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Ricafrente, Angela L. FS1 CED-02-601P Prof. Susan Dominguez

The document discusses three learning activities: 1) Applying guiding principles in selecting teaching strategies, such as involving multiple senses and connecting lessons to students' lives. 2) Determining outcome-based teaching and learning, including stating objectives and using assessments aligned with objectives. 3) Applying effective questioning techniques, such as higher-order conceptual questions to avoid students leaving as "periods" instead of with questions.

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Lady Valerie Golpo
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15K views

Ricafrente, Angela L. FS1 CED-02-601P Prof. Susan Dominguez

The document discusses three learning activities: 1) Applying guiding principles in selecting teaching strategies, such as involving multiple senses and connecting lessons to students' lives. 2) Determining outcome-based teaching and learning, including stating objectives and using assessments aligned with objectives. 3) Applying effective questioning techniques, such as higher-order conceptual questions to avoid students leaving as "periods" instead of with questions.

Uploaded by

Lady Valerie Golpo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Ricafrente, Angela L.

FS1
CED-02-601P Prof. Susan Dominguez

Learning Episode 10: The Instructional Style

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

Observe: Observe one class with the use of the observation sheet for greater focus then
analyse my observations with the help of the guide questions.

1. The more sense that are involved, e.g. teacher used video on how digestion
the more and the better the takes place and a model of the human
learning. digestive system.
2. Learning is an active process
3. A non-threatening atmosphere
enhances learning.
4. Emotion has the power to increase
retention and learning.
5. Good teaching goes beyond recall
of information.
6. Learning is meaningful when it is
connected to students’ everyday
life.
7. An integrated teaching approach is
far more effective than teaching
isolated bits of information.

ANALYZE

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

REFLECT

Reflect on this question

How do we select the appropriate strategy for our lessons?


Ricafrente, Angela L. FS1
CED-02-601P Prof. Susan Dominguez
Activity 10.2: Determining Outcome-Based Teaching and Learning

OBSERVE

Observe a class and answer the following questions.

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

2. What teaching-learning activities (TLAs) did she/he use? Did these TLAs help
him/her attain his/her lesson objectives? ILOs? Explain your answer.

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

ANALYZE

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

REFLECT

Reflect on the use of OBTL

ACTIVITY 10.3: Applying Effective Questioning Techniques

OBSRVE

Observe a class activity. You shall focus on the questions that the Resource Teacher
asks during the classroom discussions. Write the questions raised and identify the level
of questioning.

Types of Question Examples of Questions that the Resource


Teacher Asked
1. Factual / Convergent Closed / Low
Ricafrente, Angela L. FS1
CED-02-601P Prof. Susan Dominguez
level
2. Divergent / Higher order / Open –
ended Conceptual
a. Evaluation
b. Inference
c. Comparison
d. Application
e. Problem-solving
3. Affective

ANALYZE

1. Neil Postman once said: “Children go to school as questions marks and leave
school as periods!”. Does this have something to do with the type of questions
that teachers ask and the questioning and reaching techniques that they employ?

REFLECT

The Importance of using various reacting techniques

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