FIELD STUDY 1 LEARNING EPISODE

FS 1 10 THE INSTRUCTIONAL CYCLE

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 Outcomes
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.
REVIST the Learning Essentials
These are the guiding principles in the selection and use of teaching methods:
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. 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 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 applied in the teaching-learning process. It is equivalent ti competency-based and
standards-based teaching and lerning 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 witht the intended larning outcomes. In
other words, inOBTL you first establish your intended learning outcomes (lesson
objectives). Then you determine which teaching-learning activities (TLAs) and also the
assessmen tasks (Ats) you will have to use to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we
use to teach and the AT’s are the evaluation part.
 OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we werw 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 ae the types of questions that teachers ask.
Types of Questions that Teacher Ask

1. Factual/Convergent/Closed/Low-level Who, What, Where, When questions

With one acceptable answer
2. Divergent/Open-ended/High-level/ Open-ended; has more than one
Higher-order/Conceptual acceptable 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 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: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

OBSERVE (page 114)

Observe one 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
more and the better the learning. digestion takes 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 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.

ANALYZE (page 115)

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

REFLECT (page 115)

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

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

OBSERVE (page 115)

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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ILOs?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ANALYZE (page 116)

1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFLECT (page 116)

Reflect on the use of OBTL.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: _____________________________ Teacher’s Signature: ________
School: _______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

OBSERVE (page 116)

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 Question 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

ANALYZE (page 117)

1. 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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFLECT (page 117)

Reflect on

The importance of various reacting techniques

SHOW Your Learning Artifacts (page 118)
Show proofs of learning that you were able to gain in this Episode by interviewing
at least two teachers on their thoughts on OBTL.
EVALUATE Performance Task (page 119)
Evaluate Your Work Task Field Study 1, Episode 10 – The Instructional Cycle
Learning Outcomes: • 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.
Name of FS Student:
Date Submitted: _______________
Year & Section: Course:
Learning Needs
Episode Excellent Very Satisfactory Satisfactory Improvement
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks not questions/tasks not
answered/ answered/ answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered answered observation
completely; completely; answers completely; questions were not
answers are with are clearly answers are not answered; answers
depth and are connected to clearly connected not connected to
thoroughly theories; grammar to theories; one (1) theories; more than
grounded on and spelling are free to three (3) four (4)
theories; from errors. grammatical/spellin grammatical/spelling
grammar and g errors. errors.
spelling are free
from error.
Reflection Profound and Clears but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
observed and and analyzed were observed and and analyzed
analyzed. analyzed
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in on in the context of reflected on in the reflected on in the
the context of the the learning context of the context of the
learning outcomes. learning outcomes. learning outcomes;
outcomes; Complete; well- Complete; not not complete; not
Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant
relevant to the learning outcome outcome
learning
outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
the deadline

COMMENT/S Over-all Score Rating:

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below

________________________________________ _________________
Signature of FS Teacher above Printed Name Date
LINK Theory to Practice
Direction: Encircle the letter of the correct answer.
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less
expensive.
D. Let students learn the steps in opening a computer by making them follow
the steps.
2. The more senses that are involved, the more and the better the learning.
Which practice is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.
3. 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
4. Which type of question will least promote interaction among students?
A. Divergent C. Convergent
B. Conceptual D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible