repeating and expanding on a student’s answer.
8) You want to develop students’ critical thinking skills. Which type of
questions should you ask?
I. Closed question.
II. Convergent question.
III. Divergent questions.
IV. Open-ended question.
9) Which type of question will leash promote interaction among
students?
A. Divergent.
B. Conceptual.
C. Convergent.
D. Inference.

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My Learning Activities

Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________

Grade/Year Level: ______________ Subject Area: ____________ Date: ___________

Guiding Principles Teaching Behaviour/s which

2 .Share lesson objective with students.

3. Lesson objectives/ Intended Learning

Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________

Grade/Year Level: ______________ Subject Area: ____________ Date: ___________

Guiding Principles Related to Teaching Behaviour/s which

2 .Share lesson objective with students.

3. Lesson objectives/ Intended Learning

Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________

Grade/Year Level: ______________ Subject Area: ____________ Date: ___________

Guiding Principles Related to Teaching Behaviour/s which

2 .Share lesson objective with students.

3. Lesson objectives/ Intended Learning

3. Do you objectives help the lesson become more focussed?

4. Were the lesson objectives/intended learning outcomes in the cognitive,

5. Is it necessary to have objectives always in 3 domains- cognitive, psychomotor, and

For lesson objectives/learning outcomes to serve as guiding star in lesson

Does integrating lesson objectives/intended learning outcomes in the three domains

In one senesce, relate this quote to learning objectives/interded outcomes as guiding

OBSERVATION SHEET # 3.1

Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________

Grade/Year Level: ______________ Subject Area: ____________ Date: ___________

Kendall’s and Marzano ’s Domains of Knowledge

Domain of Knowledge Concrete example/s for each Domain of

2.Mental Procedures (Procedural

Domain of Learning Activities

Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________

Grade/Year Level: ______________ Subject Area: ____________ Date: ___________

Kendall’s and Marzano ’s Domains of Knowledge

Domain of Knowledge Concrete example/s for each Domain of

2.Mental Procedures (Procedural

Domain of Learning Activities

OBSRVATION SHEET # 3.3

Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________

Grade/Year Level: ______________ Subject Area: ____________ Date: ___________

Kendall’s and Marzano ’s Domains of Knowledge

Domain of Knowledge Concrete example/s for each Domain of

2.Mental Procedures (Procedural

Based on your observations in class and on your understanding of the domains of

Integrating Theory and Practices

Direction: Read the situation then answer the questions.

A. I and II C. II and III

2. Which part of Teacher Mila’s lesson consists of mental procedure (procedural

A.I only C.II only

A. The 3 pupils focusing the microscope

4. If Teacher Mila’s lesson objective/intended learning outcome is “to focus the

A. Integrate the domains of learning activities.

6. Which part of Teacher Mila‘s lesson is in the affective domain?

A. Asking the students if learning to focus the microscope is important.

1. In the cognitive, affective, and psychomotor domains (B. Bloom)

2. For information (declarative knowledge), mental procedures (procedural knowledge)

OBSERVATION SHEET # 4.1

Resource Teacher: ______________ Teacher’s Signature: _______ School: _____________

Grade/Year Level: ______________ Subject Area: ____________ Date: ___________

Bloom’s level of processing cognitive What learning activity/ies in the classroom

Level of processing Write down instances where Teacher made

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ____ Subject Area: Date: _

Resource Teacher: __________ Teacher’s Signature: _ School: ___________

Grade/Year Level: ______ Subject Area: Date: