FIELD STUDY 1

Learning Episode 10: The Instructional Cycle

Name: Mark Gerald P. Lagran
Year and Course: BSEd – Social Studies IV

Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 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.

LEARNING ESSENTIALS
These are the guiding principles in the selection and use of teaching methods/strategies:
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. Emotions 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 than 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 in the teaching learning process.
It is equivalent to competency-based and standard s-based teaching and learning in the K to
12 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 other
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 I you attained your Intended Learning Outcomes (ILOs).
In lesson planning, the ILOs are our lesson objectives, the TLAs are the activities we
use to teach and the Ats are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing the OBE and OBTL.
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 TEACHERS ASK
1. Factual/Convergent/Closed/Low-level Who, What, Where, When questions
With one acceptable answers
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 it?
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: Mr. Enrico O. Regencia Teacher's Signature

School: SLSU Laboratory School Grade/Year Level: Grade 8
Subject Area: Social Studies Date: November 16, 2021

OBSERVE
Observe a 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. Both the teacher and the students are active
participants in the virtual classroom, asking and
responding questions.
3. A non-threatening atmosphere The class are so comfortable in their virtual class with
enhances learning. my resource teacher that they openly and actively
express their ideas and opinions with me, the
student-teacher, my resource teacher, and their
peers.
4. Emotion has the power to increase Both my resource teacher and the students are
retention and learning. giving their opinions and how they feel in the lesson.

5. Good teaching goes beyond recall of Prior to the start of class, the teacher recalls and
information. quizzes students about prior discussions and links
them to the next topic.
6. Learning is meaningful when it is Learning becomes more relevant when it is
connected to students’ everyday life. connected to students' daily life. Both the teacher and
the students might benefit by sharing personal
experiences related to the subject.
7. An integrated teaching approach is far History and theatrical productions, for example, are
more effective than teaching isolated incorporated into the resource teacher's lessons.
bits of information.

ANALYZE

What is the best method of teaching? Is there such a thing?

The optimum teaching style, in my opinion, is one that is personalized to the teacher's
personality and ability. There is no such thing as a "best" teaching method in my opinion. Any
technique of teaching can be the best, depending on the situation and the teacher's talents, as
long as the students can learn in that method. One of the ways that should be prioritized, in my
opinion, is student-centered learning. Because it shows the students' ability, and the teacher's
responsibility is confined to helping and leading them through the process. That, I believe, is
what we can label "the best" as long as the students are able to learn well and the teacher is
comfortable teaching in that manner.

REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?

When picking a strategy for presenting our class, the most important thing, in my
opinion, is to start with the objectives. This is crucial since it will serve as a guide for the
teacher when creating the lesson plan. We can view the students' learning objectives as well
as the lesson's coverage right here. We can now start thinking about techniques that will help
us achieve that goal, and I feel that student-centered learning is crucial. Different curriculums
can be employed as long as they are appropriate and relevant to the topic. After that, we can
think about other instructional tools that will help teachers convey the lesson. We can examine
it to see if any adjustments or revisions are required to achieve the lesson and learning
objective