OBSERVATION SHEET #2

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

What did the Resource Teacher do which applies/contradicts the learning

principle?
Principle of Learning
Non-application/Contradict of the
Application of the Principle
Principle

1. Effective learning begins with

Ma’am Salinas does not explain the
the setting of clear and high Ma’am Salinas writes her intend
relevance of the learning outcomes to
expectations and learning learning outcome on the board
the students
outcomes.

Ma’am Salinas lectures without

Pupil writes letter A instead of
2. Learning is an active process. engaging students through questions
Teacher writing for him/her.
or activities.

3. Learning is the discovery of Ma’am relates the math problem Ma’am Salinas uses abstract
personal meaning and relevance to real-life situations, such as examples without showing their real-
of ideas. budgeting. world applications.

4. Learning is a cooperative and

Ma’am Salinas does not allow group
collaborative process. Learning is Learners work in pairs to solve a
work or discussion, insisting students
enhanced in an atmosphere of math problem.
work individually only.
cooperation and collaboration.
MY ANALYSIS

1. Which principle/s of learning was/were most applied?

The principle of learning that was most applied is the “Learning is an active process”.
This principle have consistent show of an active engagement. This result to students retain
information better, develop critical thinking skills, and deepen their understanding of the
material.

2. Which principle of learning was least applied? Why was/were the principles not very much
applied? Give instances where this/these principle/s could have been applied.
As a student teacher, I believe that starting with the lesson's goal and sharing it with the learners is
important because it helps give them a clear instruction. When our students know what they're
working toward, they become more engaged and focused on the tasks at hand. This approach makes
it easier for them to understand the lesson and learn effectively.

3. How did the application of these learning principles affect learning?

Using these learning principles helps students learn faster and understand better. For example,
repeating things helps them remember important information. Getting feedback or comments makes
them feel more confident and shows them where they need to improve. This way, they become better
at learning.

4. How did the non-application of these learning principles affect learning?

If these learning principles are not used, students will have a hard time learning and understanding
the lessons. For example, without repetition or reviewing, they easily forget important information.
Without feedback or comments, they won’t know where they are making mistakes or how they can
improve. Because of this, it becomes difficult for them to learn properly.

5. Do you agree with these principles of learning? Or have you discovered that they are not always
correct?
I agree with these learning principles because they help students learn faster and better. But
sometimes, they don't work for every student. Each student learns in their own way, so sometimes a
different teaching method is needed to make it work better.
MY REFLECTIONS

My reflections and lessons learned on my observations of my Resource Teacher's

application/non-application of these principles.

Among those practices that I observed, which practices will I adopt and which ones will I
improve on? What lessons did 1 learn?

My Observing different math teachers showed me that every teacher has their own way of teaching,
and each strategy works differently depending on the students. Some teachers focus on making lessons
clear by writing and explaining goals, while others encourage students to be active and solve problems
on their own. I realized that good teaching involves finding the right balance between guiding students
and letting them explore ideas themselves. I also learned that making lessons meaningful is important.
Teachers who relate math to real-life situations help students see why it matters. Group activities or
discussions also make learning more enjoyable and help students learn from each other. Overall, I
realized that there’s no single perfect way to teach math. What matters most is understanding students’
needs and using strategies that help them learn better.

1. Practices worth adopting:

- Setting clear and high learning goals.
- Encouraging active student participation.
- Relating lessons to real-life applications.
- Promoting group work and collaboration among students.

2. Practices to avoid and to improve on are:

- Avoid lecturing too much without engaging students.
- Avoid using examples that are too abstract or difficult to relate to.
- Improve on giving equal opportunities for all students to participate.
- Avoid relying solely on individual work without fostering collaboration.

3. Lesson learned:
Teaching strategies should adapt to the needs of the students. Effective teaching happens when
students are engaged, lessons are meaningful, and collaboration is encouraged. A good teacher uses a
variety of methods to help students understand and enjoy learning.
 INTEGRATING THEORY AND PRACTICE

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of her lesson.
She proceeds to her learning activities at once without letting them know what they are supposed to
learn for the day. Which principle of learning does Teacher Rose negate?

A. Effective learning begins with setting clear expectations and learning outcomes.

B. Learning is an active process.

C. Learning is the discovery of the personal meaning of ideas.

D. Learning is a cooperative and a collaborative process.

2. Teacher Emma noticed that in group work, students just leave the work to the leader and so vowed
never to give group work again. Against which principle of learning is Teacher Emma's decision?

A. Learning is an active process.

B. Learning is the discovery of the personal meaning of ideas.

C. Learning is a cooperative and a collaborative process.

D. Effective learning begins with setting clear expectations and learning outcomes.

3. In her desire to finish the content of the course syllabus, Teacher Love just lectures while students
listen. Which principle of learning does Teacher Love violate?

A. Learning is the discovery of the personal meaning of ideas.

B. Learning is a cooperative and a collaborative process.

C. Effective learning begins with setting clear expectations and learning outcomes.

D. Learning is an active process.

4. Teacher Arielle asks her students to see the connection of their new lesson to their own personal
experiences and share the same with the class. Teacher believes in which principle of learning?

A. Learning is a cooperative and a collaborative process.

B. Effective learning begins with setting clear expectations and learning outcomes.

C. Learning is an active process.

D. Learning is the discovery of the personal meaning of ideas.

5. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on.
Teacher Lil is very much convinced of which principle of learning?

A. Learning is an active process.

B. Learning is the discovery of the personal meaning of ideas.

C. Learning is a cooperative and a collaborative process.

D. Effective learning begins with setting clear expectations and learning outcomes.
MY LEARNING PORTFOLIO

You may wish to state the principles of learning in your own words or illustrate each with diagrams.
Feel free to choose how!

PRINCIPLE OF LEARNING IN MY OWN WORDS

I believe learning works best when teachers follow simple steps. We all know that teachers should set
clear goals so students know what they will learn, like writing “Today, we will solve equations” on the
board. I also believe that students learn better when they actively take part in the lesson. Instead of just
listening, they should try solving problems on their own. I am certain that learning becomes easier
when it connects to real life. For example, teachers can show how math is useful for shopping or
budgeting. Lastly, students learn more when they work together. Group activities and discussions help
them share ideas and understand better. For me, these steps make learning fun and easier for everyone.
 OBSERVATION SHEET #2.1

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Guiding Principles Related to Lesson Teaching Behavior/s which Prove/s

Objectives/Intended Learning Outcomes Observance of the Guiding Principle
Ma’am Salinas clearly stated the learning
1. Begin with the end in mind.
outcomes for the lesson at the beginning.
Ma’am Salinas explained the objectives in simple
2. Share lesson objective with students terms so students understood what they would
achieve
3. Lesson objectives/intended learning outcomes The objectives were specific, measurable,
are SMART achievable, relevant, and time-bound
 OBSERVATION SHEET #2.2

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Guiding Principles Related to Lesson Teaching Behavior/s which Prove/s

Objectives/Intended Learning Outcomes Observance of the Guiding Principle
1. Begin with the end in mind.
2. Share lesson objective with students
3. Lesson objectives/intended learning outcomes
are SMART
 OBSERVATION SHEET #2.3

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Guiding Principles Related to Lesson Teaching Behavior/s which Prove/s

Objectives/Intended Learning Outcomes Observance of the Guiding Principle
1. Begin with the end in mind.
2. Share lesson objective with students
3. Lesson objectives/intended learning outcomes
are SMART
2. Ask permission from your Resource Teacher for you to copy his/her lesson objective for the day's
lesson. Did his/her lesson objectives serve as guiding star in the sense that the development of the
lesson was guided by his/her lesson objectives/intended learning outcome.

Yes, the lesson objectives were like a guiding star because they helped direct the development of the
lesson. The teacher used the objectives to plan the lesson and make sure all activities were focused on
helping students achieve those goals. This clear focus helped the students understand what they were
supposed to learn and why it mattered.

MY ANALYSIS

1. Why is it sound teaching practice for a teacher to "begin with the end in mind" and to share his/her
lesson objectives or intended learning outcomes with his/her students?
As a student teacher, starting with the lesson’s goal and sharing it with the learners is important
because it helps give them a clear direction. When students know what they’re working toward, they
become more engaged and focused on the tasks at hand. This approach makes it easier for them to
understand the lesson and figure out how to learn the material effectively.

