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FS 1 Ep 10 - Field Study 1 episode 10.

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 Republic of the
Philippines
BEED/BSED
CAMARINES NORTE STATE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FIELD STUDY
LEARNING

F1 ASSESSMENT

FS 1
Observations of
Teaching-Learning
in Actual School
Environment

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CAMARINES
COLLEGE NORTE STATE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD

The Instructional Cycle

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

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F. Pimentel Avenue, Brgy.

CAMARINES
COLLEGE NORTE STATE
2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A TEACHER

FS1
Episode 10- The Instructional Cycle
THE K TO 12 GRADING SYSTEM

FIELD STUDY

SPARK Your Interest

This Episode 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 Episode 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
have a bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subjects in Education.

TARGET Your Intended Learning Outcome

At the end of this 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.

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CAMARINES
COLLEGE NORTE STATE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A

F1
REVISIT the Learning Essentials
Episode 10- The Instructional Cycle
TEACHER
FIELD
These are guiding principles in the selection and use of teaching methods:

1. Learning is an active process.

2. The more sense 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 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 Standard-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 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
if you attained your ILO’s.
In lesson planning, the ILO’s 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 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 answer

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CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD

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 questions.
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”.

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 Republic of the Philippines

CAMARINES NORTE STATE

F. Pimentel Avenue, Brgy. 2, Daet, Ca
COLLEGE
ON BECOMING A TEACmarines Norte – 4600, Philippines

FS1 HER
Episode 10- The Instructional Cycle
THE K TO 12 GRADING SYSTEM

FIELD STUDY

OBSERVE, ANALYZE, REFLECT

Applying the Guiding Principles in the Selection and Use of

Activity 10.1

Resource Teacher: _Ma’am Joy Bongat Pante_School: _Abano Laboratory School_

Grade/Year Level: _Grade 7__ Subject: _Araling Panlipunan _

OBSERVE

Observe one class with the use of observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more On the previous weeks, Ma’am Joy used digital
and the better the learning. monitor to present her lesson. This involves the
explanation of the topic she is going to discuss
and through this way, the students were highly
interested to listen, learn and share ideas.
2. Learning is an active process Ma’am Joy lets her students participate during
discussions by asking questions about the lesson
and also letting them work in groups.
3. A non-threatening atmosphere enhances The teacher incorporates rules and regulations
learning. inside the classroom to foster good discipline and
address bad behaviors.
4. Emotion has the power to increase retention The teacher demonstrated good attitude towards
and learning. teaching. She shows eagerness and positive
characteristic while teaching the class like
praising students with a smile and even making
statements that made the students laugh and

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 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD
smile too.
5. Good teaching goes beyond recall of The teacher recapitulates their previous lesson
information. and lets the students relate or connect it to the
new lesson that they are going to discuss.
6. Learning is meaningful when it is connected to The teacher sets or formulates learning outcomes
students’ everyday life. that are highly relevant to students life and that
will reflect real-life situations.
7. An integrated teaching approach is far more I don’t have an opportunity to observe the
effective than teaching isolated bits of integrated teaching approach implemented by
information. our resource teacher.

ANALYZE

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

For me, there is no best method of teaching because it all depends on how a teacher implement
or use it in his/her classroom. I believe, some methods of teaching are/is effective than the others but it
doesn’t mean that they are the best method of teaching yet because just like what I’ve said, it all
depends on the situation and also in a particular lesson or topic, types of students and the capacity of
the teacher to implement a certain teaching method.

REFLECT

Reflect on this question: How do we select the appropriate strategy for our lessons?
Teaching strategies are very important for a teacher to have a proper and effective teaching
and to achieve the lesson’s learning objectives. To select an appropriate strategy for a lesson,
teachers should have enough knowledge of the subject matter that he/she will teach. The teacher
should study and plan the lesson, know the students well specially their abilities, characteristics
and learning types, formulate appropriate learning objectives that are relevant to students, plan for
different classroom activities that will enhance students development and knowledge as well as to
provide assessment that are appropriate to the lesson and can highly increase students’ thinking
abilities. I believe, these steps will allow teachers to properly select strategy/ies that will best suit
his/her capabilities and to the lesson they are going to teach.

