What did the Resource Teacher do which

Principles of Learning applies/contradicts the learning principle?

Non-application/
Application of the
Contradiction of the
Principle
Principle

The teacher writes The teacher discusses

1. Effective learning begins with the setting of clear and her intended learning about how to achieve
high expectations and learning outcomes.
outcome on the learning objectives
board. through technique.

Pupil writes Letter A

2. Learning is an active process. Students copying what
instead of Teacher
is written on TV.
writing for him/her.

The teacher assigns Students collected their

3. Learning is the discovery of personal meaning and
the pupils to prepare a ideas according to
relevance of ideas.
reflection paper on a what they had
given topic. encountered.

4. Learning is a cooperative and collaborative process. Students collaborate by Student looking for
Learning is enhanced in an atmosphere of cooperation
getting together for a further resources on
and collaboration.
group project. lessons to discuss.

My Reflection

My reflections and lessons learned on my observations of my Resource Teacher’s/s’ application/ non-application

of these principles Among those practices that I observed, which practices will I adopt and which ones will I
improve on? What lessons did I learn?

Practices worth adopting

I'll follow the teacher's lead when it comes to group and collaborative tasks with peers. I understand that involving
pupils in a group activity might increase their interest in the material. Students are also enjoying themselves while sharing
their knowledge with one another, particularly when they are interacting with friends. I can tell that everyone in the group
is motivated to do their job, even if some are not contributing. I may therefore state that putting this idea into practice can
help pupils' learning and skills grow.

Practices to avoid and to improve on

Instead of using a lot of instructional materials, I think it's better to instruct and explain things to the students
verbally. And according to my observations, some students find it difficult to follow the lesson and some are not interested
in listening to their teacher when she is having a conversation in front of the class. This is not a practice you should
engage in as a potential educator. It is my responsibility to come up with tactics or implement other teaching techniques
that will increase the students' interest in what I have to say. I'll give them some relatable instances so they can quickly
grasp what I'm trying to say. In order to help the pupils, listen more intently, I shall utilize additional resources. I'm going to
add additional enjoyment to my teaching.

Lessons Learned

Lessons I Lesson learned have learned from my observations on the classroom application of the principles of
learning.

(Feel free to write your reflections outside the given questions)

Teaching requires more practice and is not a simple task. It can be somewhat challenging to explain your thoughts
to pupils and get them to understand it. However, knowing these learning principles can assist teachers in determining the
best ways to help kids learn. I also discovered that students varied greatly in terms of their IQ, culture, and abilities, all of
which should be respected. To encourage and motivate children to learn the subject, teachers must possess greater
patience, dedication, hard work, and perseverance. The ideal way for pupils to learn is to use a variety of learning styles
and ideas, and they will learn more effectively when their teacher acts as a guide.

My Learning Portfolio You may wish to state the principles of learning in your own words or illustrate each with
diagrams. Feel free to choose how!

Principles of Learning in my Own Words

The Principles of Learning contains many different kinds of teaching guide that consist to various learning
modalities and student preferences. I think that applying just one principle would be insufficient because each one is
unique and has a different method of instruction. Learning is a lifelong process and learning is gradual it’s a step-by-step
process.

The student learns more effectively when two or more principles are applied at once. For example, students will be
able to work together and share ideas based on their own understandings if the teacher provides the lesson objectives
together with a hands-on exercise. Students will be able to experience learning at a higher level in this way.

2.1

The teacher begins the class with a well-planned and clear lesson.

Sharing the learning target was helpful since it was student-centered rather than just teacher-centered.

The SMART lesson objective was determined by the teacher because the students' activities supported it. The
students found the feedback fruitful, and it can be used by learners.

2.2

The resource teacher began her lecture by explaining the objective she had.

The objective of the class was stated and discussed at the start of the lesson.

The application of the SMART objective makes the lesson comprehensive when considering the entire topic
discussed in class. The learners may match the instruction and evaluation with the help of the SMART objective.

2.3

This teacher definitely knew what she wanted to achieve, so she started with the objectives before moving on to
the actual lesson.

Even though they didn't focus too much on the objective, having the students interact read aloud with the list of
objectives on a screen helped the students internalize what was expected of them by the end.
 Yes, I think the instructor did a good job of making her learning objectives and outcomes clear enough for the
students to understand what they will be learning at the end of the class. However, her presentation of the objective
lacked motivate and significance, but she still did a great job of teaching the material.

My Reflections
Any lessons learned or insights gained from your observation focused on lesson 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?

For lesson objectives/ Learning outcomes to serve as guiding star in the lesson development, will it help if
they are SMART?

Lesson objectives are really useful, I've discovered. It does serve as a starting point for guidance the entire time
the lesson is being taught. Although it is true, there are situations when the instructor must modify the lesson plan in
order to preserve the required level of learning in the class. That being said, this does not imply that the instructor can go
totally off-road and do whatever they choose anytime they bend the goal. It must still be SMART and in accordance with
the specified learning objectives.

Does integrating lesson objectives/intended learning outcomes in the three domains (cognitive, psychomotor,
affective) or at least 2 (Cognitive or psychomotor and affective) make lessons more meaningful?

It certainly gives everything greater purpose and meaning. Although it is not necessary for them to coexist in every
class, as educators we must try to combine two of them in a single sitting. It will actually help the pupils understand the
material better and more clearly

Give one researched quotation that states the significance of goals and objectives (Don’t forget to state your
source)

“Without goals and plans to reach them you are like a ship that set sail with no destination”
-Fitzhugh Dodson.

In one sentence, relate this quote to learning objective/intended learning outcomes as guiding star in lesson
development

In our situation, visualize the ship as the student, the captain as the teacher, and the destination as the objective.
The captain must always guide the ship toward the correct destination.

Science 3.1

Mrs. Nipal introduced the two sorts of weather in the Philippines—rainy day, or tag-ulan—and sunny day, or tag-init. She
also provides definitions for vocabulary used in the lesson, such as climate and weather. In the lesson, he also described
the several elements that influence the climate in our nation. These are the following: temperature, humidity (halumigmig),
katangiang pisikal, and location.

Mrs. Nipal gave the students some time to brainstorm should attire would be appropriate for the various weather
conditions. On the teacher-provided Manila paper, he instructed the students to make a plan and let them to sketch it.

Bloom‟s Domain of Learning Activities

Domain of Learning Activities

 3. Psychomotor – skills In order to demonstrate their
psychomotor abilities, Mrs. Nipal
assigned students a group task wherein
they had to sketch the various attire
provided based on whether they choose a
sunny or rainy day. After drawing at least
three, they must present their work to the
class.
4. Affective –values, attitudes Mrs. Nipal spoke about the impact of
climate change on the modern world. She
wants the pupils to understand the
negative effects of climate change in our
nation through this.

Tle gr. 6 3.2

Ms. Yanez gave a presentation and talked about cake baking.

With an open mind, Ms. Yanez asks the class what they clearly see as the lesson's learning objectives at the beginning of
the class.

Bloom‟s Domain of Learning Activities

Domain of Learning Activities

3. Psychomotor – skills In order to demonstrate their
psychomotor abilities, Mrs. Nipal
assigned students a group task wherein
the cake-baking application exercise was
assigned by Ms. Yanez. and the pupils
were divided into groups of five to make
cakes of their own

4. Affective –values, attitudes She spoke about the importance of each

process and its meaning during their
lesson.

Literary gr. 6 3.3

She introduced each element of a short story.

She instructed the pupils to write down their thoughts on the brief narrative. and to make sure the pupils fully get the brief
story; the teacher poses a follow-up question.

Bloom‟s Domain of Learning Activities

Domain of Learning Activities

3. Psychomotor – skills The teacher performed a role based on
the chosen literary
4. Affective –values, attitudes The teacher inquired about the moral of
the brief story and how the students
 would apply it to their actual
circumstances.

