1.

Remembering
The students will be able to identify the basic symbols used in creating a
flowchart and technical drawing.
2. Understanding
The students will be able to carry out mensuration and calculation.
3. Application
The students will be able to perform safety procedures in using hand tools and
equipment.
4. Analyzing
The students will be able compare different products/services in computer
hardware servicing business.
5. Evaluating
The students can assess the condition of all hand tools and equipment for
proper operation and safety.
6. Creating
The students can create a flowchart that depicts a simple scenario in
preparing hand tools for computer hardware servicing.

1. Retrieval
The students can identify the proper tools and paraphernalia used in
computer hardware servicing.
2. Comprehension
The students will be able to carry out mensuration and calculation.
3. Analysis
The students can identify common malfunction (unplanned or unusual
events) when using tools, equipment and paraphernalia.
4. Knowledge Utilization
The students can apply contingency measures in accordance with the OHS
procedures.
5. Metacognitive System
The students can monitor their own learning through the improvement of
each task.
6. Self-System
The students can incorporate the value of hardwork towards the lesson.

Teacher-centered
Did the lecture all the time?
No. The teacher made sure that the
students are active in the class. The
students were cooperative and
collaborative during the class.

Was the emphasis mastery for the

lesson for the test? Prove.
Yes. The teacher made sure that
majority of the students really
understand the lesson well before
jumping to the next topic.
Was the class atmosphere
competitive? Why?
The class has a healthy competitive
atmosphere.

Student-centered
Were students involved in the
teaching-learning process? How? Or
were they mere passive recipients of
instruction?
Yes. The teachers grouped the
students and they were given activity
in which each of them can try to solve
the given problems with their ideas.
Was the emphasis the students
application of the lesson in real life?
Give proof.
Yes, their teacher inculcated being
compassionate and patient in solving
mathematics problems just like in real
life situations.
Was the class atmosphere
collaborative? Why?

Did the teacher focus only on one

discipline/subject?

Yes, the class cooperated and

collaborated well during the
groupwork.
Did the teacher connect the lesson to
other disciplines/subject?

No. The teacher also incorporated the

lesson to Values and English.

Yes. The teacher also incorporated the

lesson to Values and English.

What teaching-learning practice show that teaching approach was:

1. Constructivist connected to past experience of learners; learners
constructed new lesson meanings.
The teacher connected their present lesson in their previous lesson. It
was interconnected.
2. Inquiry-based
The teacher elaborated what the students will learn from the lesson
and how they can apply it in real life situation.
3. Developmentally appropriate - learning activities fit the developmental stage
of children
The student look up to the teacher as more than an authority, but as a
professional in a field, who can give personal accounts and emotional
and leadership support.
4. Reflective
The teacher incorporated COMPASSION and PATIENCE in their lesson,
the students reflected how these values being applied in solving math
problems and in real life situation.

5. Inclusive no learner was excluded; teacher taught everybody.

The teacher grouped the students into five groups and she made sure
that everybody cooperates and collaborates in the group activity.
6. Collaborative students worked together.
Everybody participated in the group activity. The students
brainstormed and they shared ideas on how to solve the problems.
7. Integrative lesson was multidisciplinary e.g. in science, math concepts
were taught.
The teacher was very conscious and knowledgeable making sure she
delivered the lessons in correct grammar. She also incorporated values
towards her lesson.

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

Based on my observation, the instruction was student-centered.

2. Were the instances when the students could have been involved in
class proceedings but were not? Give examples?
As the class progressed, the students were fully involved in the class
proceedings. The teacher delivered her lesson in such fashion that the
students were not bored.

3. What are possible consequences of teaching purely subject matter

for mastery and for the test?
Teaching purely subject matter for mastery may create a notion of
competition, thus it will create a competitive classroom atmosphere. The
teacher should balance mastery and in the subject matter and the affective
side also.
4. If you were to reteach the class, would you be teacher-centered or
student-centered? Why?
If I were to reteach the class, I will still prefer the student-centered approach,
it is more effective and I like the fact that with this approach students are
more interactive and confident of themselves.

5. If you abide by the pedagogical approaches that the K-12 Law states,
will you be more teacher centered or student-centered in approach?
Explain your answer.
Abiding by the pedagogical approaches that the K to 12 Law states, I will use
more of the student-centered approach in teaching. Students learn important
communicative and collaborative skills through group work. Students learn to
direct their own learning, ask questions and complete tasks independently.
Students are more interested in learning activities when they can interact
with one another and participate actively.

My reflection
In recent years, more teachers have moved toward a student-centered
approach. However, some students maintain that teacher-centered education
is the more effective strategy. In most cases, it is best for teachers to use a
combination of approaches to ensure that all student needs are met.
When both approaches are used together, students can enjoy the positives of
both types of education. Instead of getting bored with teacher-centered
education or losing sight of their goals in a completely student-centered
classroom, pupils can benefit from a well-balanced educational atmosphere.

Group Presentation

Debate
Panel Discussion
Research Paper

Start of the lesson

The teacher started the lesson by stating and defining the lesson objective
and what she expects from the students after the lesson.
Development of the lesson
The teacher conducted a short review regarding the students previous topic
and experiences. She grouped the students for a more collaborative output.
Ending of the lesson
The teacher generalized and summarized the whole topic. She reassessed
the students understanding (self-rating). She went back to the objective and
assessed if what she expected were acquired by the students.

Start of the lesson

The teacher imparts and shares to his students the objectives of the
lesson and his expectations at the end of the class.
Development of the lesson
The teacher conducted a short review regarding the students previous
topic and experiences. The teacher conducted group presentation to
the students in which they presented their work through musicale.
Ending of the lesson
The teacher generalized and summarized the whole topic. She
reassessed the students understanding (self-rating). She ended with
the class with a prayer.
1. Did the Teachers use the deductive or inductive method? Prove your
answer?
The used inductive method, they started from specific to general
ideas.
2. In which teaching method were students more involved in the
teaching-learning process?
Inductive method.

3. Which method had greater demand from the teacher in terms of

questioning and organizing skills? Why?
The deductive method had greater demand from the teacher in terms
of questioning and organizing skills, because it starts from general.
There are a lot of questions going on during this method.

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.
The teacher used the inductive method throughout the lesson.

Students will usually be more involved in the learning experience and tend to
participate more actively when an inductive approach is used. If a deductive
approach is chosen, it is important to structure the learning experience in order to
draw on students' prior experiences and learning, and to provide for their active
involvement.
The deductive approach is more predictable because the teacher selects the
information and the sequence of presentation. Students tend to understand and
remember more when learning occurs inductively.

Deductive Method giving a situation to be acted.

Inductive Method research of a certain topic.

Guiding Principles in the Selection

and Use of Strategies
1. The more senses that are
involved, the more and the better
the learning.
2. Learning is an active process.

3. A non-threatening atmosphere
enhances learning.

Teaching Behavior of the Resource

Teacher that Applies the Principle
The teacher used an instructional video
on how to assemble and disassemble
components of a PC.
After the video demonstration and
discussion, the teacher allowed the
students do hands on how to assemble
and disassemble components of a PC.
The room is conducive for learning. It is
fully air conditioned which is a necessity

4. Emotion has the power to increase

retention and learning.

5. Good teaching goes beyond recall

information.

6. Learning is meaningful when it is

connected to students life.

7. An integrated teaching approach

is far more effective than teaching
isolated bits of information.

for a computer laboratory. The teacher

also has a strong bond with his students.
When emotion is involved in learning
you can easily retain the knowledge
about what you know in a certain activity
or topic. You can relate the good and bad
effect if you had experienced it. The
teacher implemented the affective
domain towards the lesson.
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.
The teacher relates the lesson to
students everyday life like their crushes,
their daily experiences, personal views in
life and goals.
The teacher considered the multiple
intelligences (MI) and varied learning
style (LS) of students

Did you find the teacher adhering to all the principles of teachinglearning? Was there any principle that was violated? Explain your answer?
Explain your answer.
The teacher adhered majority of the principles of teaching-learning. The
teacher was effective in his class and also a good facilitator.

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.
The principles of teaching were applied.

For me, there is no best method in teaching. It depends on which is more

effective to the students you are handling. We facilitate them through which is
more effective and favourable to them. Diversity is always present in any school. As
experience will teach us, we will be able to adjust and apply the combination of
methods of teaching which suits the students.

Pedagogical Approach of K to 12
1. Constructivist

2. Inquiry-based
3. Developmentally appropriate.
4. Reflective
5. Inclusive

6. Collaborative

7. Integrative

Principles of Teaching
Good teaching goes beyond recall
of information.
Learning is meaningful when it is
connected to students everyday
life.
Inquiry is a spontaneous and selfdirected exploration.
Reflect on what they have learned
and how they have learned.
Reflect on what they have learned
and how they have learned.
Interaction between teachers and
students is the most important
factor in student motivation and
involvement.
Learning is enhanced when it is
perceived as a collaborative and
cooperative effort between
students. The opportunity to share
ideas without threat of ridicule
and the freedom to respond to the
ideas of others increases
complexity of thinking and
deepens understanding.
An integrated teaching approach
is far more effective than teaching
isolated bits of information.

Episode 8

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, the teacher stated the learning objectives/intended learning outcomes.
She wrote it on the board and shared it with her students.

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.
The teacher gave the students a group activity having a panel discussion.
This activity helped the teacher attain her intended learning outcomes.

3. What assessment task/s did Teacher employ? Is/are these aligned to

the lesson objectives/ILOs?
The teacher conducted self-test to the students to assess the learning of the
students. Yes it was aligned to the lesson objectives.

1. If the Intended Learning Outcomes (ILO) and Teaching-Learning

Activities (TLA) and Amusement Tasks (ATs) were not aligned, what
would be the effect on the performance of students?
Yes it will. The students will not meet the intended outcomes of the lesson. It
can frustrate the teacher as well as the students.

