My Tool

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use this space to emphasize a key point. To place this text box
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As I
observe
a class,
I will

use the Observation sheet for a more focused observation

Teaching Behavior of the

Teacher/ Learning Behavior
Principles of Learning of the Learner as Proof of
the Application of the
Principle of Learning
1) Learning is an experience

which occurs inside the

learner and is activated by
the learner.
2) Learning is the discovery of
the personal meaning and
relevance of ideas.

3) Learning is a consequence
of experience.

4) Learning is a cooperative
and collaborative process.

Teacher lets the learners do the

learning activity. e.g. A student
writes the letter instead of
writing it by herself.
Instead of giving direct answers
to her class, the teacher showed
a powerpoint presentation with
pictures and let the students
give their own ideas.
The teacher tells the students
not to play inside the classroom
because of the slippery floor, but
they still played inside and one
student slipped. The student was
injured because of his action and
in the process learns that playing
while the floor is slippery is bad.
Learners will learn more if they
are given chances to work
together and share ideas. The
teacher gives the students a
group activity.

5) Learning is an evolutionary
process.

Learning
requires
time
and
effort. It does not happen in an
instant. It undergoes a series of
events before a student can fully
learn something.

6) Learning is sometimes a
painful process.

Learning means to invest time to

study and make all the necessary
requirements.
With
all
the
stressors in their surroundings.

7) One of the richest

resources for the learning
is the learner himself.

Learning is not controlled by the

teacher rather on the learners
wants, interests and motives to
learn.

8) The process of learning is

emotional as well as
intellectual.

As a teacher, let us appeal to our

students intellect as well as to
their emotions.

9) The process of problem

solving and learning is
highly unique and
individual.

Each student has their

special way in learning
solving a problem.

own
and

My Analysis
What is the impact of the resource Teachers observance of these
principles on the teaching-learning process and on the learners?
Learning is the acquisition of knowledge or skills through
experience, study, or by being taught. It would be best for
learning if the teacher observe the students to knowledge and
personal perspective towards a certain lesson. And there the
teacher can conclude if the student really has learned
What is the impact of the resource Teachers observance of these
principles on the teaching-learning process and on the learners?
It was the learning principle by Jean Piaget that was applied
Which learning principle was applied least or not at
Base on my observation in the class the least learning principle
used was the learning principle by Lev Vygotsky.

Learning is the acquisition of knowledge or skills through

experience, study, or by being taught. It would be best for learning if the
teacher observe the students to knowledge and personal perspective
towards a certain lesson. And there the teacher can conclude if the student
really has learned something from the lessons taught.
Which learning principle was applied most?
It was the learning principle by Jean Piaget that was applied
most.

Which learning principle was applied least or not at all applied?

Base on my observation in the class the least learning principle
used was the learning principle by Lev Vygotsky.
Do you agree with these principles of learning? Or have you
WhichThose
learning
saidprinciple
learningwas
principles were studied and used for many
discovered
that
they
are not always correct?
applied
most?
years.
But they are not always correct at some points.
Do
you agree with these principles of learning? Or have you discovered that the
are not always correct?
Those said learning principles were studied and used for
many
My reflections on my observation of my Resource Teachers
observance of these principles. Did my Resource Teachers adhere
years. But they are not always correct at some points.

My Reflections
My reflections on my observation of my Resource Teachers
observance of
these principles.
Based on myour observation, learning is the
Did my Resource
discovery of the personal meaning and relevance of
Teachers adhere
to these
ideas was the principle applied most. This is because
principles?
before a teacher conducts another lesson he/she first
makes a recall about their past lessons. And then, after
that he/she didnt directly give or explain what seems
to be their topic on a particular day. Instead he/she
lessonpoem
we have
learned
from our observation on the
might give either activity orThe
a short
which
involves
application
of the
in a given topic. In that classroom
way, the learners
found
outprinciples
that the of learning is that for a
teacher to be effective, one first thing to do is to get the
learners attention in order to have a better interaction between
the learner and the teacher. Other than that, make the
students feel that learning is a must most especially on the
have learned
my
part of the learners. Always Lessons
motivateI them
to learn from
and pursue
observations on the classroom application of
their studies and never easily give-up until they reach

Based on our observation, learning is the discovery of the personal

meaning and relevance of ideas was the principle applied most. This
is because before a teacher conducts another lesson he/she first
makes a recall about their past lessons. And then, after that he/she
didnt directly give or explain what seems to be their topic on a
particular day. Instead he/she might give either activity or a short
poem which involves in a given topic. In that way, the learners
found out that the learning is the discovery of personal meaning
and relevance of ideas.

Lessons I have learned from my observations on the

classroom application of the principles of learning.
The lesson we have learned from our
observation on the classroom application of the
principles of learning is that for a teacher to be
effective, one first thing to do is to get the
learners attention in order to have a better
interaction between the learner and the teacher.
Other than that, make the students feel that
learning is a must most especially on the part of
the learners. Always motivate them to learn and

pursue their studies and never easily give-up until

they reach whatever their goals in life.

My Portfolio
Principles of Learning in My Own Words

1. Learning is an on-going process which

requires time and diligence.

2. Considered learners as active and rational

human beings.
3. Learning should be started, experienced

and practiced by the students.