My Reflections
Based on your observations in class and on your understanding of the domains of leaning activities from
Bloom, Kendall and Marzano, how can you make your teaching-learning activity more meaningful and more
relevant? Is lesson more relevant when you teach in the cognitive domain combined with the affective or
psychomotor combined with the affective?

The three domains of cognitive, mental affective, and psychomotor learning that encourage students to interact with the
material will be used by me to enhance the lesson presentation based on the three observations we have in various
classrooms. When all three areas are integrated into the classroom, learning is more obvious. Moreover, as said, if the
development and promotion of skills leading to healthy behaviors is to occur, then a student-centered approach that
actively involves the youth in the learning process is essential. It is not just limited to the classroom but also individualized,
interesting, and competency-based. Every student gains the skills necessary to achieve and participate in class when they
take greater ownership of their education and encourage one another's development. Students can interact with their
teachers and peers in real time instead of having educators impart knowledge to them, preparing them to take part in a
skilled workforce in the future.

Refer to the K to 12 Curriculum Guide. Based on the competencies, formulate SMART lesson objectives/intended
learning outcomes:

1. in the cognitive, affective and psychomotor domains (B. Bloom

objectives: at the end of 60-minutes period, learners (Grade 4 students)

• Define the action verb

• Value the function of action verbs in a sentence
• Construct sentences using action verbs

Bloom’s Domain of Learning Activities

Domain of Learning Activities Lesson objectives/intended learning

outcomes
1. Cognitive – information Define the action verb
2. Psychomotor - skills Construct sentences using action verbs

3. Affective – values, attitude Value the function of action verbs in a

sentence

2. For information (declarative knowledge), mental procedures (procedural knowledge) and psychomotor
procedures / physical or motor skills

Kendall’s and Marzano’s Domain of Knowledge

Domain of Learning Activities Lesson objectives/intended learning
outcomes
1. Cognitive domain – information Identify the basic parts of adjectives
(declarative knowledge) –
 vocabulary, terms, facts, concepts,
principle, hypothesis, theory
2. Mental procedures (procedural Expresses that adjective has functions
knowledge) – mental skills such as and importance in the English structure
writing a paragraph

4.1
The students were asked to recall the lesson from their previous meeting.

The teacher requested that the students analyze the topic found in the short story she read.

In order for children to internalize specific behaviors related to the theme, the teacher had presented several challenges
that corresponded with music videos.

The teacher instructed the class to identify the theme pertaining to the short story's good and bad actions.

Some guided questions about short stories were answered by students.

Students were asked to discuss additional themes that were not covered but may be used as a guide in a real-world
situation.

Levels of processing Write down instances where Teacher made learners to do

any of these.
1. Retrieval Information – Student/s gave Information asked. e.g.

• The teacher questioned the student about how they

would contribute in a little way to the individual or
community.

Mental procedures – Student/s determined if information is

accurate or in accurate. e.g.

• Students were also asked to distinguish between the

advantages and disadvantages of not supporting one
another and the community.

Psychomotor procedures / Motor or physical skills – Student/s

executed/performed procedures. e.g

• One of the pupils was asked to give an example of how

they would assist the community and other people by
the teacher
2. Comprehension Student/s constructed symbolic representation of information.
e.g.
• Students were encouraged to illustrate how they would
support the community through drawings.
 Student/s integrated information, paraphrased information.
• Students explain and debate how they will support the
community and other people.

3. Analysis Student/s specified logical consequences of information.

• The kid questioned them about the consequences of

failing to help the community and other people.

Student/s stated generalizations.

• The students compose an overview of the advantages

of helping others, particularly the less fortunate
members of society.

Student/s identified factual/logical errors.

• Students discover the positive aspects of continuing to

assist the community and the negative aspects of
avoiding from helping others and the community.

Student/s did classify.

• The pupils are able to categorize the advantages and

disadvantages of not supporting others and the
community.

Student/s matched, identified similarities and differences.

