Episode 10

PER JOHN VALDEZ
BTLED HE-4A
EPISODE10
OBSERVE
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. Teacher lets the student learn the topic asking,
cooperating, in the lesson about food
processing.
3. A non-threatening atmosphere enhances Teacher organized, arranged the materials

learning. inside the classroom to avoid destruction and
implement the positive environment inside the
class.
4. Emotion has the power to increase retention Students learn quickly in their own time. They
and learning. were able to complete the lesson which the
teacher is approachable when dealing with all
of the students’ questions. A time for feedback
will bridge the gap between all learners and
help them troubleshot their learning
deficiencies.
5. Good teaching goes beyond recall of She also asked the students to recall
information. information and to assess their understanding.
6. Learning is meaningful when it is connected Teacher connects the topic/lesson to the
to students’ everyday life. experience of the students by asking them
showing their thoughts.
7. An integrated teaching approach is far more Some of the topics discussed by the teacher are
effective than teaching isolated bits of generalized. She highlighted the most
information. important facts and ideas in the lesson so that
the students would not be confused and would
understand it correctly.
ANALYZE
 What is the best method of teaching? Is there such a thing? I believe that the best
teaching method combines a variety of strategies that cater to students’ multiple
intelligences, as well as student-centered learning and a dash of discovery learning. A
teacher should begin a lesson with something meaningful that will entice students to want
to learn more as he or she draw them into the lessons’ core. After providing come
background information and instructions, the teacher stops giving direct instruction
(teacher-lecture) and hands over control to the students who are new in charge of their
own learning. The teacher now walks around guiding the facilitation, only asking
prompting questions to further their investigation. Last but not least, I believe that
reflection and adjustment prior to assessment is one of the most effective teaching
methods.
REFLECT
How do we select the appropriate strategy for our lessons?
In selecting the appropriate strategy for the reasons think about first the objective because
learning objective determines the learning of the students. It should align the teaching strategy to
the objectives to know the learning outcome of the students.
OBSERVRE
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?
 She presents the specific intended learning outcomes to the subject matter in class to
share her class objectives. She starts her discussion by assessing how she posed questions
to the class.
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.
 She uses is discussion, group activities. This helps her to attain her objective if there is
objective to learn the students.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives ILOs.
 The teacher prepares a written exam by presenting the story guide questions that students
must respond to. It corresponds to the lesson she discussing, so it is in line with her goals.
When it comes to learning activities and assessments, her active teaching strategy is
based on the intended learning outcomes or objectives.
ANALYZE
Outcome-based Teaching and Learning (OBTL) is a student-centered education approach

in which the programs intended learning outcomes for students are explicitly. After that, teaching
and learning activities are carefully planned to help students achieve these goals. This means that
everything teachers should be directed toward what they want students to know, understand, and
be able to do. To put it another way, teachers should focus on assessing students in developing
the knowledge, skills and personalities that will enable them to achieve the clearly articulated
intended outcomes. When creating an OBE syllabus, we usually use a process called
“constructive alignment”, which refers to engaging in learning activities that lead to the desired
learning outcomes. The term ‘constructive’ refers to how a learner uses relevant learning
activities to construct meaning. What the teacher does is referred to as the ‘alignment’ aspect.
The components of the teaching tasks must be adjusted to the learning activities assumed in the
intended outcomes.
REFLECT
Outcome-based Teaching and Learning (OBTL) is a teaching and learning curriculum

design framework that focuses on “first identifying the intended outcomes or goals of a module
or program then aligning teaching, learning and assessment to maximize the likelihood that
students achieve those outcome or goals.” In simple first, OBTL emphasizes the implicit
declaration of learning outcomes, which identify the tasks that students should be able to perform
after completing the cause and to what standard.
OBSERVE
Type od Question Example of Questions that the Resource Teacher Asked

1. Factual / Convergent What is the definition of output and input in food processing?
Closed / Low level
2. Divergent / Higher – How can you say that the fish is fresh from the market?
Order / Open-ended /
Conceptual
a. evaluation Do you think the topic is interesting?
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALIZE
Teacher questions are instructional cues that convey to students intent elements to be
learned as well as activities for what they should do and how they should do it in the classroom.
The teacher must always keep in mind that are important but critical aspect of the teaching and
learning process is the knowledge and skills used in as long various types of questions in the
classroom. This quote by Neil Postman has something to do with the types of questions because
it describes effective questioning techniques that may have an impact on the learners. That by
asking appropriates questions and responding to students’ ideas and opinions. We can encourage
and develop their activities, which will improve their class performance as well as their thinking
skills.
REFLECT
I believe that good questioning techniques help students understand the subject matter
better and develop critical thinking skills. A good questioning technique in which the “cognitive
or knowledge part” is used to allow students to impart knowledge to their peers. The “affective
part” which focuses on reacting techniques, is crucial because even a simple reaction can leave
an impression on a student. As a result, we must have appropriate reaction techniques and be
constantly sensitive to others. Right and appropriate questioning must be a priority, with students
being held to a higher standard for responding correctly. Students interact and cope with the
lessons when they are asked the right questions.
LINK
1. D
2. C
3. D
4. A
5. B

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PER JOHN VALDEZ

3. A non-threatening atmosphere enhances Teacher organized, arranged the materials

How do we select the appropriate strategy for our lessons?

Outcome-based Teaching and Learning (OBTL) is a student-centered education approach

Outcome-based Teaching and Learning (OBTL) is a teaching and learning curriculum

Type od Question Example of Questions that the Resource Teacher Asked

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