2. Did you find the lesson objective/s or intended learning outcome/s SMART? Support your answer.
Yes, the content or what I observed is specific, and it is expected that learners will achieve what they
need to remember. The objectives in Ma’am’s teaching are also measurable through the quizzes she
gives after class. The students are able to achieve what they need to learn, and it is important that the
students learn through listening and participating in class. They are also given time to complete and
submit their tasks in the classroom.

3. Do SMART objectives help the lesson become more focused?

For me, SMART objectives really help in teaching. I also see and observe that SMART objectives have
a positive impact because they make the class clearer, organized, and purposeful. Because of this,
students’ focus is strengthened, and teaching becomes more effective. Objectives that are specific,
measurable, achievable, relevant, and time-bound provide clear direction and make it easier to focus on
the goals of the lesson.

4. Were the lesson objectives/intended learning outcomes in the cognitive, psycho-motor and affective
domains? Support your answer.
In what I observed, I noticed several things. In the cognitive domain, there was recalling of information
and problem-solving. In the psychomotor domain, there were activities given to the students, such as
racing to answer on the board, along with other activities. In the affective domain, I observed Ma’am’s
appreciation for the students she is teaching.

5. Is it necessary to have objectives always in the 3 domains cognitive, psycho-motor and affective?
Why or why not?

For me, it is not always necessary to have objectives in all three domains—cognitive, psychomotor, and
affective .because the inclusion of objectives in each domain depends on the type of lessons and
activities. However, not all lessons need objectives in all three domains. Some lessons may focus only
on intellectual skills, while others may focus on physical skills or emotional development. The
important thing is to match the objectives with the goals of the lesson.

MY REFLECTIONS

Any lessons learned or insights gained from your observation focused on lesson objectives?
Write them down here. Are lesson objectives truly the guiding star in the development of a lesson? Or
are lesson objectives sometimes forgotten as the lesson develops?
From my observation, I learned that lesson objectives are crucial in guiding the direction of the lesson.
They act as a roadmap, ensuring that both the teacher and the students stay focused on the learning
goals. When the objectives are clear, it becomes easier to plan activities and measure if the lesson was
successful. However, sometimes teachers may forget about the objectives as the lesson progresses,
especially if they get caught up in the flow of teaching. This can cause the lesson to lose focus and not
achieve its intended outcomes.

For lesson objectives/learning outcomes to serve as guiding star in lesson development, will it
help if they are SMART
For lesson objectives to truly serve as a guiding star, it definitely helps if they are SMART
(Specific, Measurable, Achievable, Relevant, and Time-bound). SMART objectives make it clear what
needs to be accomplished, how progress will be measured, and if the goal is realistic within the time
frame

Does integrating lesson objectives/intended learning outcomes in the three domains

(cognitive, psycho-motor, affective) or at least 2 (cognitive or psycho-motor and affective) make
lessons more meaningful?
When lesson objectives cover different areas like cognitive (thinking), psycho-motor (physical skills),
and affective (emotional or attitude-related), the lesson becomes more meaningful. Students not only
learn facts but also develop skills and positive attitudes. This makes the lesson more engaging and
helps students connect with the material in a deeper way. If the objectives focus on at least two of these
areas, the lesson feels more balanced and purposeful.
INTEGRATING THEORY AND PRACTICE

Direction: Encircle the letter of the correct answer.

1. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?

A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains - cognitive,

skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind,
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

2. Teacher Paz shared this lesson objective/learning outcome with her students: "Before the period
ends, all of you must be able to identify the topic sentence and supporting sentences of a given
paragraph." Teacher Paz drilled them on subject-verb agreement to ensure that they can write a good
paragraph then gave a ten-sentence paragraph for the students to determine subject-verb agreement
before the class period ended. Did Teacher Paz use the lesson objective/learning outcome as guide in
the development of her lesson?

A. Yes.
B. No.
C. A little, because subject-verb agreement is a must in paragraph writing
D. Very much, because she made use of a ten-sentence paragraph for the end-of- the-period
quiz

3. Here is a lesson objective: "At the end of the lesson, the students must be able to develop a positive
attitude towards work." Is this a SMART objective?

A. Partly, it is in the affective domain

B. Very much, it is specific
C. Not at all, develop is a non-behavioral term
D. Yes, if the word "develop" is replaced with "create"
MY LEARNING PORTFOLIO

Give one researched quotation that states the significance of goals and objectives. (Don’t
forget to state your source)

In one sentence, relate this quote to learning objectives/intended learning outcomes as guiding
star in lesson development.

Goals and objectives are the road maps that guide educators in creating meaningful learning
experiences and assessing outcomes effectively.” — Tyler, R. W. (The Basic Principles of Curriculum
and Instruction, 1949).

Relation to Learning Objectives:

This quote emphasizes that learning objectives function as the guiding star in lesson development,
ensuring that both teaching strategies and assessments align with desired student outcomes
 OBSERVATION SHEET #3.1

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Kendall's and Marrzano's Domains of Knowledge

Concrete Example/s for each Domain of

Knowledge from my Observation (What did
Domain of Knowledge
your Teacher teach? What was the focus of
your Teacher's lessons?)
1. Cognitive Domain - Information (Declarative Ma’am Salinas explained the quadratic function,
Knowledge)-Vocabulary, terms, facts, concepts, highlighting its formula and significance in
principle, hypothesis, theory solving problems involving right triangles.
Ma’am Salinas guided Learners on solving
2. Mental Procedures (Procedural Knowledge) -
quadratic functions step by step, such as factoring
e.g. mental skills such as writing a paragraph
and completing the square.
Bloom’s Domain

Domain of Learning Activities

3. Psychomotor - skills Instructed Learners to measure angles using a Cartisean plane
Ma’am Salinas encouraged students to collaborate and show
4. Affective - values, attitude
respect for each other’s opinions during activities.
 OBSERVATION SHEET #3.2

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Kendall's and Marrzano's Domains of Knowledge

Concrete Example/s for each Domain of

Knowledge from my Observation (What did
Domain of Knowledge
your Teacher teach? What was the focus of
your Teacher's lessons?)
1. Cognitive Domain - Information (Declarative
Knowledge)-Vocabulary, terms, facts, concepts,
principle, hypothesis, theory
2. Mental Procedures (Procedural Knowledge) -
e.g. mental skills such as writing a paragraph
Bloom’s Domain

Domain of Learning Activities

3. Psychomotor - skills
4. Affective - values, attitude
 OBSERVATION SHEET #3.3

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Kendall's and Marrzano's Domains of Knowledge

Concrete Example/s for each Domain of

Knowledge from my Observation (What did
Domain of Knowledge
your Teacher teach? What was the focus of
your Teacher's lessons?)
1. Cognitive Domain - Information (Declarative
Knowledge)-Vocabulary, terms, facts, concepts,
principle, hypothesis, theory
2. Mental Procedures (Procedural Knowledge) -
e.g. mental skills such as writing a paragraph
Bloom’s Domain

Domain of Learning Activities

3. Psychomotor - skills
4. Affective - values, attitude
MY ANALYSIS

1. Were the lessons focused on information / cognitive domain only or mental procedures only or
psychomotor procedures/physical skills only? Or were the lessons combinations of two or three?
Explain your answer.
Math lessons usually combine two or three domains, not just one. They focus a lot on the cognitive
domain, where learners learn and understand ideas, like solving equations or learning formulas.
Sometimes, they also include the psychomotor domain, like when students draw graphs, use rulers, or
plot points on a Cartesian plane. The affective domain is also part of math lessons when students work
together, build confidence, or develop a positive attitude toward math. Combining these domains helps
leaners learn better by using their thinking, physical skills, and emotions.

2. Were the lessons focused on cognitive content only or psychomotor content only or affective content
only? Or were the lessons combinations of two or three? Explain your answer.
Math lessons are usually a combination of two or three types, not just one. They focus a lot on
cognitive content, where Learners learn ideas, solve problems, and understand math concepts like
equations or shapes. Sometimes they also include psychomotor content, like drawing graphs,
measuring angles, or plotting points on a grid. The affective content is part of lessons too, when
students build confidence, work with others, or develop a good attitude toward math. Combining these
types makes learning more complete and helps students think, do, and feel confident in math.