• Students can make comparisons and contrasts

between the benefits and causes of giving to the
community, especially to those in need.

4. Knowledge utilization Student/s tested hypothesis.

• In order to allow students to continue contributing their

own portion of help, the teacher is using an audiovisual
presentation to highlight various points of view or
situations related to helping the community

Student/s experimented.

• The teacher made them perform out their routines and

asked whether it was something they would consider
doing to help the community and others.
.
 Students solved problems given by teacher.

• As a basis for their evaluation, the instructor helps the

students in identifying the issues that exist in the
community.

Student made a decision.

• The teacher helps the pupils in understanding

scenarios and events that will support their decision-
making and analysis.

5. Meta-cognitive system Students specified their learning goals.

• The teachers help the students in understanding by

providing them with support, encouragement, and
opportunities to participate in class.

Students monitored their own learning.

• With relation to the subject topic, the teacher uses oral

recitations to constantly assess the students' learning.

Students monitored the clarity and accuracy of their own

learning process.

• using the teacher's rubrics, which will indicate whether

or not the pupils understood the material.

6. Self-system Students believed in the importance of what they learn.

• The instructor highlights the significance and purpose

of each subject.

Students were convinced in their ability to learn.

• The teacher motivates the pupils to participate in social

or community activities by offering a little of help.

Students were motivated to learn and felt good about learning

tasks.

• The instructor inspires the pupil to start their own

initiative to benefit the community.

OBSERVATION SHEET #4.2

 My Reflection

Analyzing the levels of processing that were demonstrated by students in the classes that you observed, what
conclusion can you draw regarding the level of processing of information that takes place in schools? (Are all
the higher levels or processing information done in classroom? Or are classroom limited mostly to the lower
levels of information processing such as remembering or retrieval?)

The majority of bloom's processing level was covered in class. I see that the teacher adjusts instruction based on
students' processing abilities. She was also able to focus attention on the lesson and inspire the students. She is clearly
trying her hardest to keep the lesson lively and engaging, as well. Based primarily on my observations, I have discovered
that teachers in most classes only pay attention to the most basic levels of information processing, such remembering and
comprehending. Not many of them have made the kind of efforts that would enable students to complete the assigned
work, but some of them have made an attempt to force learning on students. I just want to discuss two things: how
learning could still be feasible if the teacher lacks passion, and why pupils attend school in the first place.

Write your reflections on the level of information processing among student in class. Does teacher contribute to
the level of processing that students do in schools? If students are engaged only in low level information
processing, can teacher be blamed for such?

Indeed, the teacher has the responsibility as they are the major educators in the class and must initiate the
processing of information since they are the main source of knowledge. The teacher invites the students to recall the
tasks that every student completes at home and to categorize them as good or bad deeds. Several scenarios that are
similar to all learners, based on their cognitive ability, have been described by her. Several scenarios that are similar to all
learners, based on their cognitive ability, have been described by her. Creation is the least utilized level of cognitive
information processing. I think that most of Kendall and Marzano's information processing levels are covered in and
applied in the classroom. In addition to providing scenarios that are extremely typical for all learners in everyday life, the
teacher guides the class in making decisions. When kids are engaged in their work and feel like they have some influence
over the subject matter they are studying, they learn much more. Because no child wants to be told what to do; instead,
they like to be free to make their own decisions, teachers who use these different tactics provide their pupils a degree of
control over their education and a high level of information processing.

My Learning Portfolio
Based on the K to 12 Curriculum Guide, (for BEED students, subject of your choice BSED, your specialization),
write competencies that are fit for each of the following:

A. Bloom’s levels of processing a learning activity: (Just in case you can’t find one make one), Give the other levels
of information processing given.
1. Remembering
The teacher questioned the pupils about the last lesson they had studied.

2. Understanding
The teacher questioned the students about the purpose of adjectives and how to use them

3. Applying
The teacher asked the students to create a phrase using a few characterizing words that she had given them.

4. Analyzing
Students are given a task by the teacher to identify the kind of adjectives they used and to explain them in front of the
class.
 5. Evaluating
In relation to the topic, the pupils had responded to guided questions.