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 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A TEACHER

FS1
Episode 10- The Instructional Cycle
T
HE K TO 12 GRADING SYSTEM
FIELD STUDY

Determining Outcome-Based Teaching and Learning

Activity 10.2

Resource Teacher: _Ma’am Joy Bongat Pante_ School: _Abano Laboratory School_
Grade/Year Level: _Grade 7 Subject: _Araling Panlipunan_

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?
Our resource teacher, ma’am Joy, did not state the learning objectives before she begun
teaching the class. After she greet the students, she then introduced their new lesson for that
specific day by conducting a review or recapitulation of their previous discussion beforehand.
But I think, she already stated or announced the learning outcomes that the students are
expected to achieve at their group chat.

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.
Based on my observation, ma’am Joy used lecture method and an inquiry method or the
formulation of questions about what they think of ancient people’s clothing and physical
characteristics. These teaching-learning activities helped her to attain her lesson objectives
because as I have observed, she effectively discussed the topic while encouraging students
participation that increased their learning and also, the students evidently demonstrated
knowledge of the topic by having opportunities to share their ideas or insights.

3. What assessment task/s did teacher employ? Is/are these aligned to the lesson objectives?
The resource teacher gave an essay form of question for students (as an assessment) to
share their knowledge or insights about the topic they have discussed which is all about the
ancient people (sinaunang tao). Specifically, the question she gave is all about the ‘Theory of
Evolution’ by Charles Darwin and then asked the students to write their opinions in a one
whole sheet of paper.

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 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600,

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD STUDY

ANALYZE

1. What are your thoughts about Outcomes-Based Teaching and learning (OBTL)?
OBTL or the Outcomes-Based Teaching and Learning is one of the effective curriculum
design framework which highly helps teachers to focus on the intended learning outcomes of a
particular subject matter. As the term suggests, it does not focused on what teachers must
teach his/her students but rather emphasizes the outcomes that the students are intended or
expected to achieve after a course or program. I think, it would be beneficial for both the
teachers and students because first of all, it really helps teachers to align their teaching
strategies to the classroom activities and assessment process to maximize students learning
and on the other hand, the OBTL provides students a clear goal or guide of what they should do,
make or achieve and be able to systematically and properly work on it.

REFLECT
Reflect on the use of OBTL.

The OBTL or the Outcomes-Based Teaching and Learning is a curriculum design

framework that focuses on the intended outcomes for students rather than focusing on the
teacher’s teaching method or strategies. It highly encourages a student-centered learning
environment wherein the focus is on students, particularly on what they are intended to
achieve after their course or program. The outcomes that a student made or achieved will
highly determine the learning that he/she gained or acquired throughout the teaching and
learning process. The OBTL is intended to maximize students’ learning capacities that will help
them focus on their own learning development and development as students. As I have learned,
OBTL also helps students through empowering them while adapting to their strengths and
weaknesses and also by giving enough amount of time to become proficient and fluent in a
particular subject matter.

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 Republic of the Philippines

CAMARINES NORTE STATE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, P
COLLEGE
ON BECOMING A TEACHER hilippines

FS1
Episode 10- The Instructional Cycle
THE K TO 12 GRADING SYSTEM

FIELD STUDY

Applying Effective Questioning Techniques

Activity 10.3

Resource Teacher: _Ma’am Joy Bongat Pante School: _Abano Laboratory School_
Grade/Year Level: _Grade 7 Subject: _Araling Panlipunan_

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 Questions Examples of Questions that the Resource Teacher

Asked
1. Factual/Convergent What are the things that provides evidence that there are
Closed/Low level people who lived thousands of years ago?
2.Divergent/Higher How can you describe the ancient people and their
order/Open-ended/ lifestyle?
Conceptual
a. evaluation Cite reasons why ancient people changed or evolved.

b. inference

c. comparison What is the difference between the physical characteristics

of ancient people and the people today?
d. application What is your opinion of the theory proposed by Charles
Darwin which is the ‘Theory of Evolution’?
e. problem-solving

3. Affective What do you think is the importance of studying ancient

people’s live and history?

