LEARNING EPISODE 10- THE INSTRUCTIONAL CYCLE

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.

Revisit the Learning Essentials

There are 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 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 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 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.
 1.Factual/Convergent/Closed/Low Level Who, what, where, when questions
With one acceptable answer
Ex. Who is our national hero?
What are verbs?
2.Divergent/Open-ended/High Level/Higher- Open-ended; has more than one acceptable
order/Conceptual answer
a. evaluation Ex. How do you find the economic condition of
our country?
b. inference Ex. When the phone rang and Li picked it up,
she was all smiles. What can you infer about
Liz?
c. Comparison
d. application
e. problem-solving
3. Affective How do you feel?

Types of Questions that Teachers Ask

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”

Activity 10.1. Applying the Guiding Principles in the Selection and Use of Strategies

Resource Teacher: Teacher’s Signature:

School:
Grade Level: Subject Area: Date:
Observe:

Observe one class with the use of the observation sheet for greater focus then analyze mu
observations with the help of the guide questions.

1.The more senses that are involved, the more Ex. 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 the power to increase retention
and learning.
5. Good teaching goes beyond recall of
information.
6. Learning is meaningful when I is connected to
students’ everyday life.
7.An integrated teaching approach is far more
effective than teaching isolated bits of
information.

Analyze

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

Reflect. 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 Level: Subject Area: Date:

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?
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

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

Reflect

Reflect on the use of OBTL.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Teacher’s Signature:

School:
Grade Level: Subject Area: Date:

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 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
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 that they employ?

REFLECT
Reflect on

The importance of using various reacting techniques.

(On the last page, show your Learning Artifacts)