6. Creating
The students were questioned about the additional purposes of adjectives as well as how they would be used every day in
real life situation

B. Kendall‟s and Manzano‟s Levels of Processing Information (Just in case you can’t find one, make one).

1. Retrieval
• The pupils were questioned about how they planned to include color and meaningful communication with others
into their everyday lives.

2. Comprehension
• Students were asked the definition of an adjectives.

3. Analysis
• Students were given examples of how to build meaningful sentences using adjectives that they would use in
everyday speech.

4. Knowledge Utilization
• Pupils were asked to explain the purposes of adjectives and how they planned to use them.

5. Metacognitive System
• Students were asked about the advantages and disadvantages of using adjectives in sentences.

6. Self-System
• The teacher uses video aids to demonstrate various scenarios or circumstances that illustrate how adjectives can
be used to enhance everyday interactions when applied to real-life situations. The teacher required them to
conduct a demonstration of how they would utilize adjectives in a debate.

5 grade 6 literature

Student centered
Yes, the sixth-grade kids are always engaged in the process of teaching and learning. They merely express their ideas
and understanding of the lesson in addition to accepting or receiving what they have learnt from their teacher.

In addition to teaching pupils how to be orderly and fold their clothes so they can assist their parents at home, this lesson
also relates to real-world situations.

In this particular lesson, sure. She gave them a task where they had to work together based on the color of the group they
were assigned to.

Teacher centered
No, she doesn't always give lectures. She always concludes a session with an activity that takes ten to fifteen minutes.

The focus is on learning the material thoroughly for the test since, if pupils get the answer right, the teacher may
determine whether or not they truly understood the material.
Yes, there is competition in the classroom because children want to grab the teacher's attention and receive praise and
recognition.

Teacher-centered Student-centered
Did teacher focus only on one discipline/subject? Did teacher connect lesson to another discipline/subject?

In a behavioral approach, the teacher puts a strong The teacher had included herself into the subject's additional
emphasis on discipline both before and after the class. lessons so that pupils could comprehend the book with ease.
She integrated her lecture using a variety of disciplines
so that students could understand it more readily.

What teaching- learning practice show that teaching approach was;

a.) Constructivism – connected to pass experiences of learners; learner’s constructive new lesson
meanings.

During the class discussion, the teacher provides an opportunity for active participation. The instructor allowed the pupils to
debate the topic from their prior experiences while attempting to make a connection between it and the new idea under
discussion.
b.) inquiry- based

She enhanced the students' cognitive thinking skills by presenting the lessons with relevant, varied examples and subject-
related multimedia materials.
c.) developmentally appropriate - learning activities fit the developmental stage of children.

The teacher helps the student with creating many kinds of writings such as narratives, social messages, and analyses of
literature
d.) reflective

She asked the pupils how they would apply what they had learned to their real-world situations or to the new future after they
had had time to process it.
e.) inclusive – no learner was excluded; teacher taught everybody.

The teacher is impartial and there is no bias towards any pupil. Regardless of differences, she wanted every student to
actively participate in class discussions and learning activities.
f.) collaborative - students worked together.

It provided tasks that involve for collaboration, like partner or group activities.
g.) integrative - lesson was multidisciplinary – e.g. in science, math concepts were taught.

She is the teacher who connects the text to the subject matter by using a variety of teaching methods so that the students
may comprehend what the text is about.

6.1

The teacher provides motivation before starting the class. She used this method to grab her students' attention,
engage their curiosity, and encourage a desire to study and Students review the assignments they were given at the
previous meeting. Some students were then given the task of writing their replies on the board by the teacher. After that,
she recorded everyone's scores.
As she prepares to begin presenting her lesson, she calls the pupils' attention. After giving the students some time to
study certain sentences from the selection they had read, she displayed a few examples on the board.

The teacher provided a broad overview of their subject as she concluded her class. and she gives her pupil the
assignment.