4. Learning should be experiential as much

as possible.
5 Learners

psychological

and

emotional

stability should be measured in acquiring

learning.
6. Individual
intelligences
integrating

differences
should

the

be

method

and

multiple

considered
and

in

materials

needed in the lesson.

7. Learning is socializing and sharing ideas

with others.
8. Learning is reflecting, understanding and
applying the essence of ideas and meanings
in their lives.

EPISODE 2: LESSON OBJECTIVES AS MY GUIDING STAR

My Tool
As I observe a class, I will use the Observation Sheet
for a more focused observation.

As I observe a class, I will use the Observation Sheet for a more

focused observation.
Guiding Principles in
Determining and Formulating
Learning Objectives
1) Begin with the end of mind.

Teaching Behavior/s which

Prove/s Observance of the
Guiding Principle
The Resource Teacher began her
lesson by stating her objectives.

The Resource teacher begins

2) Share lesson objective with with
a
statement
and
students
clarification
of
the
lesson
objective.
The teacher also
encourages the students to make
lesson objectives on their own.

3) Lesson Objectives must be in

the 2 or 3 domains- cognitive,
skill and affective or cognitive
and affective or skill and
affective.

The resource teacher did not

only show or state the definition
of a certain topic but also
encourages the
students to
share their ideas.

The
teachers
objectives
is
4) Work
on
significant
and relevant to the students life.
relevant lesson objectives.
She
gives
examples
that
students can relate with.

5) Lesson objectives must lead The resource teacher did not just
to the development of critical gave them written task but also
and creative thinking.
asked
orally.
Through
this,
students can develop critical
thinking skills.

After observing your Resource Teacher teaches, write down

what you think was/were her lesson objective.

After

observing your Resource Teacher teaches, write down what you

think was/were her lesson objective.

After carefully observing my resource teacher I came up

with these objectives:
The students will know what is paraphrasing
The students will construct their own sentences by
paraphrasing

Ask permission from your Resource Teacher for you to

copy her lesson objective for the days lesson. Copy it
here then compare it with your answer in #2. Are they
the same? Different?

At the end of the lesson, students are expected to:

Define paraphrasing
Restate the ideas covered by the text
Analyze the meaning of the original and paraphrased

After
carefully

observing my resource teacher I came up with these objectives:

The students will know what is paraphrasing
The students will construct their own sentences by paraphrasing
Appreciate the importance of paraphrasing

Ask permission from your Resource Teacher for you to copy her lesson
objective for the days lesson. Copy it here then compare it with
your answer in #2. Are they the same? Different?
At the end of the lesson, students are expected to:
Define paraphrasing
Restate the ideas covered by the text
Analyse the meaning of the original and paraphrased texts

My Analysis
If answer in #3
If answer in #3 above is different, what is your above is
conclusion regarding written lesson objective and different, what is
your conclusion
actual lesson development? Are lesson objectives in
regarding written
the lesson plan always followed? Do they really
lesson objective
serve as guiding star?
and actual lesson development? Are lesson objectives in the lesson
plan always followed? Do they really serve as guiding star?
My answer in number 3 compared to the lesson objectives of
the teacher has a resemblance. The lesson objectives really
serve as guiding stars to the development of learning of the
learners. Sometimes lesson objectives are not followed but
students can still learn if the teacher teaches topics related to
his/her lesson objectives.

My answer in number 3 compared to the lesson objectives of

the teacher has a resemblance. The lesson objectives really
serve as guiding stars to the development of learning of the
learners. Sometimes lesson objectives are not followed but
students can still learn if the teacher teaches topics related to
Why did you find it easy/difficult to write down the Resource
Teachers lesson objectives for the day? Did she mention it at the
beginning of his/her lesson?

I find the lesson objective easy to guess because of the

strategy she is using. She let the students to choose one line
from the song and interpret it using their own understanding,
so I immediately guessed that theyre lesson is all about
paraphrasing. Even though the teacher didnt mention the
lesson objectives at the beginning of their class, the way she

Why did you find

it easy/difficult to
write down the
Resource
Teachers lesson
objectives for the
day? Did she
mention it at the
beginning of
his/her lesson?

I find the lesson objective easy to guess because of the

strategy she is using. She let the students to choose one line

from the song and interpret it using their own understanding,

so I immediately guessed that theyre lesson is all about
paraphrasing. Even though the teacher didnt mention the
lesson objectives at the beginning of their class, the way she
discussed the topic make me know what her lesson objectives
are.

Did you find the lesson objective SMART? Why?

Did
the

Yes, her learning objectives were classified as SMART in such

way that it can be consumed in specific-time-allotment. Aside
from that it can also be measured and attained in a way that
the student will know the meaning of paraphrasing and to give

lesson objective SMART?

Why? Why not?

you
find

Was the lesson objective in the cognitive or psychomotor

or affective domain? Or was it in the two or three
The lesson is in the COGNITVE as well as AFFECTIVE domain
because its not only encouraging the students to think, to
analyze or to restate the idea being presented but also
students are encouraged to relate some of the lines in the song

Yes, her learning objectives were classified as SMART in such way that
it can be consumed in specific-time-allotment. Aside from that it can
also be measured and attained in a way that the student will know the
meaning of paraphrasing and to give samples of it.
Was the lesson objective in the cognitive or psychomotor or
affective domain? Or was it in the two or three domains? Support
your answer.
The lesson is in the COGNITVE as well as AFFECTIVE domain because
its not only encouraging the students to think, to analyze or to restate
the idea being presented but also students are encouraged to relate
some of the lines in the song to their lives.