4. What was the effect on learning when teaching was focused on only one domain?
When teaching focuses on only one domain, learning can be incomplete. For example, if Learners only
learn ideas (cognitive), they might not know how to use them in real life. If they only practice skills
(psychomotor), they might not understand the reasons behind them. Combining thinking, doing, and
feeling helps Learners learn better and more fully.

5. Is it really possible to teach only in one domain like affective only or cognitive only or psychomotor
only? Or based on Kendall's and Marzano's taxonomy, information only or mental procedures only or
psychomotor procedures only? Explain your answer.
It’s very hard to teach in just one domain like affective, cognitive, or psychomotor, because learning
usually involves more than one type of skill. For example, teaching only cognitive (ideas and
knowledge) might not help students apply what they learn in real situations. Similarly, teaching only
psychomotor (physical skills) without understanding the concepts behind them makes learning
incomplete. According to Kendall’s and Marzano’s taxonomies, good teaching involves a mix of
information, mental procedures, and physical skills to support full learning. Combining these helps
Learners s understand, do, and feel confident in what they learn.

5. Do Kendall's and Marzano's knowledge taxonomy and Bloom's taxonomy of learning activities
contradict each other? Explain your answer.

Kendall’s and Marzano’s taxonomy and Bloom’s taxonomy of learning activities don’t contradict each
other; they work together. Bloom’s Taxonomy focuses on different levels of thinking, like
remembering, understanding, and creating, which helps us see how we process information. Kendall’s
and Marzano’s taxonomy looks at the types of knowledge Learners learn, like facts, how to do things,
and thinking about their own thinking. While Bloom’s Taxonomy is about the levels of thinking,
Kendall’s and Marzano’s is about the types of knowledge. Together, they give a complete view of how
learning works.
MY REFLECTIONS

Based on your observations in class and on your understanding of the domains of

knowledge and learning activities from Bloom, Kendall and Marzano, how can you make your
teaching-learning activity more meaningful and more relevant? Is lesson more relevant when you
teach only in the cognitive or when you teach in the cognitive domain combined with the affective
or psychomotor combined with the affective?
As a student teacher for me to make learning more meaningful, it’s important to involve
students in thinking (cognitive), feeling (affective), and doing (psychomotor). When you only focus
on thinking, students may not connect with the lesson as much. But if you also make them feel
something about the topic and get them to do something practical, the lesson becomes more
interesting and easier to remember. For example, teaching about the environment can be more
engaging if students learn the facts, discuss how it affects them, and take part in activities like
planting a tree. This way, students learn in a more complete and relevant way.
INTEGRATING THEORY AND PRACTICE

Direction: Read the situation then answer the questions.

Teacher Mila taught the parts of a microscope, demonstrated how to focus it under the low power
objective, then asked 3 students to try to focus it with her guidance as the class looked on. She asked
the class if the 3 students did focus the microscope correctly and ended her lesson citing the "don'ts"
and explaining the "why's" behind the "don'ts" in focusing the microscope. Before she did all these, she
asked the class if it is is not important for them to learn how to focus the microscope.

1. Based on Kendall's and Marzano's new taxonomy, in what domains was Teacher Mila's lesson?

I. Information (Declarative knowledge)

II. Mental procedures (Procedural knowledge)
III. Psychomotor procedures (Physical skills)

A. I and II
C. II and III
B. II only
D. I, II and III

2. Which part of Teacher Mila's lesson consists of mental procedure (procedural knowledge)?

I. Asking the class if the 3 students focused the microscope correctly

II. Explaining the "why's" behind the "don'ts"
III. Focusing the microscope

A. I only
B. I. II and III
C. II only
D. I and II

3. Based on Bloom's taxonomy, which part of Teacher Mila's lesson is in the psychomotor domain?

A. The 3 pupils focusing the microscope

B. The pupils listening to the "don'ts" in focusing the microscope
C. Asking the class if it is important to learn how to focus the microscope
D. Explain the "why's" behind the don'ts
4. If Teacher Mila's lesson objective/intended learning outcome is "to focus the microscope correctly",
could she have just shown the class how to do it without explaining the parts of the microscope and
their corresponding functions?

A. No.
B. Yes, 21 Century students learn skill very fast.
C. Yes, but risky.
D. No, it is basic for students to know the function of each part. This guides the students on
how to focus the microscope.

5. If explaining and demonstrating are necessary for Teacher Mila to realize her lesson
objective/intended learning outcome, what does this imply on lesson planning and development for
whole and meaningful learning.

A. Integrate the domains of learning activities.

B. You make lesson focus only information.
C. Plan a lesson that is exclusively for skill or for information.
D. Always touch the affective domain of learning.

6. Which part of Teacher Mila's lesson is in the affective domain?

A. Asking the students if learning to focus the microscope is important

B. The "don'ts" in focusing the microscope
C. Teacher Mila demonstrating to the class first how to focus the microscope before asking the
3 to focus the same in order to avoid accident
D. Explaining the why behind the "don'ts" in microscope focusing.
MY LEARNING PORTFOLIO

Refer to the K to 12 Curriculum Guide. Based on the competencies, formulate SMART lesson
objectives/intended learning outcomes:

1) in the cognitive, affective and psychomotor domains (B. Bloom)

In The lesson objectives, based on the K to 12 Curriculum Guide and Bloom's Taxonomy, should be
SMART to ensure clear learning outcomes. In the cognitive domain, students will define and explain
photosynthesis in at least five sentences, showing what they have learned through a short written test.
In the affective domain, students will share their thoughts on why it is important to take care of the
environment by writing a short reflection on how they can help protect plants. Lastly, in the
psychomotor domain, students will show how to plant a seed correctly, finishing the task in less than
10 minutes. These objectives are clear, achievable, and set within a specific time frame to help students
learn in different ways—thinking, feeling, and doing.

2) for information (declarative knowledge), mental procedures (procedural knowledge) and

psychomotor procedures/physical or motor skills

The lesson objectives focus on three areas of learning. For information (declarative knowledge),
students will describe the steps of photosynthesis. For **mental skills (procedural knowledge) students
will explain how plants use sunlight to make food. For physical skills (psychomotor procedures)
students will *show* how to plant a seed correctly. These goals help students learn facts, think through
steps, and practice physical actions.
 OBSERVATION SHEET #4.1

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9. DATE:

Bloom's Levels of Processing Cognitive Activities

What learning activity/ies in the classroom did

Bloom's level of processing cognitive activities
I observe in each level
e.g. Students were asked to answer the question:
1. Remembering
"Who" was the first man to land on the moon?

2. Comprehending Learners explains a concept: “What is the

meaning of ‘direct variation’?
3. Applying Learners uses a skill: “Solve this math problem
using the formula
4. Analyzing Learners breaks down information: “Compare two
varations.”
5. Evaluating Learner judges the value of something: “Is this a
good argument? Why or why not?
6. Creating Learners produces something new: “Write a
formula on the tv screen
 OBSERVATION SHEET #4.1

Write down instances where Teacher made

Levels of processing
learners to do any of these.
1. Retrieval Information- Learner’s gave information asked.

Mental procedures - Learner's determined if

information is accurate or inaccurate.

Psychomotor procedures / Motor or physical skills

- Learner's executed/performed procedures.

2. Comprehension Student's constructed symbolic representation of

information.
e.g. Draw a symbol that represents abuse of
Mother Earth.

Learner’s integrated information, paraphrased

information.
 Write down instances where Teacher made
Levels of processing
learners to do any of these.
3. Analysis Learner's specified logical consequences of
information.

Learner's stated generalizations.

Learner's identified factual/logical errors.

Learner's did classifying.

Learner's matched, identified similarities and

differences.

4. Knowledge utilization Learner’s tested hypotheses.

Learner's experimented.
 Write down instances where Teacher made
Levels of processing
learners to do any of these.
Learner’s solved problems given by teacher.

Learner made a decision.

Learner’s identified factual/logical errors.

5. Meta-cognitive system Learner’s specified their learning goals.

Learner’s monitored their own learning.