6.2
The instructor began the class by outlining the goal of the lesson and the expectations for the students' participation after
it.

The instructor gave a brief recap of the students' prior learning and experiences. She arranged the pupils in groups so
that they could work together more.

The instructor gave a generalized overview of the entire subject. She evaluated the pupils' understanding self-rating once
more. She prayed as she concluded the lesson.

#7 gr 1

The teacher sang the song "I can, You can" to the students. Students had fun dancing and singing.

To teach the lesson, the teacher used a variety of resources, including pictures, activities, and minigames. When the
teacher started talking about her lesson's talks, she requested her students to continue participating in class and to
always act appropriately.

The teacher addresses the students in a calming and kind manner, making them feel valued and that their opinions are
acknowledged. If students truly didn't know the answer to a question, the teacher didn't make them answer it.

The teacher always gives the students an award and acknowledges them. It makes the students more engaged in the
conversation. In order to facilitate learning and make the topic discussion easier to understand, teachers use an emotional
component.

The teacher asks students to remember the last lesson and asks questions about it before beginning the class. In order
for students to understand their new subject with ease, she is drawing a connection to it. Teachers constantly keep an eye
on their pupils' personal lives in addition to their academic progress and lessons.

When teaching a lesson, the instructor relates it to the learner's life by providing examples of situations in which the
lesson might be applied.

The teacher creates a bridge so that students can understand more when she presents a lesson in which some of the
knowledge is applicable to other topics. The resource teacher took consideration of the various learning styles of her
students.

My Analysis
1.Did you find the Teacher adhering to all the principles of teaching-learning? Was there any principle that was
violated? Explain your answer.
In my opinion, she doesn't appear to have violated any teaching or learning guidelines. She is an incredibly
talented educator. I feel a connection to her in some way. She has mastered the principles and hasn't forgotten them even
if she has grown older. Many of the principles she adheres to have that students must first learn incomplete conceptions
in order to be able to access more complete conceptions and be willing to move on. In this way, she helps students
integrate their understanding by having them rework their understanding of previously acquired concepts in light of
threshold concepts and encourages them to view their understanding as provisional. I can see it in the way she instructs
her students; she treats everyone, including me, like a mother.

2. 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?

All of the teaching concepts were followed since they were put into practice. In order to help students, respond and
comprehend their lessons, the resource teacher applies their lessons to real-world situations, recalls information from the
lessons, and takes into consideration the students' different multi-intelligences. The resource teacher also expresses
emotions based on the lessons' discussions.

My Reflection

I discovered that the best teaching method does not exist. The most effective method is the one that produces results and
inspires students. I have to admit that since every student learns differently, there isn't a single best teaching strategy.
There are various learning styles, and various models characterize them. One straightforward explanation is that hands-
on learning is necessary because some people learn best visually, others by hearing, and some by feeling. Because of
this, educators must be extremely adaptable and utilize a range of strategies for instructing and reviewing content so that
all students can benefit. Teaching is a passion you must love, and when you are passionate about your work, it comes
naturally to want the best for your students. All you need to do is teach with heart and authenticity so that students may
assist you in reaching your objectives and you can assist them in reaching theirs as well.

My Portfolio

Are the pedagogical approaches to K to 12 as stipulated in the Enhanced Basic Education Act of 2013 based on these
principles of teaching-learning? (Refer to R.A. 10533, Sec 4 the pedagogical approaches). Come up with a Table like this
one.

Pedagogical Approach of K to 12 Principle of Teaching

1.Good teaching goes beyond recall of information.

1.Constructivist 2.Learning is meaningful when it is connected to students’

everyday life

1. asking queries that encourage students to think of more

thoughts.
2. Inquiry-based

2. The basis of learning is applying cognitive domain

techniques.
 1. Cognitive development differs based on the
expectations and understanding of the learner.
3. Developmentally appropriate

2. Students are given short educational resources and

age-appropriate exercises.
1. A student's comprehension is enhanced when they
actively identify and resolve problems in real-world

4. Reflective situations.

2. Reflection on the material learned in class is the first

step toward learning.
1. Learning develops an integrated learning plan by
connecting one subject to another.
5. Inclusive

2. A good teacher covers everything that is within the

scope of the subject they are instructing.
1. Different learning resources, particularly those that
appeal to the learner's senses, are essential for effective

6. Collaborative learning.

2. Good learning objectives and activities are the

foundation of every successful learning process.
1. A skilled educator offers a clear illustration of how to
integrate different disciplines. He or she builds a bridge to
facilitate the learners' understanding.
7. Integrative

2. Multidisciplinary methods combined with

interdisciplinary approaches make for an excellent learning
environment.

8 grade 4 english

Yes, she shares her lesson objectives with the class by outlining the precise learning objectives for the material. She
bases her talk on how she posed questions to the class and how she conducted her inquiry.

The teacher uses examples and assigns tasks in groups to the students. The task requires the students to sort the
jumbled letters regarding the elements of a story. The pupils were able to recognize and create their own story, it helped
her achieve her ILOs.

Since the teacher has gained relevant information regarding the progress of her students, she uses both assessments of
learning and assessments for learning. The instructor assesses each student's learning level and determines the most
effective path for them to take in order to reach their goals.

My Reflections

Why are we back to teaching by objectives or Bloom’s mastery learning? This time it is referred to as OBTL.

In my opinion, outcome-based teaching and learning, or OTBL, places more emphasis on the desired outcome or result
for the student than it does on the teacher's intended lesson plan or subject matter. It relates to the lesson's learning
objectives. Additionally, it has shown what the pupils know and can accomplish, regardless of the necessary results. The
emphasis of OBE changes is on establishing precise criteria for observable and quantifiable results. In order to ensure
that teachers give their pupils a comprehensive education that allows them to apply their knowledge and abilities to real-
world circumstances, we are going back to teaching by objectives, often known as Bloom's mastery learning or OBTL. to
advise educators on both the subjects and methods of instruction that they should impart to their students.

Does OBTL help us become more globally competitive beginning with the ASEAN member countries?

Yes, since the students received training from OBTL to improve their knowledge and abilities in carrying out their
assignments or work. They are trained to compete with others on a worldwide scale and demonstrate to them their own
abilities. Additionally, as students go to a higher grade, their higher order thinking abilities also improve.

What are your thoughts about OBTL?

OBTL supports the achievement of the children's progress or results for both the instructor and the kids. The OBTL aims
to empower students to take greater ownership of their education and facilitates the shift to student-centered learning and
increased student engagement with the curriculum. Furthermore, students will assume personal accountability for their
education, with teachers serving only as a source of feedback or validation of their value. Thus, it deals with curriculum
design and making sure that activities, delivery, materials, and assessments are all in line with helping students achieve
particular desired learning outcomes. OBTL places greater emphasis on the learners, their goals, and the skills they must
acquire. Because OBTL is ideal for active learning, students can acquire 21st century skills, enhance their higher thinking
abilities, and develop positive habits.

9.1 science gr 5

What function does an adverb serve in a sentence?

What defines an adverb from an adjective?

when do we know if it is an adverb and an adjective

If an adjective describes a noun, how about adverbs?

What distinguishes an adjective from an adverb?

How do you use adverbs in a sentence?

When you describe something, what emotions come to mind?

My Reflections

Based on the most common types of questions asked, questioning techniques and reacting techniques that the
Resource Teachers employed, reflect on the level of questioning and thinking processes that students are
engaged in classrooms. (You may want to refer to Bloom’s and Kendall’s and Marzano’s level of processing on
Learning Episode 4).

After closely observing, I discovered that effective questioning strategies help students understand the material better and
use critical thinking abilities. An effective method of inquiry when it comes to the cognitive or knowledge portion, where
students can teach other pupils. An affective component that focuses on reaction strategies in particular is crucial as even
a basic response can have a lasting impression on a student. We therefore need to have suitable reaction strategies. It
must be very important to ask questions that are acceptable and responsive to kids' need for accurate answers. Asking
the right questions encourages students to participate and learn the material.