My Reflections
Any lesson learned or insights gained from your observation
focused on 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?
I learned that lesson objectives must be in the 2 or 3
domains-knowledge; the cognitive, affective and psychomotor.
The lesson objectives must be connected to the students life
experiences. I also learned that we can also share the lesson
objectives with the students. Those objectives must be
attained at the end of the lesson in order to proceed to another
topic. Lesson objectives are guide for us to determine if the
I learned that lesson objectives must be in the 2 or 3 domainsknowledge; the cognitive, affective and psychomotor. The
lesson objectives must be connected to the students life
experiences. I also learned that we can also share the lesson
objectives with the students. Those objectives must be attained
at the end of the lesson in order to proceed to another topic.
Lesson objectives are guide for us to determine if the lesson
was delivered without missing any important details.

My Portfolio

My research quotations that state the significance of goals and

objectives (dont forget to state your answer)

Failures comes only when we forget our ideals and objectives

and principles. Jawaharial Nehru

Our goals can only be reached through a vehicle of plan, in

which we must fervently believe, and upon which we must
vigorously act. There is no other route to success. Stephen
A. Brennan

Goals are not only absolutely necessary to motivate us. They

are essential to really keep us alive. Robert H. Schuller

Man, with no objective, will soon possess nothing. Having an

objective, even low, is better than having none. Carlisle

Your goals are the road maps that guide you and show you
what is possible for your life. - Les Brown

EPISODE 3: ORGANIZING CONTENT FOR MEANINGFUL LEARNING

My Tools

For the Cognitive Lesson

What is the lesson about?
Class I: Adjectives
Class II: Poem When I was one

Class I:
Adjectives
Class II: Poem
When I was

one and twenty

What are the examples of facts mentioned in the lesson?

Class I: There were picture presented and the
students are asked to describe this picture.
Class II: The students were asked on how they
handle the advices of their guardian or other
Class I: There were picture presented and the students
are asked to describe this picture.
Class II: The students were asked on how they handle the
advices of their guardian or other elder people.

Did the lesson end with facts? Or did these facts lead to
misunderstanding of concepts? Prove your answer.
Class I: In
Class I: In the First lesson the students
the First
have learned the use of adjective.
lesson
Class II: The students understand the
the
importance of listening to their
students
have
learned the use of adjective.
Class II: The students understand the importance of
listening to their parents advice.

Write down instances of treating the topic in depth (giving

examples, examining cause -effect relationships, relating ideas
or concepts to one another.)
Class I: The teacher presented pictures where in, in
describing these pictures they gained their
examples of adjectives.
Class II: The students were asked about the
Class I: The teacher presented pictures where in, in
describing these pictures they gained their examples of
adjectives.
Class II: The students were asked about the advices they
were given by their parents and on how they act upon
this advices.

Cite instance/instances when students were encouraged to ask

questions, to talk about and reflect on what they learned.
Class I: The students were curious about the uses
and significance of adjectives thats why they raise a
lot of questions.
Class II: The students were aware of the fact that
Class I: The students were curious about the uses and
significance of adjectives thats why they raise a lot of
questions.
Class II: The students were aware of the fact that parents
have greater experience thats why there were only few
questions raised.

For the Skill Lesson

What was the skill lesson about? Which skills was/were target?
Manipulative skill or thinking skill?
The lesson more focused on the thinking skills of the student
where in they can think fluent, they can construct ideas
relevant to the certain topic and they can response
easily because of their own insights and own
experiences by reminiscing their past.
The lesson more focused on the thinking skills of the
student where in they can think fluent, they can construct
ideas relevant to the certain topic and they can response
easily because of their own insights and own experiences
by reminiscing their past.
Ex. Love places

Write evidence of the teachers encouragement of divergent

thinking by the students.

So, when we say divergent thinking, it includes fluent thinking,

flexible thinking, original thinking and collaborative thinking.
The teacher encouragement of divergent thinking by the
students is that they can think fluent related to that
particular lesson. The English lesson that weve
observed was all about the poem When I was one and
twenty where in the teacher relate her students to
explain it because its all about love, we all know that
students nowadays are teenagers who are very aware
when the topic all about is LOVE. So, the teacher let
So, when we say divergent thinking, it includes fluent
thinking,
flexible
thinking,
original
thinking
and
collaborative thinking.
The teacher encouragement of divergent thinking by the
students is that they can think fluent related to that
particular lesson. The English lesson that weve observed
was all about the poem When I was one and twenty
where in the teacher relate her students to explain it
because its all about love, we all know that students
nowadays are teenagers who are very aware when the
topic all about is LOVE. So, the teacher let them to relate
their experiences to this poem. They construct ideas
through their experiences.

Which are proofs that the Resource Teacher promoted

convergent thinking?

When we say convergent thinking, it is narrowing down

from many possible thoughts to end up on a single best
thought or an answer to a problem.
The other English lesson weve observed was promoting
adjectives. The teacher motivation was she presented a
picture of different tourist spots or different beautiful
places in the Philippines. The teacher let the students to
recognize these pictures. So, students were willing to
answer and answer. Say for instance, The Luneta Park.
When we say convergent thinking, it is narrowing down
from many possible thoughts to end up on a single best
thought or an answer to a problem.
The other English lesson weve observed was promoting
adjectives. The teacher motivation was she presented a
picture of different tourist spots or different beautiful
places in the Philippines. The teacher let the students to
recognize these pictures. So, students were willing to
answer and answer. Say for instance, The Luneta Park. A
student answered It placed in Manila. The other student
answered Where Jose Rizal Died by answering possible
thoughts; the teacher can modify a thing or describe particular
things using adjectives.

If there was problem solving in lesson, were the pupils taught to

solve problem using algorithm or heuristic strategy?

Yes! Just by letting the students to reminisce their past so that

they can construct a lesson by their experiences.
Yes! Just by letting the students to reminisce their past so that
they can construct a lesson by their experiences.

Yes! Just by letting the students to reminisce their past so that

they can construct a lesson by their experiences.
When we say critical thinking, it involves evaluating information
or arguments in terms of their accuracy and worth. Students
use their critical thinking ability through their activities not only
in the common interaction in the class but also analyzing their
observation. Isnt they had an observation outside? So, discover
approach takes place by the teacher without guiding them; the
teacher let the students to find adjectives or modifier through
observing outside and describing the surroundings. After that,
What are proofs that the students were encourage to do
critical thinking?
When we say critical thinking, it involves
evaluating information or arguments in terms of their accuracy
and worth. Students use their critical thinking ability through
their activities not only in the common interaction in the class
but also analyzing their observation. Isnt they had an
observation outside? So, discover approach takes place by the
teacher without guiding them; the teacher let the students to
find adjectives or modifier through observing outside and
describing the surroundings. After that, their observation
leads them to group competition where in the group who
construct more sentences will won the activity.

A. Value/Affective Lesson

What was the value lesson

What was the value lesson

The values lesson was all about Following and Obeying

Instructions and Advices of Elders.
about?
Was
The values lesson was all about Following and Obeying
Instructions and Advices of Elders.
the value taught alone or was it integrated with cognitive or skill
lesson?

The value was taught integrated with a cognitive and

skill lesson.

Was the value taught alone or was it integrated with cognitive

The value was taught integrated with a cognitive

How was the value lesson

The value lesson developed in this way: first, the teacher tested
the reading skills of the students by reading the said poem
considering correct pronunciation of words and correct accents
and stresses. Next, they analyzed the facts and concepts within
the literary work from the cognitive follow-up questions. And
lastly, there are also questions that tested their affective
domains, including giving their insights about the poem and the
How was the value lesson developed?

The value lesson developed in this way: first, the

teacher tested the reading skills of the students by
reading the said poem considering correct pronunciation of
words and correct accents and stresses. Next, they
analyzed the facts and concepts within the literary work
from the cognitive follow-up questions. And lastly, there
are also questions that tested their affective domains,

My Analysis
For the Cognitive Lesson

How did my Resource Teacher teach the

cognitive content meaningfully and
interestingly?

How
did
my

Resource Teacher teach the cognitive content meaningfully

and interestingly?

The teacher delivered the lesson which is adjectives

in way where students will relate their experiences in
giving examples. For example in giving their example they
were asked to describe the beautiful places they have
already visited.

The teacher delivered the lesson which is adjectives in

way where students will relate their experiences in
giving examples. For example in giving their example

For the Skill Lesson

How was the skill taught meaningfully

In the lesson the thinking skill is what the teacher gave focus it
is taught by giving examples by describing pictures. While in
the manipulative skill the students were ask to list all of the
things that they have observed in their school in the
How was the skill taught meaningfully and interestingly?

In the lesson the thinking skill is what the teacher

gave focus it is taught by giving examples by describing
pictures. While in the manipulative skill the students were
ask to list all of the things that they have observed in their
school in the blackboard.

For the Affective Lesson

The value lesson is taught or delivered without giving

emphasis on it for example in the second class big where
they have discussed about the poem the value lesson is
not given attention or is not a big deal the poem When I
was One and Twenty is the one that has been mostly
given attention. That is why the value lesson is delivered
within the skill and cognitive lessons.

Is it possible to teach a value lesson without any

cognitive basis at all? Explain your answer.
possible to teach a value lesson without any cognitive basis at
all? Explain your answer.

The value lesson is taught or delivered without giving emphasis

on it for example in the second class big where they have
discussed about the poem the value lesson is not given
attention or is not a big deal the poem When I was One and
Twenty is the one that has been mostly given attention. That is

My
Reflection

Someone once said: There are dull teachers, dull textbooks, dull
films but no dull subjects. Do you agree? Write down your
reflections here!

I agree with this statement because the subjects which we are

taking are all interesting the only thing that is making it dull is
the way they are delivered to us. The dullness of subjects are
because of teachers who dont know how to deliver their
lessons in an interesting way. Dull films also are the reason why
some subjects become uninteresting. So in sum I can say that
there are no dull subjects in fact it is the way that these
subjects are delivered that will show or become that reason

Is
it

I agree with this statement because the subjects which we are

taking are all interesting the only thing that is making it dull is the way
they are delivered to us. The dullness of subjects are because of
teachers who dont know how to deliver their lessons in an interesting
way. Dull films also are the reason why some subjects become
uninteresting. So in sum I can say that there are no dull subjects in fact
it is the way that these subjects are delivered that will show or become

How should you organize subject matter (be it cognitive skill or value lesson)
so that your teaching will always be fresh and interesting?