2. Are there Teaching Learning Activities (TLAs) which are more

appropriate than what the teacher said?
Based on my observation, the teaching learning activities (TLA) of the
teacher is appropriate for the Intended Learning Outcomes (ILO).

3. Are there more appropriate assessment tasks that the teacher

should have used? If yes, give example/s.
I think the tasks were appropriate for the lesson.

4. Many teachers set the intended learning outcomes/lesson objective

but test another outcome on lesson objective after thus confusing
students. Do you agree?
Yes, I have observed it too from my past teachers.

5. What lesson did you learn from #4?

Teachers should be mentally and emotionally well prepared before teaching
so that she can keep her focus and composure towards the discussion to
avoid null and unrelated ideas that will confuse the students.

Why are we back to teaching by objectives or Blooms mastery learning?

This time it is preferred to as OBTL.
We are now on the 21 st century learning environment and learners nowadays
are so advanced so to be able to be competitive, Kto12 curriculum was
implemented to our country. Blooms mastery learning and taxonomy is an
excellent framework in order for the Kto12 to be implemented successfully.
Does OBTL help us become more globally competitive beginning with the
ASEAN member countries?

Yes indeed. Actually, this also the educational structure of other developed
neighbouring countries in South East Asia.
What are your thoughts about OBTL?
OBTL is based on such questions as: What do I intend my students to be able
to do after my teaching that they couldnt do before, and to what standard?
How do I supply learning activities that will help them achieve those
outcomes? How do I assess them to see how well they have achieved them?
As its name suggests, OBTL starts with clearly stating, not what the teacher
is going to teach, but what the outcome of that teaching is intended to be in
the form of a statement of what the learner is supposed to be able to do and
at what standard: the Intended Learning Outcome (ILO). When students
attend lectures, however, their main activity is receiving, not doing. Hence
we need to devise Teaching and Learning Activities (TLAs) that require
students to apply, invent, generate new ideas, diagnose and solve problems
or whatever other things they are expected to be able to do after they
graduate.

ILO
The students will be able
to disassemble and
assemble computer
hardware components.

TLA
Discuss and demonstrate
with the students the
different hardware
components of a PC.
Show students an
instructional video
demonstration of the task.

AT
Performance Task:
Asses the students by
hands on activity in which
they will disassemble and
assemble computer
hardware components
abiding the OHS policies.

Episode 9

Types of Question
1. Factual/Convergent
Closed/Low Level

Examples of questions that the

Resource Teacher Asked
What does the equation imply?
When can you say if the given equation
is an equation of a circle or not?

2. Divergent/Higher-order/Openended/Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. Problem-solving

3. Affective

If the equation is not a circle what are

other possibilities that the equation can
be classified?
How do you evaluate the equation if it is
a circle or not?
Did the results prove the theorem?
How does the equation differ from the
equation of the ellipse?
How can you apply the equation in your
future lessons?
How can you find the equation of a circle
given the points of a circle and its
center?
What values did you learn from the

lesson?

1. For information processing at a higher level, which types of

questions should you ask more?
Divergent/Higher-order/Open-ended/Conceptual

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

Factual/Convergent Closed/Low Level

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

Divergent/Higher-order/Open-ended/Conceptual
4. Which questioning techniques were most employed? Least
employed?
What, When and How questions were most employed while the Why, Who
and Where were least employed.

5. Which reacting techniques were most commonly used? Least

commonly used?
The most commonly used reacting techniques were giving appropriate praise
and rephrasing questions while the least commonly used are criticizing
student in front of the class.

Mostly, based on my observation, the teachers successfully implemented

both the Convergent and Divergent questions in their classes. It is more
effective implementing both types of questioning and reacting techniques.

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. 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 engagement, depend on the types
of questions teachers' formulate and use in a classroom. Therefore, teachers
must be careful in designing/ formulating questions to stimulate curiosity,
provoke ideas, clarify concepts and challenge beliefs. Students develop their
listening and thinking skills when exposed to the right set of questions. It is
vital therefore for teachers to assess their current questioning techniques.

Type of Question
1. Convergent

Questions
What is the difference of hardware and a software?

2. Divergent
3. Evaluation
4. Inference
5. Affective
6. Comparison

Why do you think abiding in OHS policies is so important

in the workplace?
Is it applicable to your everyday life?
What can you say about a specific computer hardware
component?
What is the importance of hardwork and patience of this
line of job?
What is the difference of a LAN and WAN?

Praise and correction Instead of just good and not very good here are
some more expressions you can use from the start when praising or
correcting students work.
Brilliant! Excellent! Wonderful!
Good! Good job! Very good!
Great! Very well done!
Yes, thats right. Thats it!
Nice work!
Yes! OK!
Thats not right, try again.
Not quite right, try again.
Thats nearly right. Thats better!
Today Im happy/not very happy with you.