Learner’s monitored the clarity and accuracy of

their own learning process.
 Write down instances where Teacher made
Levels of processing
learners to do any of these.
6. Self-system Learner’s believed in the importance of what they
learn.

Learner’s were convinced in their ability to learn.

Learner’s were motivated to learn and felt good

about learning tasks.
MY ANALYSIS

1. Were all Bloom's levels of processing information demonstrated by the learners in class? Why or
why not?
I believe Not all of Bloom's levels may have been demonstrated because learners process
information differently and may not reach every level during a single lesson. For example, some
students might show they remember and understand the material (lower levels), but not all might
apply, analyze, evaluate, or create with it (higher levels). Whether all levels are demonstrated
depends on the activities planned and how much support learners are given to reach deeper thinking.

2. Which level/s of processing cognitive information in Bloom's taxonomy was most displayed?
least demonstrated? Give proofs.
I believe The most displayed level in Bloom’s taxonomy is usually Remembering and
Understanding, as students often recall facts and explain ideas during class. For example, they might
answer questions or summarize a topic. The least demonstrated levels are often Evaluating and
Creating because these require deeper thinking, like judging the quality of ideas or making
something new. For example, if students didn’t have activities like debates or projects, these higher
levels are less likely to appear. The activities and discussions in class provide the proof of which
levels were most or least shown.

3. Were all of Kendall's and Marzano's levels of processing of information, mental and physical
procedures demonstrated by the learners in class? Why or why not?
In my opinion I think Not all of Kendall's and Marzano's levels were likely shown because learners
may not reach every level during one class. Their framework includes different levels, like
remembering, analyzing, and using knowledge in new ways. Some students might focus on simpler
tasks like recalling information, while others may not get to deeper levels like solving problems or
creating something new. Whether all levels are demonstrated depends on the lesson design, the time
given, and how much support students receive to work through complex tasks.

4. Which levels of Kendall's and Marzano's processing information was most demonstrated? least
demonstrated? Give proof.
I believe The most demonstrated levels were Retrieval and Comprehension, shown when students
remembered facts or explained ideas. The least demonstrated were Knowledge Utilization and
Metacognition, as these require solving problems or reflecting, which might not have been part of
the class activities. Proof comes from the tasks students were asked to do .

5. Are Bloom's cognitive taxonomy of learning activities (cognitive, affective and psychomotor)
very different from the new taxonomy of Kendall and Marzano (informative, meta-cognitive
procedures and psychomotor)? Explain your answer.
I believe the Bloom’s and Kendall & Marzano’s taxonomies are alike but different. Bloom’s looks
at thinking, feelings, and physical skills. Kendall & Marzano focus on thinking, learning about your
own thinking (metacognition), and physical skills. The big difference is that Kendall & Marzano
talk more about reflecting on how you learn.
 MY REFLECTIONS

Analyzing the levels of processing that were demonstrated by students in the classes that
you observed, what conclusion can you draw regarding the level of processing of information that
takes place in schools? (Are all the higher levels of processing information done in classrooms?
Or are classrooms limited mostly to the lower levels of information processing such as
remembering or retrieval?)
In most classrooms, learners mainly use the lower levels of processing, like remembering or
retrieving information. Activities often focus on facts and basic understanding. The higher levels,
like analyzing, evaluating, or creating, are less common because they need more time, effort, and
complex tasks. This shows that classrooms are often limited to simpler thinking and don’t always
push students to use deeper, more advanced skills.

Write your reflections on the level of information processing among students in class.
Does teacher contribute to the level of processing that students do in school? If students are
engaged only in low level information processing, can teacher be blamed for such?

In math class, learners usually focus on basic tasks like remembering formulas or solving simple
problems. Teachers play a big role in this. If the teacher only gives basic exercises, students will stay at
these lower levels. However, if teachers give tasks that make learners think more deeply, they can
reach higher levels of learning. So, if students are only doing simple tasks, it might be because the
teacher isn’t encouraging more complex thinking.
INTEGRATING THEORY AND PRACTICE

Direction: Choose the letter of the correct answer.

1. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom's taxonomy, in
which level of cognitive processing are the students?

A. Evaluating C. Applying
B. Synthesizing D. Analyzing

2. You are required to formulate your own philosophy of education in the course, The Teaching
Profession. Based on Bloom's revised taxonomy, in which level of cognitive processing are you?

A. Analyzing C. Applying
B. Creating D. Evaluating

3. Teacher Danny requires his class to conduct research, write a research report and defend the same
before a panel of experts. In which level's of processing will the students be engaged?

I. Retrieval
II. Comprehension
III. Analysis
IV. Knowledge utilization

A. I, II, III and IV C. II, III and IV

B. III and IV D. I, III and IV

4. Teacher Bing encourages her students to make the intended learning outcome their own and
explained that she expected them to monitor now and then their own progress toward the intended
learning outcome and act accordingly. In which level of processing will Teacher Bing's students act?

A. Cognitive C. Metacognitive system

B. Self-system D. Between cognitive and metacognitive system

5. Teacher Ann sees to it that her class sees the importance of the grammar lessons in English and so
gets intrinsically motivated to learn. In which level of processing is the class expected to act?

A. Cognitive C. Metacognitive system

B. Self-system D. Between cognitive and metacognitive system
MY LEARNING PORTFOLIO

Based on the K to 12 Curriculum Guide, (for BEED students, subject of your choice; BS-Ed, your
specialization), write competencies that are fit for each of the following:

A. Bloom's levels of processing a learning activity: (Just in case you can't find one. make one).
Give the other levels of information processing not given.

1. Remembering
Recall basic math formulas, such as how to find the area and perimeter of shapes like squares and
circles

2. Understanding
Explain what a function is and how to read its graph, like a straight line or a curve.

3. Applying
Solve math problems involving equations by using the right steps and math rules.

4. Analyzing
Look at different types of triangles and figure out what kind they are based on their sides or angles

5. Evaluating
Look at different ways to solve a math problem and decide which method works best.

6. Creating
Make a math model to explain a real-life situation, like how to calculate the cost of something based
on its price per unit.
B. Kendall's and Marzano's Levels of Processing Information (Just in case, you can't find one, make
one).

1. Retrieval
Remember and recall basic facts about shapes, like how many sides a triangle has or how to
calculate the area of a circle.

2.Comprehension
Understand and explain what different math symbols mean, like +, -, or x in equations.

3.Analysis
Break down a math problem into smaller steps to understand what needs to be done first, second,
and so on.

4.Knowledge Utilization
Use tools like a calculator or computer program to solve math problems, like finding the average or
graphing equations

5. Metacognitive system
Think about the steps you are taking to solve a math problem and make sure you’re doing them
correctly.

6. Self-system
Stay motivated and focused on learning math, even when it gets hard, and make sure to keep
practicing
 OBSERVATION SHEET #4.1

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Bloom's Levels of Processing Cognitive Activities

Teacher-centered Student-centered
Did teacher lecture all the time? Yes Were learners involved in the teaching-learning
process? How? Or were they mere passive
recipients of instruction? Yes of course

Was the emphasis the students' application of the

Was the emphasis mastery for the lesson for the
lesson in real life? Give proofs.
test? Prove. I Believe lesson was about mastery,
Leaners would do activities that help them
understand and use what they learn. If it was
I believe the lesson focused on real-life use,
about the test, the lesson would focus on
Learners would work on problems that connect to
practicing test questions or memorizing facts. The
everyday life. For example, solving real-world
activities in the lesson can show if the focus was
math problems or talking about how the lesson
on learning deeply or just preparing for the test
relates to their own experiences. If the lesson was
mostly about theory or practice exercises not
related to real life, then it wasn’t focused on real-
life application.

Was class atmosphere collaborative? Why?

Was class atmosphere competitive? Why. I believe class was collaborative, Learners
worked together, helped each other, and shared
I believe class was competitive, Learners might ideas. For example, if they worked in groups or
have been encouraged to compete, like through discussed things as a class, the atmosphere was
games, contests, or comparing who did better. collaborative. Learner mostly worked alone
without helping each other, the class wasn’t very
collaborative. How Learner worked together
shows if the class was collaborative.
Did teacher focus only on one discipline/subject?

the teacher focused on just one subject, everything

in the lesson would be about that subject, like Did teacher connect lesson to other disciplines/
math or science. If the teacher used ideas from subjects? Yes
different subjects, then it wasn’t just one subject.
The activities and what was taught show if the
teacher focused on one subject.

What teaching-learning practice show that teaching approach was:

a) constructivist-connected to past experiences of learners; learners constructed new lesson meanings .

For example, students shared their experiences before learning something new

b) inquiry-based.

The teacher asked questions and let students explore answers themselves, rather than just giving them
the facts. Students were encouraged to investigate and discover things on their own

c) developmentally appropriate - learning activities fit the developmental stage of children.

The teacher chose activities that matched the age and skill level of the students. For example, younger
kids might do hands-on activities, while older students might solve more complex problems.

d) reflective.
The teacher helped Learners think about what they learned and how they could use it. This might
involve discussions or writing about their learning process

e) inclusive-No learner was excluded; teacher taught everybody.

The teacher made sure every Learner, no matter their ability, was involved in the lesson. Everyone had
a chance to participate and learn

f) collaborative- Learner worked together.

Learners worked together in groups, shared ideas, and helped each other. They learned from each other
through teamwork.

g) integrative -Lesson was multidisciplinary - e.g. In Science, Math concepts were taught.
The lesson combined ideas from different subjects, like teaching math through a science experiment.
This helped students see how different subjects are connected
MY ANALYSIS

1. Based on your observations, as a whole was instruction teacher-centered or student- centered?

In my observation the teacher was doing most of the talking, giving instructions, and learners were
mostly listening or following directions, the class was teacher-centered. And students were doing most
of the work, asking questions, and working together to explore ideas, the class was student-centered.
You can tell by looking at whether the teacher or the learners were more active in the lesson.

2. Were there instances when the students could have been involved in class proceedings but were not?
Give example/s.
Yes, there might have been times when learners could have been more involved but weren’t. For
example, if the teacher was talking for a long time and students just listened, they didn’t have a chance
to share their ideas or ask questions. Or, if students were given a worksheet to complete on their own
without working in groups or discussing the topic, they might not have been fully engaged in the
lesson.

3.What are possible consequences of teaching purely subject matter for mastery and for the test? In my
analysis I believe Teaching focuses only on mastering the subject for a test, students might remember
facts but not understand how to use them in real life. They may only learn to pass the test, not to think
critically or solve problems. This can make learning feel boring or pointless, and learners might
struggle to apply what they learned outside the classroom.

4. If you were to reteach the class, would you be teacher-centered or student-centered? Why?
I were to reteach the class, I would be students-centered-centered. This way, learners would be more
involved in their learning, ask questions, work together, and apply what they learn in different
situations. It helps them understand and remember the material better.

5. If you abide by the pedagogical approaches that the K to 12 Law states, will you be more teacher-
centered or student-centered in approach? Explain your answer.
I follow the K to 12 Law, I would also be students-centered. The law encourages teaching that focuses
on the needs and skills of the learners, helping them be active learners and thinkers. It supports a style
where Learner explore, collaborate, and reflect, rather than just listen to the teacher
MY REFLECTIONS

Between-teacher-centered and student-centered approach, the latter must be more

pedagogically sound because even R.A. 10533, the Enhanced Basic education Act of 2013, mandates it
for K to 12. Write your reflections about it. Or is it better to use both approaches?
I believe student-centered teaching is more effective because it encourages students to be active in their
learning. It helps them think for themselves, work with others, and connect what they learn to real life.
The K to 12 law emphasizes this because it focuses on developing skills like critical thinking,
creativity, and problem-solving, which are important for students’ future. Anyways using both
approaches can be helpful. Sometimes, a teacher-centered approach is needed for explaining new
concepts or giving clear instructions. But once the basics are learned, switching to a student-centered
approach allows students to practice, explore, and deepen their understanding. Combining both can
create a balanced learning experience
INTEGRATING THEORY AND PRACTICE

Direction: Choose the correct answer.

1. Teacher Mylene talked all period. She taught the class the steps to undertake in the conduct of an
action research. She also showed a poorly done action research, discussed why it is poorly done and
finally showed a model action research. Which teaching approach describes Teacher Mylene's lesson
development? Was Teacher Mylene's approach learner-centered?

A. Yes, she taught for all learners.

B. Yes, she made things easy for the learners.
C. No, she was more subject matter-centered and teacher-centered.
D. No, because her subject matter was highly technical.

2. Teacher Dada's lesson was on "what man can do to arrest climate change". She made students do the
talking, the arguing, the synthesizing. She gave her lecturette after students have participated in the
lively discussion. Which teaching approach did Teacher Dada employ?

A. Learner-centered approach C. Subject matter-centered approach

B. Activity-centered approach D. Teacher-centered approach

3. In this FS course, FS students are required to observe, analyze and reflect on actual class
proceedings. Which description of the pedagogical approach of K to 12 as cited in the K to 12 law is
observed in the conduct of this FS course?

A. Developmentally appropriate C. Inclusive

B. Reflective D. inquiry-based

4. Teacher Beth avoids giving out-of-context drills. Instead she makes use of real-world problems for
her students to solve. Doing so makes Teacher Beth approach. in

A. Developmentally appropriate C. Constructivist

B. Reflective D. inquiry-based

5. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History teacher
teams up with the Economics teacher, the Professional Education teacher for a thorough discussion of
AQRF from the perspective of other disciplines. Which describes the Asian History teacher's
pedagogical approach?

A. Integrated C. Constructivist
B. Reflective D. inquiry-based

6. The spiral progression approach in teaching Math in the K to 12 curriculum means that you teach
basic Math concepts from K to Grade 10 in increasing depth and breadth across the grades. This means
that Math teaching is

A. developmentally appropriate C. inclusive

B. inquiry-based D. integrated
MY LEARNING PORTFOLIO

1. With a graphic organizer, present the pedagogical approaches to the K to 12 Curriculum as stated n
RA 10533. Give the main features of each approach.
The K to 12 Curriculum in RA 10533 includes several key teaching approaches. Inquiry-based learning
encourages students to ask questions and explore topics. Collaborative learning focuses on teamwork
and group problem-solving. The constructivist approach helps students build knowledge based on their
own experiences. Contextualized learning connects lessons to real-life situations, while differentiated
instruction tailors teaching to students’ diverse needs. Finally, experiential learning involves learning
through hands-on activities. These approaches aim to create an engaging and effective learning
environment.

2. A student-centered approach is very interactive. Research on at least 3 teaching - learning

activities/techniques that can be used at the beginning or end of a lesson. Put them here.

A student-centered approach encourages active participation and engagement in learning. At the

beginning of a lesson, techniques like brainstorming can be used, where students work together to
generate ideas on a topic, activating their prior knowledge and sparking interest. Think-Pair-Share is
another method that can be used at the beginning or end of a lesson, where students first think
individually, then discuss their ideas with a partner, and finally share with the class, promoting
interaction and building confidence. At the end of a lesson, an exit ticket can be used, where students
write down something they learned and a question they still have. This helps teachers assess
understanding and identify areas that need further clarification.
 OBSERVATION SHEET #6.1

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Observe how the Resource Teacher began, developed and ended her/his lesson.

Start of the lesson

Ma’am Salinas greeted the class and checked attendance.

Ma’am Salinas the previous lesson.
Ma’am Salinas the new topic: [Combined Variation]
Ma’am Salinas Explained the learning objectives for the lesson.

Development of her lesson

Ma’am Salinas used discussion to Explain the Topic

Ma’am Salinas gave example and solved problems related to the topic
Ma’am Salinas asked questions to check understanding.
Ma’am Salinas provided additional explanations or examples as needed.

Ending of her lesson

Ma’am Salinas summarized the key points of the lesson

Ma’am Salinas assigned homework
Ma’am Salinas answered any questions from students
Ma’am Salinas thanked the Learners for their participation
 OBSERVATION SHEET #6.2

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Observe how the Resource Teacher began, developed and ended her/his lesson.

Start of the lesson

Development of her lesson

Ending of her lesson

MY ANALYSIS

1. Did the Teachers use the deductive or inductive method? Prove your answer.
From what I observed, she has applied some methods of deductive and inductive reasoning because I
can see some of the things he/she has done, such as greeting the class, reviewing with the students,
and conducting discussions. And if time isn’t a constraint, I believe he/she will be able to apply all the
methods.