EPISODE 4: GUIDING PRINCIPLES IN THE SELECTION AND USE OF TTEACHING

STRATEGIES

My Tools
Guiding Principles in the selection
and Use of Strategies
1) Learning is an active process.

Teaching Behavior of the Resource

Teacher that Applies the Principles

Learning is an active process in which

learners construct new ideas or
concepts
based
upon
their
current/past
knowledge,
social
interactions, and motivation affect
the construction.Learning is an active
process in which learners construct new
ideas or concepts based upon their
current/past knowledge, social interactions,
and motivation affect the construction.

2) The more senses that are

involved, the more and the better
the learning.

In a science class the teacher let

the students examine a rock by
touch, smelling, and seeing it.
Which
boost
the
learning
experience of the child because
the
learning
involves
many
senses.

3) A non-threatening atmosphere
enhances learning.

The
teacher
designs
the
classroom to be conducive for
learning. She did not display any
threatening attitude towards the
students.

4) Emotion has the power to

increase retention and learning.

A teacher must be know what

emotions she is getting inside
his class and do something about
it for the students to have the
proper emotional stability to
cope up with the lessons.

5) Good teaching goes beyond recall

of information

The sign of a good teacher isn't

that you can recall information,
but that you can teach others to
the same standard you were
taught
to.
It's one thing to be able to write
an essay on a topic, it's an
entirely different one to teach
someone else to write that same
essay..

6) Learning is meaningful when it is

connected to students everyday
life

Abstract concepts are made

understandable
when
the
teacher gives sufficient examples
relating
to
the
students
experiences..

7) An integrated teaching approach

is far more effective than teaching
isolated bits of information.

Truly that integrated teaching

approach is far more effective,
because of the demands and the
challenges face by the students
today they cannot only rely on
one method.

My Analysis

Are these principles in accordance with brain-based teaching and

learning?

Yes, because those said teaching methods are based on the latest scientific research
about how the brain learns, including such factors as cognitive development. How
students learn differently as they age, grow, and mature socially, emotionally, and
cognitively.

My

Yes, because those said teaching methods are based on the

latest scientific research about how the brain learns, including
such factors as cognitive development. How students learn
differently as they age, grow, and mature socially,

Reflections

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

No, because students have different learning styles which are described in different
models.No,
Some
students
learn have
thru visual
stimulation
others
from
because
students
different
learning and
styles
which
are written
activities.
So teachers
must be
able toSome
switch
from a new
strategy to
described
in different
models.
students
learnteaching
thru visual
anotherstimulation
strategy toand
cope
up
with
the
students
learning
pace.
others from written activities. So teachers must be
able to switch from a new teaching strategy to another strategy to
cope up with the students learning pace.

EPISODE 5: ON TEACHING APPROACHES AND METHODS

My Tools
Approach/Method

1) Deductive Method

2) Inductive Method

3) Demonstration Method

4) Problem Solving

Description of Teaching Behavior

that Proves Use of the Teaching
Approach/Method (What did my
Resource Teacher do as she used
this approach/method?)
A
deductive
approach
to
instruction is a more teachercentered approach. This means
that the teacher gives the
students a new concept, explains
it, and then has the students
practice using the concept. For
example, when teaching a new
grammar concept, the teacher
will
introduce
the
concept,
explain the rules related to its
use, and finally the students will
practice using the concept in a
variety of different ways.
Inductive method makes use of
student noticing. Instead of
explaining a given concept and
following
explanations
with
examples, the teacher presents
students with many examples
showing how the concept is
used.
In
TLE
class
the
teacher
demonstrate on how to begin a
cross stitch design and the types
of stitches. Allowing students to
see it personally.
In a math class the teacher
explains how the formula would
work and gave another math
problem for the students to
solve.

5) Discovery Method

6) Problem Solving Method

7) Project Method

8) Constructivist Approach

9) Metacognitive Approach

10)

Integrative Approach

Students are permitted to find

solutions to problems on their
own or at their own pace, often
jointly in group activities, either
independent of or under the
guidance of a teacher.
Problem-solving is, and should
be, a very real part of the
curriculum. It presupposes that
students can take on some of the
responsibility
for
their
own
learning and can take personal
action to solve problems, resolve
conflicts, discuss alternatives,
and focus on thinking as a vital
element of the curriculum. It
provides
students
with
opportunities to use their newly
acquired
knowledge
in
meaningful, real-life activities
and assists them in working at
higher levels of thinking
The teacher let the students to
choose their own project which is
related to the subject. Then the
student choose what project they
would do and why did they
choose that certain project.
The teacher let the student to
formulate their own questions
about a certain topic. She allows
them
to
use
multiple
interpretations and expressions
of learning and let them work as
a group.
As I observe the teacher she did
not encounter this kind of
approach to her students.
As I observe the teacher she did
not encounter this kind of
approach to her students.

My Analysis
Which approaches/methods will be
grouped together? Why?
E.g. Direct method and deductive
method

Which approaches/methods
will be grouped together?

