Name: Baliña, Jycel R.
Course/Yr./Sec.: DTS-1A
Subject: Prof. Educ. 553
Date of Submission: Sept.23, 2021
I. Individual Activity- For Reflection
1.
(a) Think for a moment about your favorite teacher. Make a mental list of what made that
teacher so special that even years after leaving elementary, high school or college, you
can still remember the teacher’s name. Now compare your mental list to what you have
read in this section of Chapter I.
(b) How many effective teacher characteristics can you identify in your memory of your
favorite teacher?
Answer:
The teacher who stood out to me the most was my English teacher during third year
high school. She was also our school paper advisor then. She was very passionate and
committed on teaching. I always payed attention during her discussions because she was very
knowledgeable and I learned so much every time. She was also strict and had rules set for us,
but at the same time very patient. She knew exactly what to do and when to do it, during our
classes. However, she wasn’t very fond of joking around and always acted professionally,
which made us sometimes feel intimidated and anxious to approach her. Nevertheless, she had
a very good teaching strategies that constantly piqued my interest.
2.
Reflect on the personal attributes of a professional teacher. Which of these do you
have? Don’t have? Any personal plan of action of your growth?
Answer:
There are still a lot of things that I need to learn to be effective in teaching. I am
committed to learning and is passionate about it, and I believe that is a good start. However, I
am still not knowledgeable enough. So, I am very hopeful that under the current program I am
currently enrolled in, I will be able to learn effective ways and strategies into and incorporate
those into my future teaching approach.
II. Taking it to the Net
1. Tell me and I forget. Teach me and I remember. Involve me and I learn. ‒ Benjamin
Franklin
2. If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you
are planning for a lifetime, educate people. ‒ Chinese Proverb
3. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires. ‒ William A. Ward
4. Teachers have three loves: love of learning. Love of learners, love of bringing the first two
loves together. ‒ Scott Hayden
5. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. ‒
Albert Einstein
III. Questions, Problems, Activities
1. Enumerate and explain the various steps in each of the following instruction models:
a. Popham-Baker Instructional Model
(1) Specification of Objectives- The instructional objectives must be specified in
terms of learner post-instruction behavior. Such objectives must be described
in explicit terms of how the learner is supposed to be have at the end of
instruction. They must be stated in unambiguous terms of learner behavior.
These objectives are often referred to as behavioral objectives.
(2) Pre-assessment- This helps in discovering whether the students already have in
their repertoire the kind of behavior the teacher wishes to promote. It can
establish with a high degree of accuracy that the student cannot, in advance of
instruction, perform well with respect to the intended objectives. Lastly,
through pre-assessment, the teacher can identify individuals within the class for
whom she may wish to vary either the instructional objectives or the
instructional procedures.
(3) Instruction- After pre-assessing the learners, and possibly modifying the
instructional objectives, the teacher next designs an instructional sequence that
she hopes will accomplish the intended objectives. In designing instructional
sequences the teacher is aided by principles drawn from instructional
psychology.
(4) Evaluation- In this step the teacher evaluates the degree to which learners have
achieved the instructional goals. It is at this juncture that the instructor
determines whether the students can actually behave as she planned when she
formulated her objectives. Unachieved objectives are generally viewed as
reflecting inadequacies in instruction. This means that when learners fail to
attain the pre specified goals, something went wrong with the teacher, either
with the plans she made or with the way she carried them out.
b. Gronlund’s Earlier Instructional Model
(1) Specify Objectives- Specifying instructional objectives in measurable (or
behavioral) terms clarifies the type of student performance that is expected to
result from the instruction. The list of specified instructional objectives serves
as a guide for selecting the content (or subject matter), the methods, and the
materials of instruction, and for preparing the tests and evaluation instruments
to be used.
(2) Administer Pretest- The pretest helps to determine whether the students have
the prerequisite knowledge and skills needed to profit from the instruction; and
what the student’s entry levels of achievement are on the intended learning
outcomes. Both types of information are useful in revising the course plans and
in student grouping or placement.
(3) Provide Instruction- The instructional process provides the teaching acts and
learning experiences that enable students to achieve the intended learning
outcomes. The effectiveness of the instructional process should be continuously
monitored by the use of formative tests (i.e., learning tests), and major learning
weaknesses should be further analyzed by the use of diagnostic tests. This
testing should, of course, result in corrective action. It should aid in overcoming
both the student’s learning deficiencies and any instructional weaknesses. The
use of this measurement-diagnosis-correction procedure provides a direct
means of evaluating and improving the ongoing process of instruction.
(4) Evaluate Outcomes- Evaluation of the final outcomes of instruction can be used
to determine the extent to which student performance meets the standards that
have been set or to determine the amount of learning gain that has taken place.
Such results provide (1) feedback to the students concerning their learning
strengths and weaknesses, (2) information for making needed revisions in the
objectives, content, methods, and materials of instruction, and (3) inform ation
for use in an accountability program. For accountability purposes, the
evaluation results may constitute part of a teacher's effectiveness report, or they
may serve as a basis for discussions with a supervisor concerning instructional
improvement (Gronlund, 1974)
c. Gronlund’s ‘Simplified’ Instructional Model
(1) Preparation of instructional objectives in terms of desired learning outcomesthe instructional objectives encompass the specific changes in pupils we are
striving for in terms of knowledge, understanding, skills, interests, and
attitudes, as well as what pupils are like when we have succeeded in bringing
about these changes. Thus, instructional objectives do not only provide
direction to teaching process, but they also set the stage for ready evaluation of
pupil learning.
(2) Pre-assessment of the learner’s needs- When the instructional objectives have
been clearly specified, it is usually desirable to make some assessment of the
learners’ needs in relation to the learning outcomes to be achieved. This
information is useful in planning remedial work for pupils who lack the
prerequisite skills in revising our list of instructional objectives, and in
modifying our instructional plans to fit the needs of the learners.
(3) Provision of relevant instruction- At this stage, course content and teaching
methods are integrated into planned instructional activities designed to help
pupils achieve the desired learning outcomes. During instruction, testing and
evaluation provide a means of: monitoring learning progress; and diagnosing
learning difficulties. Thus, periodic evaluation during instruction provides a
type of feedback-corrective procedure that aids in continuously adapting
instruction to group and individual needs.
(4) Evaluation of intended outcomes- The final step in the instructional process is
to determine the extent to which the instructional objectives were achieved by
the pupils. This is accomplished by using tests and other evaluation instruments
that are specifically designed to measure the intended learning outcomes.
Ideally, the instructional objectives will clearly specify the desired changes in
pupils and the evaluation instruments will provide a relevant measure, or
description, of the extent to which those changes have taken place. Matching
tests and other evaluation instruments to instructional objectives is basic to
effective classroom evaluation.
(5) Use of the Evaluation Results- Pupils’ evaluation is often regarded as being
essentially for the benefit of teachers and administrators. This attitude
overlooks the direct contribution evaluation can do to pupils. Properly used,
evaluation procedures can contribute directly to improve learning by: (1)
clarifying the nature of the intended learning outcomes; (2) providing shortterm goals to work toward; (3) providing feedback concerning learning
progress; and (4) providing information for overcoming learning difficulties
and selecting future learning experiences. The periodic evaluation during
instruction sometimes referred to as formative evaluation probably best serves
these purposes, but the final evaluation sometimes called summative evaluation
of intended outcomes also contribute to these ends.
d. P-I-E Instructional Model
(1) Formulating objective- The first activity is formulating objectives. Since
instructional objectives are the criteria by which materials are selected, content
is outlined, instructional procedures and sequences are developed, and tests and
other evaluation tools are prepared, there is a need to state these objectives in
behavioral (or performance) terms. An objective is behavioral when it describes
an observable pupil behavior or an observable product pupil behavior.