2. In which teaching method were students more involved in the teaching-learning process?
Students are more involved in the inductive method because they discover and learn the concepts on
their own. For example, they observe examples, find patterns, and come up with the rules or ideas
themselves. In the deductive method, the teacher gives the rules or concepts first, and students just
follow and apply them, so they are less actively involved in figuring things out.

3. Which method had greater demand from the teacher in terms of questioning and organizing skills?
Why?
I think The inductive method because needs the teacher to have strong questioning and organizing
skills because students are guided to discover ideas on their own. The teacher must ask clear and
helpful questions to make students think, observe, and find patterns. The teacher also needs to
organize activities and examples in a way that helps students understand the lesson step by step. This
method requires careful planning to keep students interested and help them learn without directly
giving them the answers.

4. Was there an instance when the teacher taught the lesson deductively/inductively when it could
have been better if she taught it inductively/deductively? Explain your answer.
Yes, there are times when a teacher uses the wrong method. For example, if the teacher used the
deductive method to teach something simple, like finding the formula for the area of a triangle, it
might make the lesson less interesting. Using the inductive method could have been better because
students would enjoy discovering the formula on their own by observing and thinking. On the other
hand, if the teacher used the inductive method for something hard or abstract, like advanced algebra
rules, it could confuse students. In this case, the deductive method would be better because the
teacher can explain the rule first, making it easier for students to understand and practice. The best
method depends on the lesson and what the students need.
MY REFLECTIONS

Which is a more effective teaching method - deductive or inductive?

For me as a student teacher both the deductive and inductive methods can be effective, but it depends
on the lesson and the students because the deductive method works better when teaching rules,
formulas, or steps that students need to understand quickly. It saves time because the teacher explains
the idea first, and then students practice it. At The inductive method is better for making learning
more interesting and helping students think for themselves. Students discover ideas on their own by
looking at examples or doing activities, which helps them remember better. And for me The best way is
often to use both methods together, so students get clear explanations and also have a chance to explore
and learn actively
INTEGRATING THEORY AND PRACTICE

Direction: Choose the letter of the correct answer.

1. Teacher Ann demonstrated the deductive method of teaching in her English class, Based on her
teaching demo, she asked the class to outline the steps of a deductive teaching method. The student's
outlines served as the starting point of the class discussion on the steps of the deductive method. Did
Teacher Ann go deductive?

A. No, she went inductive.

B. Yes, she began with the concrete.
C. Yes, she went deductive.
D. Both deductive and inductive.

2. Teacher Rodel said: "This is the rule on how to multiply fractions. To illustrate, let's give examples."
Then he gave fractions to the class for them to multiply. How did Teacher Rodel proceed?

A. Inductively
B. Inductively then deductively
C. Deductively
D. Deductively then inductively

3. It is less interactive and requires relatively shorter period of time to cover content. Which teaching
method is described?

A. Inductive
B. Deductive
C. Both inductive and deductive
D. Both but more deductive

4. Which method is more interactive?

A. Deductive
B. Deductive, if teacher wants to
C. Inductive
D. Inductive, if the teacher chooses to

5. When you begin teaching with the generalization then bring in details, which method do you
employ?

A. Deductive
B. It depends on your type of generalization
C. Inductive
D. It depends on the quantity of details you bring in

6. When you begin teaching with concrete experience then come in with conclusion, which method do
you employ?

A. Deductive
B. It depends on your type of generalization
C. Inductive
D. It depends on the quantity of details you bring in
MY LEARNING PORTFOLIO

Give one example for each teaching method deductive and inductive. (e.g. demonstration method for
deductive method; discovery method for inductive method)
okay, for In the deductive method, the lecture method is often used. For example, the teacher explains
the formula for the area of a rectangle and shows how to use it. Then, students practice solving
problems using the formula. In the inductive method, the inquiry method is used. Here, the teacher
gives students rectangles with different lengths and widths. The students measure the sides, calculate
the areas, and figure out the formula for the area of a rectangle on their own.

Describe the specific steps of each example. Make use of graphic organizers.

Of course, In the deductive method using the lecture method, the teacher starts by explaining the
formula for the area of a rectangle (Area = Length × Width). Then, the teacher shows how to use the
formula with an example. After that, students practice solving similar problems using the formula.
Finally, the teacher goes over the answers with the class and gives feedback. In the inductive method
using the inquiry method, the teacher gives students rectangles with different sizes. Students measure
the length and width, calculate the areas, and figure out the formula for the area on their own. After
discovering the formula, students use it to solve new problems. The teacher then reviews the process
and confirms the formula. Each method helps students learn in different ways.
 OBSERVATION SHEET #7

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Guiding Principles in the Selection and Use of Teaching Behavior of the Resource Teacher
Strategies that Applies the Principle
1. The more senses that are involved, the more Ma’am Salinas gave a quiz
and the better the learning.

2. Learning is an active process. Ma’am Salinas lets students solve problems on

the board or in groups to keep them involved.

3. A non-threatening atmosphere enhances Ma’am Salinas creates a friendly environment by

learning. encouraging students and avoiding harsh
criticism.

4. Emotion has the power to increase retention Ma’am Salinas makes lessons fun by using
and learning. games, puzzles, or interesting stories.

5. Good teaching goes beyond recall of Ma’am Salinas asks students to explain their
information. answers and think about why their solution works

6. Learning is meaningful when it is connected to Ma’am Salinas shows how math is used in real
students' everyday life. life, like calculating money or measuring things.

7. An integrated teaching approach is far more Ma’am Salinas combines math with other
effective than teaching isolated bits of subjects, like using math in science or art
information. activities.
MY ANALYSIS

1. Did you find the Teacher adhering to all the principles of teaching-learning? Was there any principle
that was violated? Explain your answer.
Yes, I believe the teacher followed most of the teaching principles, like connecting lessons to real life
and letting students work together. However, the teacher might not have followed the principle of
inclusivity if some students, like those needing extra help, were not supported. This means not all
students were able to learn equally. While most principles were followed, there is room to improve and
support everyone.

2. Which principle of teaching was not applied, hence not observed? If not applied can you think of an
instance where it could have been applied?

I think the principle of using more senses in learning was not used because for this example The
teacher could have used pictures, videos, or tools to help students understand the math
lesson better.
MY REFLECTIONS

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

For me I think there’s no one best because it depends on the students, the subject, and the situation.
For this example like Pictures or videos help students who learn by seeing or Hands-on activities help
students who learn by doing. The best teaching uses different ways to help all students understand and
enjoy learning
INTEGRATING THEORY AND PRACTICE

Direction: Choose the letter of the correct answer.

1. Learning is an active process. Which one is an application of this principle?

A. Let students learn the steps in opening a computer by making them follow the steps.
B. Group students for work or project that way project becomes less expensive.
C. Teach your content from a multidisciplinary perspective.
D. Avoid drills which are out of context.

2. The more senses that are involved, the more and the better the learning. Which practice is aligned
with this principle?

A. Teach using mostly verbal symbol.

B. Employ cooperative learning.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.

3. A non-threatening atmosphere enhances learning. Which practice is an offshoot of this principle?

A. No praising C. No bullying
B. No scolding D. No homework

4. Emotion has the power to increase retention and learning. To apply this principle, teacher must

A. spice class with his/her sense of humor

B. make course difficult for students to remember and learn
C. touch students' emotion when he/she teaches
D. be emotional when he/she teaches

5. Good teaching goes beyond recall of information. So what must a teacher do? 5

A. Use multi-sensory aids to teaching.

B. Teach as many facts as you can.
C. Teach for test purposes only. Teach to the test.
D. Make students connect facts learned to form concepts and abstractions.

6. Learning is meaningful when it is connected to students' everyday life. What is an application of this
principle in teaching?

A. Teacher asks the class to show application of what they learned to their daily life.
B. Teacher makes everyday life the starter of his/her lesson.
C. Teacher narrates true-to-life stories.
D. Teacher asks students to come up with clippings of Filipino life.

7. An integrated teaching approach is far more effective than teaching isolated bits of information,
What then should teacher avoid?