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 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600,

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD STUDY

ANALYZE
1. Neil Postman once said “ Children go to school as question marks and leave the 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?
I believe, this saying have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ because as we all know, students
or children always have questions in their minds, they’re curiosity arises especially whenever
they encounter a new word or unfamiliar concept. For me, a teacher transforms into a crucial
tool for students to discover something that they didn’t know or something they want to know.
They help students to learn more things that are relevant to them. However, they don’t directly
answer students questions but rather guide them to seek and think for concepts that will help
them arrive for an answer. To do this, the teacher asks or provide different kinds of questions
and in most cases, they give time for students to think, redirect the questions used or correct
some mistakes or misunderstandings that a students have in order for them to come up with
an appropriate and acceptable answers. This is why the questioning and reacting techniques
that is used by teachers are very helpful and have a direct influence on how children go to
school as question marks and leave the school as periods.

REFLECT
Reflect on: The importance of using various reacting techniques.
Reacting techniques is one of the important and helpful techniques in which teachers
can use during the teaching and learning process. It is very useful for teachers to highly
encourage more responses from the students and to increase their critical thinking abilities. By
giving feedback, praises or corrections, a teacher can effectively demonstrate his/her good
listening skills that will highly contribute to increase students’ confidence and self-trust. Based
on my own experience, receiving a praise or a simple words like “very good”, “excellent”, “good
job”, really helped me in boosting my confidence which gave me a mindset to study more,
recite or share my ideas or opinions in front of the class as well as to actively participate
because I want to experience that feeling that I have just received when I responded to my
teacher’s question. I believe, this will really help students to pursue more and improve
themselves for the better. These reacting techniques will also help them to learn and know
what are the things they have misunderstood and the learning areas to which they needs
improvement through properly addressing or explaining the certain points and arguments.
Thus, this will be a helpful way for them to focus and improve their thinking skills and to
effectively formulate answers about a particular question.

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 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600,

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD STUDY

SHOW YOUR LEARNING ARTIFACTS

Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.

(This is a proof of interviewing my high school teacher which is done online through
messenger chat.)

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 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 10 -The Instructional Cycle
Learning Outcome: 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 the 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: _ERICA R. MAHINAY__ Date Submitted: _OCTOBER_8, 2022

Year&Section: _4D_ Course: BSED__

VERY NEEDS
LEARNING EXCELLENT SATISFACTORY
SATISFACTORY IMPROVEMENT
EPISODES 4 2
3 1
All observation
One (1) or two (2) Three (3) Four (4) or more
questions/tasks
ACCOMPLISHED observation observation observation
completely
OBSERVATION questions/tasks questions/tasks questions/ tasks not
answered/
SHEET not answered/ not answered/ answered/
accomplished.
accomplished accomplished accomplished.
All questions
were answered All questions were Questions were Four (4) or more
completely; answered not answered observation were not
answers are in completely; completely; answered; answers
depth and are answers are answers are not not connected to
ANALYSIS thoroughly clearly connected
clearly connected theories; more than
grounded on to theories;
to theories; one four (4)
theories; grammar and
(1) to three (3) grammatical/spelling
grammar and spelling are free
grammatical errors.
spelling are free from errors.
from error. spelling errors.

Profound and Clear but lacks Not so clear and

Unclear and shallow;
clear; supported depth; supported shallow;
rarely supported by
REFLECTIONS 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

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 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

ON BECOMING A

F1
Episode 10- The Instructional Cycle
TEACHER
FIELD
Portfolio is Portfolio is
Portfolio is not
reflected on the reflected on the Portfolio is not
reflected on in the
context of the context of the reflected on in the
context of the
learning learning context of the learning
LEARNING learning outcomes.
outcomes; outcomes. outcomes; not
ARTIFACTS Complete; not
Complete, well- Complete; well- complete; not
organized,
organized, highly organized, very organized, not
relevant to the
relevant to the relevant to the relevant
learning outcome
learning outcome learning outcome
Submitted two (2)
Submitted before Submitted on Submitted a day
SUBMISSION days or more after the
the deadline deadline after the deadline
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below

Signature of FS Teacher above Printed Name Date

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