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?

Yes, in educational environments, teacher questions are characterized as instructional questions or stimuli that
communicate to students the material to be learnt as well as instructions on what to do and how to do it. One significant
but crucial component of the teaching and learning process is the instructor's ability to ask a variety of questions in the
classroom. This is something the teacher must always keep in mind. This Neil Postman quote has to do with the kind of
inquiries because it discusses effective questioning strategies that could have an impact on the students. That we may
promote and grow students' active participation, which could raise their performance level in class and improve their
critical thinking abilities, by asking pertinent and relevant questions and responding to their thoughts and opinions.

My Reflections

Which is a more effective teaching method – deductive or inductive?

For me, the inductive method to teaching is more effective Because it enables students to actively engage with the
information, make observations, and draw conclusions on their own. Students that are actively engaged in the learning
process are more likely to have a deeper comprehension of the material. additionally, learning is student-centered. Lots of
student participation are needed for this strategy. Throughout the lessons, it completely engages the kids. Teachers give
the students with examples that illustrate the application of the subject rather than explaining it and then providing
examples to follow. Students learn more from this technique, and the teacher participates in the lesson as a guide. The
goal of this technique is to get students to notice by showing them instances of how the idea functions.

2.A student – centered approach is very interactive. Research on at least 3 teaching- learning activities / techniques that
can be used at the beginning or end of a lesson. Put them here

• Role Play
Involve pupils in a simulation or role-playing exercise that relates to the lesson's subject matter. This immersive learning
environment fosters critical thinking, gives students the chance to apply concepts in practical settings, and improves their
comprehension of challenging subjects.

• Think pair share

The instructor asks a question about the subject or lesson that will be covered later, and each student is asked to consider
their answer on their own. After that, students talk about their views and opinions in pairs with a companion. and pupils
present their answers to the class as a whole. Students are encouraged to collaborate, communicate, and actively
participate in this activity.

• Gallery Walks
In the classroom, the instructor puts up important diagrams, posters, or visual aids that pertain to the subject matter being
taught. Groups or pairs of students circulate the classroom discussing and observing the objects on exhibit. To encourage
critical thinking, peer interaction, and a deeper understanding of the material, each group offers its observations, queries,
or thoughts to the class.
 Inclusive Education

Assessment of learner • Guarantees the

Education Strategies
accommodation and support
• It is a process by which
of all students, including those • Determine the tactics that will
curriculum developer identify
with special needs. Offers a be used to achieve the goals.
the differences between the
variety of techniques and Approach and content are both
intended learner group's ideal
tools to satisfy the needs of covered by educational
and certain characteristics as
each individual student. techniques. administer the
well as between the optimal
promotes an inclusive and methods used to accomplish
ideal and real characteristics of
encouraging learning the objectives of a program.
their surroundings.
environment

Problem Identification
Evaluation and feedback
• Distinguish and With a graphic organizer. Present • Evaluation should
individualize the health the pedagogical approaches to the integrate feedback from
care complication that k to 12 curriculums as stated in RA formative assessments
will be marked by the 10533. Give the main features of to provide a holistic
curriculum, how it is each approach. view of student
being addressed and
progress.
how it should be labeled

Constructivism Objective Holistic Learning

• Prioritizes critical thinking and • It serves to highlight the purpose • Focuses on pupils' physical,
active learning. Through and specific, measurable emotional, social, and
cognitive needs. encourages
experiences and reflection, objective extensive education the growth of many abilities
students build their own target. The purpose and goals and intelligences.
understanding. In the process are important because they guide
of learning, teachers act as the selection of curriculum
guides and facilitators. content. The learning method
that it provides will be quite
helpful. It gives the curriculum
and the learners more authority
over assessment. It also
suggests which assessment
methods might be better. It links
the topics covered in the syllabus
and curriculum to other things.