r SS ish SANE |, Neil Postman once said } “Child ie periods?” Does this have ‘something 80 to school as question marks and lea IN to do with the type of questions that teachers & school as questioning and reactin and the Chu Ween Ah "sche that they employ? _Neil tS lus stitn_bor! a bev] os A “oe ly eam ea oland Wodge ly 1 ales bey stall [pet en REFLECT Reflect ow The importance of using various reacting techniques Lsive vorions _yeoetile, — Toul esanrce echo bedar much las poh & Tati, wed - ead con git feedback ‘c espa “h rduk , wh will [len see led te Le ist eon bell «“fc. SHOW Your Learning Artifacts Za Show proofs of learning that you were able to two teachers on their thoughts on OBTL. gain in this Episode by interviewing a |, reuse Ay Br Gels, rteome Aefed Hachrg owd low nites or ptt iC onan becansy st prods Cleon Oban diws ond chron fie Wewhin, ft ents FLA aly avkube oul — assessund ore fitrgiel Om ayhiews speoge omy corleamus: YW alte alls buffer eralatim — of sleds tmnlypfoniig onl rides & — Coule Laas fo Trewin each, pell.Applying the 6 Resource Teacher 4 GraderVor Levee Subject Are Tea siding Principles I ycher's Signature aad a the selection and US? of Strategiog school, Date: ad YORE @ OBSERVE , ; ? then anal 7 Observe one class with the use of the observation sheet for greater focus Lyze my observations with the help of the guide questions. i how digesti 7, The more senses that are involved, the more | €.9- : fea syed en oval ie ‘h ie etter the learning. fakes S and ine peters 2 digestive system. ing is i foachar Fey Ws cred’ ee 2, Leaming is an active process. seg te oth saws ft Th Juthak ides a Sup porte 3. Anon-threatening atmosphere enhances learning. evra] wohl Chelunl canticile to Ob} Guathols. 4, Emotion has the power to increase retention and learning. the Juodher isos codosingin dune, Sh, digusten jt help bast hack? ihferutts 5. Good teaching goes beyond recall of information. 6. Learning is meaningful when it is connected to students’ everyday life. ae a 0, onl. t ee Ide Fhe Leaver “ke hig diteasitn 4 vende gananny, rwablg ef te 7. An Integral teaching approach is far more effective than teaching is it mee fect 9 isolated bits of eluent or stedonds. fle fetches ghas Ia k mol contegls velabd A tie ahah uoyh (Bm-r ANALYZE what js,the best method of thes 4 feasting? Is there such a thingy Thre is _my such pati? Eel oe A eatny tae 4 ive ge diyage Lupine. Hsbc 4 Obsg0n ele ieg ov nu eitnh REFLECT eamaaal Reflect on this question, How do we sek - Sct the appropriate strategy Tor our lessons? ga cena thei has plod AR amee: ive obfuctiiac in on a Apgieleheligy “hai He lua cel : D etermining Outcome-Based Teaching and Learning esoutce Teacher: ____ Teacher's Signature School: radelVear Level: Subject Area: Date: © OBSERVE : ‘ 7 observe a class and answer the following questions. | 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? ouhue dich une chow Ale Meow ni objwohiws NUEC , srete ple unl it Covelint lem, qeewtes rong cahvily 2. What teaching-learning activities (TLAs) did he/she use? fe a Aa ae his/her lesson objectives! ILOs? Explain your answer. _“{ LA Tce the gq ocitly alah T. gta. Lethe whe atte indie He nan coh $i Als jut lid die epon, lest ek, 3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives! ne ssestwte ask the Me 4asiche rwplog was Sloe lye ave ovtivibyam ‘ANALYZE o ing and Learning ( 1.” What are your thoughts about Outcome-Based Teaching a ae ve Ul a Chow 4. on (OILS Wks Whale ch aller Togo ond period Laat ‘ ft essustmad om] crdd—cord He REFLECT Reflect on the use of OBTL. pk feds explial suis god _can lily BTL)? fo Lhoabth, lenny all ote of deoshy by Lashettinn pnd oéscsinnad ih Ham 5 a we Applying Effective Questioning Techniques Resource Teacher: Grade/Year Level: durin; OGIE tmny Sorte oon cperdl_sefp lie? School: Teacher's Signature Date: Subject Area: iS) OBSERVE Observe a class activity. You shall focus on the questions that the Resource Teacher asis the classroom discussion, Write the questions raised and identify the level of questioning, Examples of Questions that the Resource Teacher Asked Types of Question 1. Factual / C tT. Tow ig Vette? . Ciosed Lew nea whe ish we i mre thom (wr PHY of crlbinat When did yan eon Lh —| 2. Divergent /Higher= Ty “lan ic bu mpurlont) order /Open-ended/ | y foe aa wig yor own deagit Conceptual wpe ey i Wg Galak We weeny ty leona bndachoye a. evaluation - hy db Th bi tte Allangncy ql b. inference ; hy he Mi ied vif nee aE EE , wok Com jew Obie) fle sthadn, ©. comparison | ‘h a We fo” af Stade d. application ©. problem-solving - — 3. Affective mI aa yy sy the Te impotence. of Lucloesit : 116 Field Study ¥f