Those approaches which are more Teacher-Centered like the Deductive approach, Demonstration
method, problem solving method and the metacognitive approach. All of which the main idea comes
from the teacher and mostly this approaches / methods invite more participation among learners.
Why?
E.g. Direct method and deductive method

Which approaches/methods are more

interactive? Less interactive?

For me the most interactive method is the Demonstration method. Because

lets
Whenit should
the direct method
students to learn personally and when they did miss something be
from
the
used?
demonstration then they can just the teacher and let her demonstrate the said

The direct method of teaching, which is sometimes called the

should the indirect method
natural method, and is often but not exclusively used inWhen
teaching
foreign languages, refrains from using the learners' native

Direct and indirect instruction is often used together, even within the same
lesson, and you should not adopt one model to the exclusion of the other.
Each contains a set of strategies that can compose an efficient and effective

Which approaches/methods are more interactive? Less interactive?

When should the direct method be used?
For me the most interactive method is the Demonstration method. Because it lets
The
direct to
method
teaching, which
is sometimes
called
thesomething
natural method,
students
learnofpersonally
and when
they did
miss
fromand
theis often but not
exclusively
used in
teaching
languages,
refrains
using
the learners' native
language
demonstration
then
they foreign
can just
the teacher
andfrom
let her
demonstrate
the said
and
uses
only
the
target
language.
activity again.

When should the indirect method be used?

Direct and indirect instruction is often used together, even within the same lesson, and you should not
adopt one model to the exclusion of the other. Each contains a set of strategies that can compose an
efficient and effective method for the teaching of facts, rules, and sequences and to solve problems,
inquire, and learn concepts.

My Reflections
If I decided on my teaching approach/method, I will
consider___________________ (Continue the sentence. Begin
writing NOW!)

If I decided on my teaching approach/method, I will consider all

factors surrounding the learner. Typically I might describe: a. sorts of
teaching and learning activities that you have planned (lecture, tutorial,
self-directed learning, case study, workshop, workplace learning); b.
Ways in which you try to engage students with the subject matter
(provide students with basic facts, relate new knowledge to what
students already know, build in interaction, be passionate, be
enthusiastic); and c. The ways in which you support your students
(encourage questions, set formative assessments, provide constructive
feedback).A description of my approach to teaching includes: a. The
mode or manner of teaching (lecture, tutorial, bedside teaching,
laboratory work); b. Some understanding of how people learn
(learning theory); and c. Some understanding of how to
facilitate learning (qualities of the teacher such as passion,
principles for good teaching practice such as providing timely
and constructive feedback, putting educational theory into
practice).There is no "best teaching approach". However, there

If I decided on my teaching approach/method, I will consider all factors surrounding

the learner. Typically I might describe: a. sorts of teaching and learning activities
that you have planned (lecture, tutorial, self-directed learning, case study,
workshop, workplace learning); b. Ways in which you try to engage students with
the subject matter (provide students with basic facts, relate new knowledge to what
students already know, build in interaction, be passionate, be enthusiastic); and c.
The ways in which you support your students (encourage questions, set formative
assessments, provide constructive feedback).A description of my approach to
teaching includes: a. The mode or manner of teaching (lecture, tutorial, bedside
teaching, laboratory work); b. Some understanding of how people learn (learning
theory); and c. Some understanding of how to facilitate learning (qualities of the
teacher such as passion, principles for good teaching practice such as providing
timely and constructive feedback, putting educational theory into practice).There is
no "best teaching approach". However, there are some recognized teaching
methods together with a range of learning theories and some principles for good
practice. Being a reflective teacher and striving for excellence in teaching means
considering each aspect of my teaching approach to ensure that you are doing your
best to facilitate student learning.

My Portfolio
By means of graphic organizer show the
characteristics of a constructivist and a
metacognitive approach.

By means of
graphic organizer
show the
characteristics of a

constructivist and a metacognitive approach.

Learners construct
their own
knowledge
beginning with
what they already
know

All learning begins

in doubt about the
validity of an idea

CONSTRUCTIVIST
APPROACH

Learning is
achieved best
through a socially
interactive process

Learning is best
achieved when the
undertaking is
consistent with the
stages of human
development

Learning proceeds
in spiraling
fashion including
laddering,
scaffolding,
weaving, and
dialogism

Self
Mmanagement

Self
Qquestioning

Self Ffocusing

METACOGNITIVE
APPROACH

Rectifying
RectifyingGoal
Setting

Goal Setting

Do serious research and complete this Table on Methods. The first

Do serious research and complete this Table on Methods. The first is done for you.

Method
1) Deductive
Method

2) Inductive
Method

3) Demonstration
Method

Advantage/s
Direct teaching so I
can accomplish more
within a given period
of time.

When to Use
Time
is
limited;
subject
matter
is
very
difficult;
learners dont know
much
about
the
lesson; teacher is not
yet
skilled
in
facilitating skills.
meaningful,
Generaative
Guided
memorable
and situation,
Using
lesson

students discovery,
concordance data.
discover themselves
It helps in involving This
method
is
mainly
in
various
sense
to applied
technical
or
training
make
learning
institutes. In teacher
permanent
education programs
It helps in achieving it is used to develop
psychomotor
skills in the student
objectives
teacher. At school

4) Problem Solving
Method

5) Discovery Method

6) Project Method

Any
simple
or level,
a
teacher
complex sill becomes applies it in teaching
science,
biology,
easy to understand
nature study, arts
and crafts.
Greater
output: To
implement
a
Simply because of problem-solving
teachers
the number of people approach,
need to improve their
involved, each with
interpersonal
skills
differing experience, and group dynamics;
knowledge, points of they need to be able
view and values, a to adapt instructional
larger number and strategies, resources,
activities
to
variety of ideas for and
promote
students
solving a problem
development of basic
can be produced.
skills, thinking skills,
and
personal
qualities
In a regular classroom,
a teacher who is trying
to
enforce
new
innovative methods of
teaching might give
students
different
problems, and try and
get
them
to
work
together to come up
with a solution to this
problem.

Highly motivating as it
allows individuals the
opportunity
to
experiment
and
discover something for
themselves
Highly motivating as it
allows the individuals
the
opportunity
to
experiment
and
discover something for
themselves
It helps in developing Use this type of
social
norms
and method when giving
social values among group projects.
the learners

EPISODE 6: ON LESSON DEVELOPMENT

My Tools
Describe
how the
teacher
began
his/her lesson. Why do you think did she/he do that?

Describe how the teacher began his/her lesson. Why do

you think did she/he do that?

At first the teacher started the

class
with adid
prayer.
Then she
askask the learners to
What
activity/es
the Resource
Teacher
questions about the previous lessons
that they
had gone
thru. After
do after she/he
introduced
the lesson?
Why do you think she/he
it she states the objectives ofdid
the
days
lesson.
I
think
she
did
that
such?
because it was what she ist doing ever since she started teaching
What activity/es did the Resource Teacher ask the learners to
do after she/he introduced the lesson? Why do you think
she/he did such?

The resource teacher gave a group report about the lessons they
taught in class. She lets the students to have their time to report in
front of the class. She did that because it was part of their

She ends her lessons by giving a quiz and after it, collecting them.
How did she end his/her lesson? Why do you think
She did that to observe on how did the studentss understand cope up
How did she
end his/her
lesson? Why
do you think
she/he did
that?

Did you notice an assessment of learning in the process of teaching?

If yes, how was it done?

Yes, she questions the students about

Did you notice an assessment of learning in the process of teaching?
If yes, how was it done?

Checklist-Of the following, which did you observe? Please check if you
Checklist-Of the following, which did you observe? Please check if
you observed the item.
Teaching Behavior
1) Connecting lesson to past
lesson
2) Introducing the lesson for the

day
3) Sharing the lesson objective for

the day

Check here!

4) Motivating the students

5) Students doing learning

My
How should a lesson begin

Analysis

How
should
a lesson
begin
and
end?

activity
6) Teacher giving Lecture

A lesson should begin to summarizing the goals of what is going to be

7) Teacher checking
forThe lesson should end by briefing going over everything and
learned.

understanding

8) Teacher/ Students Summarizing

A lesson
should
begin to summarizing the goals of what is going to be learned. The lesson should end by
briefing going over everything and asking if anyone has any questions.

Did you observe any part of the lesson development to have been out of place?
Explain your answer.
Did you observe any part of the lesson development to have
been out of place? Explain your answer.

I did

I did found some part of the lesson development being out of

place. It was the time when the teacher tells a joke to her
found some part of the lesson development being out of place. It was the
time when the teacher tells a joke to her students.

My Reflections
Tell them what you want to tell them; tell them what you told

them. Relate this statement to lesson development.

"Tell them what you're going to tell them, tell them, and then tell them
what you told them." Inform the students of what the major concepts are,
give them the details of the concepts, and then summarize what you've
done to ensure that they understood the big picture.
Teachers should always stick to their previous statement so that it will
be convincing for the students to dissolve ideas. BuIit is important that
teachers should master what she teaches to avoid confusion and
misunderstanding and misinterpretation of details in the subject
that he/she teaches.

My Portfolio

Re-construct your Resource Teachers Lesson Plan. Your lesson

plan must have the parts of a lesson plan. A lesson plan
outline may do, provided all parts of a lesson are covered.
Banghay-Aralin sa Filipino IV
Panunuring Pamanitikan
I. Layunin
A. Nakilala ang maikling kwentong sa Teoryang Humanismo.
B. Naibabahagi and pagmamahal sa isang Ina.
C. Nagbibigyang kahulugan ang mga mkabagong salita.
II. Paksang Aralin
A. Si Pinkaw
B. KAgamitan
C. Sanggunian: Pluma Wika at Panitikan
III. Pamamaraan
IV. Pagtataya
Piliin ang kasingkahulugan ng mga salita sa bilog.
V. Takdang-Aralin
Magdala ng larawan ng inyong Ina at isulat sa likod nito ang limang magandang
katangian nya na
wala sa ibang Ina.

