FIELD STUDY LEARNING EPISODE

FS 10 The Instructional
Cycle

1
SPARK Your Interest

This Episode centers on the guiding principles in the selection and use of the teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum
and teacher education curriculum are focused on outcomes, standards and
competencies. This means that lesson must be delivered with focus on outcomes.
Likewise, this Episode dwells on types of questions, questioning and reacting techniques
that teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student responses have a bearing on class interaction. This
Episode strengthens the theories learned in the course, Teaching Methods and
Strategies and in other professional subjects in Education.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Identify the application of some guiding principles in the selection and use of
teaching strategies.
 Determine whether or not the lesson development was in the accordance
with outcome-based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
  Outline a lesson in accordance with outcome-based teaching-learning.

REVISIT the Learning Essentials

These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
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.

Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its
K to 12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA)
has been ahead of DepEd and the Commission in Higher Education (CHED) in the
practice of Competency Standards-Based teaching and Assessment. CHED requires all
higher education institutions in the country to go outcome-based education (OBE) in its
CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is OBE applied in
the teaching-learning process. It is equivalent to competency- based and standards-
based teaching and learning in the K to 12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and
in turn the Assessment Tasks (Ats) are aligned with the intended learning outcomes. In
the others words, in OBTL you first establish your intended learning outcomes (lesson
objectives). Then you determine which teaching-learning activities (TLAs) and also the
assessment task (Ats) you will have to use to find out if you attained your ILO’s.
In lesson planning, the ILO’s are our lesson objectives, the TLA’s are the activities we
use to teach and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL.
 Likewise, it is also important that teachers must be able to have a mastery of the art
of questioning and reacting techniques to ensure the effective delivery of instructions.
These re the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Closed/Low-level Who, What, Where, When questions with
one acceptable answer
2. Divergent/Open-ended/High-level/Higher- Open-ended; has more than one acceptable
order/Conceptual answer
a. evaluation
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
d. application
e. problem-solving
3. Affective e.g. How do you feel?

These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting the questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondents for his/her answer
 12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”

Activity 10.1

OBSERVE, ANALYZE, REFLECT

Applying the Guiding Principles in the Selection and Use of Strategies

Resource Teacher: ______________ Teacher’s Signature_______ School:
_______________
Grade/Year Level: ______________ Subject Area: ____________ Date:
________________

OBSERVE
Observe one class with the use of the observation sheet for greater focus
then analyze my observations with the help of the guide questions.
1. The more senses that are involved, e.g. Teacher used video on how
the more and the better the learning. digestion takes place and a model of
the human 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 teaching? Is there such a thing?

___________________________
___________________________________________________________________
_________
___________________________________________________________________
_________

REFLECT

Reflect on this question.

How do we select the appropriate strategy for our lessons?

___________________________________________________________________
_______
___________________________________________________________________
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___________________________________________________________________
_______

Activity 10.2

Determining Outcome-Based Teaching and Learning

Resource Teacher: ______________ Teacher’s Signature _________ School:

____________
Grade/ Year Level: ______________ Subject Area: _____________ Date:
______________

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 he/she use? Did these TLAs help him/her attain
his/her lesson objective/ILOs? Explain your answer.
__________________________________________________________
______________________________________________________________________________
__________
______________________________________________________________________________
__________
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/
ILOs?

___________________________________________________________________
________
___________________________________________________________________
________
 ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
_____________
________________________________________________________________________
_______
________________________________________________________________________
_______

REFLECT
Reflect on the use of OBTL.
________________________________________________________________________
______
________________________________________________________________________
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________________________________________________________________________
______

Activity 10.3

Applying Effective Questioning Techniques

Resource Teacher: ____________ Teacher’s Signature _____________ School:
_________________
Grade/ Year Level: ____________ Subject Area: __________________ Date:
___________________

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher
asks during the classroom discussion. Write the questions raised and identify the level of
questioning.
 Types of Question Example of Questions that the Resource Teacher Asked
1.
Factual/Convergent/Closed/Low-
level

2. Divergent/Open-ended/High-
level/Higher-order/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 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?
__________________________________________________
________________________________________________________________________
__________
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________________________________________________________________________
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________________________________________________________________________
__________

REFLECT

Reflect on
The importance of using various reacting techniques

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_________________________________________________________.

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at least two
teachers on their thoughts on OBTL.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 10 – The Instructional Cycle
Learning Outcomes: * identify the application of some guiding principles in the selection and
use of teaching strategies. * determine whether or not the lesson development was in
accordance with outcome-based teaching and learning. * identify the Resource Teacher’s
questioning and reacting techniques. * outline a lesson in accordance with outcome based
teaching-learning.
Name of FS Student: _________________________________ Date submitted:
________________________
Year & Section: ______________________________________ Course:
______________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d questions/tasks completely observation questions/tasks not observation
answered/accomplished questions/tasks not answered/ questions/tasks not
Observation answered/accomplished. answered/
Sheet accomplished.
accomplished.
Analysis All questions were answered All questions were Questions were not Four (4) or more
completely; answers are answered completely; answered completely; observation questions
with depth and are answers are clearly answers are not clearly were not answered;
thoroughly grounded on connected to theories; connected to theories; answers not connected
theories; grammar and grammar and spelling are one (1) to three (3) to theories; more than
spelling are free from error. free from errors. grammatical/ four (4)
grammatical/spelling
Spelling errors. errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed observed and analyzed what were observed and were observed and
analyzed analyzed

Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the on in the context of the on in the context of the
outcomes; Complete, well- learning outcomes. learning outcomes. learning outcomes; not
organized, highly relevant to Complete; well organized, Complete; not organized. organized, not relevant
the learning outcome very relevant to the Relevant to the learning
learning outcome outcome.

Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline
COMMENT/S

Rating:
Over-all Score
(Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

_____________________________________
_____________________________
Signature of FS Teacher above Printed name Date

LINK Theory to Practice

Direction: Encircle the letter of the correct answer. Episode 1

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

A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the
steps.
2. The more senses that are involved, the more and the better the learning. Which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.

3. 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

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

A. Divergent C. Convergent
B. Conceptual D. Inference
5. To obtain well thought out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible