FS1 - The Instructional Cycle

Fs1 Ep10
Teacher used PowerPoint presentation and actual

model discussing solar system.
Teacher questioned the student on the value of leading
a healthy lifestyle
The teacher didn’t make anybody feel bad in front of
the class, and they taught with zest to make learning
fun for the students.
Higher-order thinking abilities are important for the
development of critical and creative thinking,
according to good thinking skills.
Teacher uses real-world examples to engage students
and encourage active listening in the classroom
Instead of computer classes teachers assign
technology-related projects and activities.
1. The ideal technique for instruction does not exist. There are techniques that have been shown to be
more successful than others. The type of pupils, the subject content, and the student’s motivation
all affect the strategy a teacher might employ and even experiment with.
Based on the topic, we can select the appropriate strategy through objective and subjective assessment,
which we chose to select the best method from the discussion we’ve been through.
Observe
 After recapping the prior session, the teacher identifies the learning objective and intended
learning outcomes (ILOs). He reads it out to the group by having a student read it off the board.
 He used lectures, group discussions, team learning exercises, video presentations, and group
activities as his teaching- learning techniques. He is able to fulfill the lesson’s goals by engaging
in this activity.
 The teacher used written and group activities as forms of evaluation. These assessments are in line
with the lesson’s ILOs and purpose.
Analyze
 A student-centered methodology called outcome-based teaching and learning (OBTL) was being
included in the new curricula. Instead of focusing on what the instructor wanted to teach, OBTL
placed more attention on what the learner’s response to that instruction was supposed to be.
Reflect
The focus of outcome-based teaching and learning is on the potential results that a student may
achieve after completing a certain course. His or her results will be based on the knowledge they have
acquired during the course.
Types of Question Examples of Question that the Resource Teacher Asked

1. Factual/ Convergent/ The learner’ what, who, where and when the questions were posed by the
Close/ Level instructor. I heard one example in the video clip: “What does exercise mean
to you?”.
2. Divergent/ Higher- The teacher questioned the students’ perspectives or more in-depth
order/ Open-ended/ intellectual reflection on the “importance of these themes or teaching,” in
Conceptual terms of our health.
a. Evaluation The teacher asked about their idea in different exercises
b. Inference He asked why is it important to do regularly.
c. Comparison He asked about the differences of a man not doing an exercise and a man
who’s doing it regularly.
d. Application He asked the students to form a group and do some basic exercises.
e. Problem-solving He left the students a task to illustrate the characteristics of basic exercises.
3. Affective He asked the student the feeling of getting exercises regularly through their
own experience from the task.
 Yes, the students tend to doubt and ask about things that they are not sure about. In regards to this,
teachers have their own distinct strategy and way of teaching, although all of the students surely have
the right to ask if there’s something that needs to be asked. With this quotation, speaking thoroughly
with the children or students has been undeniable after going to school; all of their questions have been
answered completely and without doubt. This shows well-comprehensive learning, which perfectly and
completely distributes the lessons and learnings of the teachers.
Reflect
Revisiting the learning essentials, according to the principle of learning, learning is an active
process in which students are continuously asking for more learning. It also says that ‘good teaching goes
beyond recalling information or asking for the previous information they got. From this principle of
learning, teachers may create various techniques from which both students and teachers will benefit, and
those are the reacting techniques that they will greatly use in their discussions. As students are surely
doubtful and always ready to ask whatever they are not sure about, teachers are already prepared for it as
they are in need of some interactive discussion with their students. This will create a successful lesson;
students are showing some interest in your lessons when they are asking to clear their inquiries. It will
begin with the reacting techniques of the teacher; this strategy is important as the teacher and students will
gradually have feedback and answers to both questions. This will make for complete and successful
discussions for both teachers and students.
According to the instructors we spoke with, OBTL is a teaching strategy that emphasizes student
learning outcomes rather than how to carry out tasks. It gives teachers a foundation for thinking about how
to effectively serve the students in their class who need it the most.
They said that the majority of their students had difficulties with arithmetic, reading, and writing.
For them to be successful, a number of demands must be satisfied. By offering a framework for thinking
about what is most crucial for each student as they learn new skills or advance old ones, outcome-based
teaching helps teachers do this.
Technology and the chat software on a phone were used to conduct the interview. When I was in
high school, I messaged my two instructors and asked if I could do a brief chat interview with them to get
their opinions on "outcomes-based teaching and learning." I realize that they share the same opinion on the
OBLT, according to which the focus is on the expected outcomes of the learner rather than what the
instructor aims to teach. They also stated that it is crucial that the activities or assessments we offered the
students were in line with the learning outcome.

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Fs1 Ep10

Teacher used PowerPoint presentation and actual

Types of Question Examples of Question that the Resource Teacher Asked

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