Banghay-Aralin sa Filipino IV
Panunuring Pamanitikan
I. Layunin
A. Nakilala ang maikling kwentong sa Teoryang
Humanismo.
B. Naibabahagi and pagmamahal sa isang Ina.
C. Nagbibigyang kahulugan ang mga
mkabagong salita.
II. Paksang Aralin
A. Si Pinkaw
B. KAgamitan
C. Sanggunian: Pluma Wika at Panitikan
III. Pamamaraan
IV. Pagtataya
Piliin ang kasingkahulugan ng mga salita sa
bilog.
V. Takdang-Aralin
Magdala ng larawan ng inyong Ina at isulat sa

EPISODE 7: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES

My Tools
Score the Resource teacher every time she/he demonstrates any of
the following questioning behaviors. Simple is shown in item #1.
Questioning Behavior

Tally of Use

Frequency

1) Varying types of
questions

Very Rarely

2) Asking nondirected
questions

II

Rarely

IIII

Occasionally

IIIII-IIIII

Frequently

3) Calling on nonvolunteers
4) Rephrasing
5) Sequencing
Logically

Never

6) Requiring
abstract thinking

II

Rarely

7) Asking openended questions

IIII

Occasionally

II

Rarely

IIII

Occasionally

8) Allowing
sufficient wait
time
9) Involving a s
many as possible

Write samples of questioned asked

Write samples of questioned

asked under each type.

Types of question
1) Convergent Question

Sample questions Asked

Why was Richard sick after not
washing his hands?
How do viruses multiply?

2) Divergent Question

Write down as many different

uses as you can think about the
cell.

3) Low-Level Question

What is the purpose of a cell wall

or a cell membrane?

4) High-Level Question

Which part of the cell you think

is the most important? Why?

Reacting Techniques
Score the Resource teacher every time he/she makes use of any of
the techniques.
Score the Resource teacher every time he/she makes use of any of the techniques.

Reacting Behavior
1) Providing
acceptance
feed-back
2) Providing
corrective feedback
3) Giving
appropriate
praise
4) Repeating the
answer

Tally of Use

Frequency

IIIIIIII

Rarely

IIIIIIIIII

Occasionally

IIIIIIIIII

Occasionally

IIIIIIIIIIIII

Frequently

5) Explaining the
answer

IIIIIIIIIIIIIII

Frequently

6) Rephrasing the
question

II

Very Rarely

7) Asking follow
up questions

III

Very Rarely

IIII

Rarely

II

Very Rarely

8) Redirecting
questions to
other pupils
9) Soliciting
students
questions

10)
Encouragi
ng through nonverbal behavior
11)
Criticizing
responding
student for
his/her answer
12)
Scolding
for misbehavior
or not listening
13)
Overusing
expressions
such as Okay,
Right, etc.?

Never
Never

Never
Never

My Analysis
Which questioning and reacting techniques encouraged
teacher-student interaction? Which ones did not?

Which
questioning
and reacting
techniques

encouraged teacher-student interaction? Which ones did not?

The best way to encourage student-teacher interaction is simply to ask questions. Students tend to
respond to questions and experiments and will likely to listen to it.

What did Neil Postman mean when he said: Children go to school as question
marks and leave school as periods? Does this have something to do with a
teachers questioning and reacting techniques?

Children go to school as question marks and leave school as

periods." (Neil Postman) and "Good Learning starts with questions
not answers." (Guy Claxton) these are two quotations which deal
with effective questioning to children inside the [ classroom. Many
teachers have been observed by education supervisors, district
supervisors, principals, and department heads to have asked
mostly "what" questions in the entire session or class. Perhaps they
were all answered by the pupils; since, the questions were all
simple recall. But the big question is, has the teacher helped
develop the children's' thinking skills. According to Webster
Dictionary, a question is any sentence which has an interrogative
form. It can be answerable by yes or no or by other information. In
the classroom settings, teacher questions are defined as
instructional cues or stimuli that convey to students the content
elements to be learned and directions for what they are to do and
how they are to do it. The teacher must always put in mind that the
knowledge and skills used in asking different types of questions in
a classroom is one important but critical aspect of the teaching and
learning process. Why are questions important? Questions play an
important role not only for teachers but also for students, meaning
both in the teaching and learning process, questions are significant
factors because childrens' achievement and their level of
What did Neil Postman mean when he said: Children go to school as
question marks and leave school as periods? Does this have something to
do with a teachers questioning and reacting techniques?

My Reflections
What do I resolve to do and NOT do in my questioning and
reacting techniques so as to encourage teacher-student
It is a known fact that students usually dont ask questions. Therefore,
if they do, teachers should spend extra effort to answer them the best that
they could in order to motivate students to ask more questions.
Question technique should also be improved by teachers so that they
can elicit responses from students. Teachers should also react properly. They
should not insult students so that they will develop confidence in answering
teachers questions.
interaction?

My Portfolio
I promote higher-order-thinking skills (HOTS) and interaction for
learning by the kind of questions that I ask.
Here are learning objectives. Formulate at least two examples of
questions that promote divergent thinking and HOTS.
Elementa
ry
At the end of the lesson, the pupil is able to identify the functions
of the organs of the reproductive system.
Elementary

At the end of the lesson, the pupil is able to identify the functions of the
organs of the digestive system.
Write your two divergent questions here!
Secondar
y

Secondary

What will the community think of me if I support reproductive

health information and services for youth?
What will the community think of me if I support reproductive
health information and services for youth?

I promote class interaction by my favorite remarks. Here are

five examples of expressions I must use (Product of my
research) to inspire my students to be involved in class
interaction.

1) You are on the right track!

2) Hello everyone!
3) You are communicating well!
4) Do you want a clue?
5) Very nice!

1) You are on the right track!

2) Hello everyone!
3) You are communicating well!
4) Do you want a clue?
5) Very nice!