A. Teaching to the test C. Summarizing lesson

B. Knowledge utilization D. Use of problem solving method
MY PORTFOLIO

Are the pedagogical approaches to K to 12 as stipulated in the Enhanced Basie Education Act
of 2013 based on these principles of teaching-learning? (Refer to R.A. 10533. Sec. 4 for the
pedagogical approaches). Come up with a Table like this one.

Pedagogical Approach of K to 12 Principle of Teaching

1. Constructivist 1. Good teaching goes beyond recall of
information.

2. Learning is meaningful when it is connected to

students' everyday life.

2. Inquiry-based Teaching encourages students to ask questions,

explore, and find answers on their own. This helps
them think critically and understand better.

3. Developmentally appropriate Lessons match the students' age, skills, and stage
of development. Activities are designed to fit
what students can understand and do

4. Reflective Both teachers and students think about what they

learned and how they learned it. This helps
improve teaching and understanding

5. Inclusive Teaching is fair to everyone. It includes all

students, no matter their background, ability, or
needs

6. Collaborative Students work together in groups, share ideas, and

solve problems as a team. This builds teamwork
and communication skills.

7. Integrative Teaching combines different subjects and ideas to

show how they connect. This makes learning
more complete and meaningful
 OBSERVATION SHEET #8

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

1. Did the Teacher state the learning objectives / intended learning outcomes (ILOs) at the beginning of
the class? Did she share them with the class? How?

Yes, Ma’am Salinas stated the learning objectives at the beginning of the class. She shared them by
writing them on the board and explaining what the students would learn and do during the lesson

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.

Ma’am Salinas used group work and practice problems as teaching activities. These activities helped
students understand the lesson because they were able to discuss and solve problems together, which
matched the lesson objectives.

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

Ma’am Salinas used a short quiz at the end of the lesson to check if students understood the topic. The
quiz was aligned with the objectives because it tested the skills and knowledge taught in the lesson.
MY ANALYSIS

1. If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities (TLA) and
Amusement Tasks (ATs) were/were not aligned, what would the effect on the performance of
students?
I think the ILOs, TLAs, and ATs are not aligned, students may get confused and not fully understand
the lesson. They might not perform well because the activities and tests do not match what they were
supposed to learn.

2. Are there Teaching Learning Activities (TLAs) which are more appropriate than what Teacher
used?
Yes, I believe the teacher used only lectures, more engaging activities like group discussions, hands-
on practice, or interactive tools could be more effective for helping students understand

3. Are there more appropriate assessment tasks that the teacher should have used. If yes, give
example/s.
Yes, instead of only a quiz, the teacher could have used real-world problems, projects, or group
presentations to check if students truly understood the lesson.

4. Many a teacher sets the intended learning outcomes/lesson objective but tests another outcome on
lesson objective after thus confusing students. Do you agree?
Yes, this happens sometimes. When teachers test something different from the lesson objective,
students might not know what to focus on, which can confuse them.

5. What lesson do you learn from #4?

The lesson is that teachers should make sure their teaching, activities, and tests all match the lesson
objectives. This helps students learn better and avoid confusion.
 MY REFLECTIONS

Why are we back to teaching by objectives or Bloom's mastery learning? This time it is
referred to as OBTL.
We are teaching by objectives again, like Bloom’s mastery learning, because it makes
learning clear and focused. Now, it is called Outcomes-Based Teaching and Learning (OBTL),
where the goal is to focus on what students should learn and be able to do after the lesson

Does OBTL help us become more globally competitive beginning with the ASEAN
member countries?
Yes, OBTL helps us compete globally because it focuses on the skills and knowledge
students need today. ASEAN countries and others also use OBTL, so it helps us match international
standards and prepare students for global opportunities.

What are your thoughts about OBTL?

OBTL is a good method because it connects lessons, activities, and tests to clear goals. It helps students
understand what they are learning and why it matters. But teachers need to plan well and work hard to
make it successful.
INTEGRATING THEORY AND PRACTICE

Teacher Jing proceeded to her lesson without stating the intended learning outcomes for the hour. She
asked her students to work on Seatwork # 3 found in the Math Workbook, pp. 3-4. After 40 minutes,
the students corrected their own answers as Teacher Jing dictated the answer.

1. Was the development of the lesson in accordance with outcomes-based teaching and learning?

A. Yes, the students corrected their own work.

B. No. the learning outcomes were not stated and so it was not clear what was supposed to be
assessed.
C. No, the students were not shown how the answers were derived.
D. Yes, the students corrected their own papers.

2. What is an OBE/OBTL practice in Teacher Jing's class?

A. The seatwork
B. Teacher Jing gave the answers
C. Students' correcting their own answers
D. None at all

3. If Teacher Jing, develops lesson the OBTL way, what should she do?

A. Make students understand what they are expected to know and able to do after the lesson.
B. Make seatwork as homework.
C. Correct the seatwork.
D. Make students arrive at the answers.

4. 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
MY LEARNING PORTFOLIO

Outline a lesson that shows the alignment of the intended learning outcomes (ILOs), the
teaching-learning activities (TLAs) and the assessment tasks (ATs). Base your ILOs on the K to 12
Curriculum Guide.

A lesson on multiplying fractions can align the intended learning outcomes (ILOs), teaching-learning
activities (TLAs), and assessment tasks (ATs). The ILOs focus on students being able to explain how to
multiply fractions, solve related problems, and connect the concept to real-life situations. To achieve
this, the teacher can start with a review of basic fraction concepts and demonstrate the process of
multiplying fractions using visual aids. Students can then practice solving problems with the teacher’s
guidance, followed by a group activity where they solve a real-life problem, such as sharing a part of a
pizza. Finally, assessment tasks like a short quiz and a reflection activity ensure students understand the
concept and can apply it. This alignment helps students learn effectively and achieve the lesson’s goals.
Below are types of questions that teachers ask.

Types of Questions that Teachers Ask

1. Factual/Convergent/Closed/Low-level What is the formula of Joint Variation

What is the Value Y- varies
What is the order of operation

6. Divergent/Open-ended/High-level /Higher- Can you explain the Combined Variation in your

order/Conceptual own words
What is the difference between a joint and direct
variation?
Can you give me an example of Indirect Variation

a. evaluation Which method is the most accurate for finding the

formula of Indirect Variation
Is it always possible to find the exact value of K

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 How are similar direct variation and indirect

variation

d. application If a car’s distance traveled (d) varies directly with

its speed (s) and time (t), write an equation to
represent this relationship.

In a factory, the number of products produced (P)

varies directly with the number of workers (W)
and the number of hours worked (H). If 10
workers can produce 200 products in 8 hours,
how many products can 15 workers produce in 12
hours?

c. problem-solving One train leaves the station at 10 AM and goes 60

kilometers per hour. Another train leaves the same
station at 11 AM and goes 80 kilometers per hour.
When will the faster train catch up to the slower
train?
3. Affective e.g. How do you feel?
What do you enjoy about math?
 OBSERVATION SHEET #9.1 - Type of Questions

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 10 DATE:

Examples of Questions that the Resource

Types of Question
Teacher Asked
1. Factual/Convergent Closed/Low level What is the formula of Joint Variation

What is the Value Y- varies

What is the order of operation

2. Divergent/Higher -order/Open-ended/ Can you explain the Combined Variation in your

Conceptual own words

What is the difference between a joint and direct

variation?

Can you give me an example of Indirect Variation

a. evaluation Which method is the most accurate for finding the

formula of Indirect Variation

Is it always possible to find the exact value of K

b. inference Identify the variables and their relationships

Use the given information to find the constant of
variation
Substitute known values to solve for the unknown
variable

c. comparison How is a direct variation different from a indirect

variation
d. application If a car’s distance traveled (d) varies directly with
its speed (s) and time (t), write an equation to
represent this relationship.

In a factory, the number of products produced (P)

varies directly with the number of workers (W)
and the number of hours worked (H). If 10
workers can produce 200 products in 8 hours,
how many products can 15 workers produce in 12
hours?
c. problem-solving One train leaves the station at 10 AM and goes 60
kilometers per hour. Another train leaves the same
station at 11 AM and goes 80 kilometers per hour.
When will the faster train catch up to the slower
train?

If a bike costs 500 pesos and you save 100 pesos a

week, how many weeks will it take to buy the
bike
3. Affective How do you feel about math?
What do you enjoy about math?
What do you find challenging about math?
 OBSERVATION SHEET #9.2 - Questioning Behavior

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9 DATE:

Score the Resource Teacher every time he/she demonstrates any of the following questioning
behaviors. Sample is shown in item # 1.

Questioning Behavior Tally of Use Frequency

1. Varying type of questions 5 Often

2. Asking non-directed 3 Sometimes

questions (ask the question first
before calling a student to
answer?

3. Calling on non-volunteers 3 Rarely

4. Prompting by rephrasing or 4 Often

by providing partial answer

5. Probing (to seek more details 6 Often

for clarification

6. Requiring abstract thinking 3 Sometimes

(not just simple recall but
require HOTS)

7. Asking open-ended questions 5 Often

(divergent)

8. Allowing sufficient time 7 Very often

9. Involving as many posssible 4 Often

 OBSERVATION SHEET #9.3 - Reacting Techniques

RESOURCE TEACHER: Wilma A. Salinas

SCHOOL: ERVHS SUBJECT AREA: Mathematics
GRADE/YEAR LEVEL: Grade 9. DATE:

Score the Resource Teacher every time he/she demonstrates any of the following reacting behaviors.

Reacting Behavior Tally of Use Frequency

1. Providing acceptance 5 Often
feedback

2. Providing corrective feedback 3 Sometimes

3. Giving appropriate and 6 Very often

sincere praise

4. Repeating the answer 2 Rarely

5. Explaining the 4 Sometimes

answer/expanding the answer

6. Rephrasing the question 3 Sometimes

7. Asking follow up questions 5 Often

8. Redirecting questions to other 2 Rarely

pupils

9. Soliciting student questions 1 Rarely

10. Encouraging through non- 7 Very often

verbal behavior

11. Criticizing respondent for 0 Never

his/her answer

12. Scolding for misbehavior or 1 Rarely

for not listening

13. Overusing expressions such 4 Sometimes

as "okay", "right"
MY ANALYSIS

1. For information processing at a higher level, which types of questions should you ask more?
As a student teacher as future educator I ask more open-ended questions and questions that make
students think deeply, like Why? or How? questions. These help students explain their answers and
solve problems.

2. Which type/s of questions was/were most asked?

As a student teacher the most I asked questions are usually simple recall questions, like What is the
formula? or What is the answer? Teachers also often ask clarification questions, like Do you
understand?

3. Which type/s of question were least asked?

I asked the questions that make students think deeply or connect ideas, like Why does this happen? or
Can you explain your reasoning? are usually asked less often.

4. Which questioning techniques were most employed? least employed?

For me I think it’s depends for the student but I have the Most used techniques for me I know is
Helping students by giving hints or rephrasing questions. Asking for more details to clarify answers.
And the least employed that I know is My Calling on students who don’t volunteer. Asking open-ended
questions that allow for many different answers.

5. Which reacting techniques were most commonly used? least commonly used?
I saying very good or praising the student when they answer is correctly the n give the clapped or
using hand gestures to encourage the student. And the least commonly used is Criticizing students for
wrong answers. Scolding students for not listening.
MY REFLECTIONS

Based on the most common types of quests As is asked, questioning techniques and reacting
techniques that the Resource Teachers employed, reflect on the level of questioning and thinking
processes that students are engaged in classrooms. (You may want to refer to Bloom's and Kendall's
and Marzano's level of processing on Learning Episode 4).

Based on my Knowledge and research and read the Field Study 2 based on the most common
questions, techniques, and reactions used by the teachers, it seems that students are mostly engaged
in lower-level thinking processes. Most of the questions focus on simple recall, like remembering
facts or formulas, and not much on deeper thinking, like analyzing or creating something new.
According to Bloom’s Taxonomy, students are mainly working at the remembering and
understanding levels. These involve basic skills like answering what or how questions, but they
aren’t often asked to apply, analyze, or evaluate information. In Kendall’s and Marzano’s model, the
focus seems to be on retrieval and basic comprehension, rather than higher processes like critical
thinking or knowledge utilization. To improve, teachers could ask more open-ended questions and
encourage students to think critically or creatively. For example, instead of just asking for an
answer, they could ask why the answer works or how it connects to other ideas. This would help
students engage in higher-level thinking and develop better problem-solving skills.

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?

As a student teacher, I believe Neil Postman’s quote relates to how teachers ask and respond to
questions. When children start school, they are naturally curious and full of questions. But if teachers
mainly ask questions with only one right answer or don’t encourage students to think deeper, students
may lose that curiosity and just focus on memorizing answers. To keep students curious, I would ask
more open-ended questions like, Why do you think this works? or can you find another way to solve
this problem? I would also react positively to their answers by praising their effort, encouraging their
ideas, and giving them time to explain their thoughts. By doing this, I can help students stay curious
and think more deeply, rather than just giving fixed answers without questioning. My goal is to keep
them as question marks, always curious and ready to explore.
INTEGRATING THEORY AND PRACTICE

Direction: Choose the letter of the correct answer.

1. I wasn't satisfied with Student B's yes as an answer and so I asked her to explain why? Which did I
do?

A. Probing C. Prompting
B. Asking non-directed question D. Rephrasing

2. Teacher Leticia claims she can't accept an "I don't know" answer. So she does

A. probing
B. asking non-directed question
C. prompting
D. repeating the question

3. To obtain well-thought out answers, which questioning behaviors?

A. Involving as many as possible

B. Asking open-ended questions
C. Asking non-directed question
D. Allowing sufficient time

4. This is my questioning behavior: I ask the question, I pause for a while then call on a student. Which
is this questioning practice?

A. Asking non-directed question

C. Directing a question
B. Asking for non-volunteers
D. Involving as many as possible

5. You get a partially correct answer. You say "yes but a part needs improvement". How did you
handle the response?

A. Provided a corrective feedback

B. Provided an acceptance feedback
C. Gave appropriate praise
D. Criticized student's response

6. A question is raised by one student. You don't answer it but throw back the question to the class.
Which is this reacting behavior?

A. Redirecting questions to other pupils

B. Soliciting students' questions
C. Providing corrective feedback
D. Asking follow up question

7. Which practice doesn't promote interaction?

A. Soliciting students' questions

B. Rejecting student's answer outright
C. Rephrasing the question
D. Repeating and expanding on a student's answer
8. You want to develop students' critical thinking skills. Which type of questions should you ask?

I. Closed questions
II. Convergent questions
III. Divergent questions
IV. Open-ended questions

A. III and IV
B. II and III
C. I and II
D. I and IV

9. Which type of question will least promote interaction among students?

A. Divergent C. Convergent
B. Conceptual D. Inference
MY LEARNING PORTFOLIO

1. Choose competencies from the K to 12 Curriculum Guide then formulate sample question for each
question type:
Type of Question
1. Convergent If y varies directly as x, and y = 12 when x = 4, find the constant of
variation.
2. Divergent Give an example of a real-life situation that can be modeled by a
direct variation equation.
3. Evaluation Determine whether the relationship between the variables in the
following table is a direct variation, inverse variation, or neither.
X= 2, 4, 6, 8
Y= 10, 20, 30, 40
4. Inference If the time it takes to finish a job varies inversely with the number of
workers, what can you infer about the relationship between the two
variables?
5. Affective How does understanding the concept of direct variation help you
solve real-world problems?
6. Comparison Compare and contrast direct variation and inverse variation,
providing examples of each.

2. Research on at least five (5) expressions which you must use to inspire your students to be actively
involved in class interaction. c.g. "You are on the right track!"

Based on my research this is five expression I search and I know

1. Let’s tackle this one step at a time - Simplifies complex ideas for better understanding.
2. What do you think we should do next? - Promotes engagement and problem-solving.
3. Can you share why you think that? - Encourages critical thinking and clear communication.
4. How does this connect to what we learned before? - Helps students link current and prior
knowledge.
5. Let’s try looking at this from another angle. - Inspires creative thinking and alternative solutions.

But Remember, using clear and concise language is essential when teaching mathematics. By providing
engaging questions and positive reinforcement, you can create a positive learning environment that
fosters student understanding and participation.