(2) Assessing readiness of students (or pupils) - Through assessment of pupils’
readiness, the teacher will be able to deter mine the readiness of his pupils for
the learning tasks, the point of entry into a learning sequence that is appropriate
for indi vidual learners in the group, and what special preparation and
orientation will be necessary before the pupils begin the sequence of learning
tasks. Specific ways of assessing readiness of pupils include using the results
of summative evaluation, actually using summative examinations, making use
of available commercial diagnostic tests, making use of standardized
achievement tests, using teacher-made instruments, and using observations and
check lists
(3) Identifying subject matter and related materials, equipment, and suppliesInstructional objectives are the criteria by which subject matter or content is
outlined, materials are selected, instructional procedures are developed, and
tests and examinations are prepared. Modern educational philosophy suggests
the need for a great variety of pupil activities and curricular materials which are
blended and fused and integrated together into a series of educative experiences.
In the selection of curricular materials the past experiences, achievements,
abilities, concerns, and needs of the learners should serve as guides. Other
guides are the findings of curriculum research as well as current practice in
some of the better school systems. Courses of study of curriculum guides may
also provide helpful suggestions. In addition, the teacher should select the
content, materials, and activities which make the optimum contribution to the
attainment of the instructional objectives. She should also organize these
materials in a manner calculated to obtain the greatest possible amount of
interaction between the learners and the features of the learning environment
along the journey toward those objectives.
(4) Organizing for instruction - It is basically concerned with designing
instructional activities which would contribute to the attainment of the
objectives. In this connection, the teacher would need to review her repertoire
of instructional principles. A useful procedure is to synthesize ideas about
learning so that they can be put to use in planning, and organizing for,
instruction. This may be done from several vantage points. One is to consider
the elements that should be included in a theory of instruction. A second is to
get a view of types of learning arranged in a hierarchy (e.g., see the Elementary
Learning Continuum). A third is to pull together a summary of guidelines from
learning theories with specific attention to such factors as motivation, readiness,
transfer of learning, and others. In de signing instructional activities the teacher
will also find it useful to review the research on characteristics of effective
teachers.
(5) Carrying out instructional activities and learning activities- through the use of
instructional materials, sometimes referred to as teaching strategies, that the
teacher makes possible the carrying out of instructional activities and the
corresponding pupil learning activities. It is generally understood that an
instructional procedure, teaching method, or teaching strategy is good if it
provides for growth and development, and if it produces the desired results.
(6) Evaluating learning outcomes- The evaluation of the learning outcome is
facilitated by measurement, and in this context, a test is viewed as a
measurement device. Aside from tests, there are other measurement devices,
tools, or instruments such as questionnaires, inventories, opinionnaires, scales,
and others. Stated in another way, whereas measurement refers 101 process of
determining the extent, dimensions, or quantity something, evaluation is a
different process in that it involves qualitative judgment of “how good” or “how
satisfactory” a for instance, has performed in an activity of learning task.
(7) Providing Feedback to Students and Using Results of Evaluation for Other
Purposes- Feedback provided by the evaluation of learning outcomes also
constitutes a valuable input for the improvement of instruct ion. As pointed out
by Palardy (1975), instruction has three elements: planning, implementing, and
evaluating. Planning involves, among other things, the formulation of
instructional objectives and the selection of curricular materials. Implementing
involves the use of methods, procedures, and strategies for implementing the
plan. Evaluating pertains to, and includes, the three types of evaluation
previously explained: diagnostic evaluation, formative evaluation, and
summative evaluation. According to Lindgren (1976), a "major" problem with
respect to feedback is that of getting both learners and teachers to recognize it
as an essential.
2. Discuss the instructional model concept in terms of a framework in which instruction can
be viewed.
a. Popham-Baker Instructional Model
If objectives are not achieved, revise.
Specification
of Objectives
Pre-assessment
Instruction
If objectives are achieved, augment.
Evaluation
b. Gronlund’s Earlier Instructional Model
Specify Objectives
Administer Pretest
Provide Instruction
Evaluate Outcomes
Feedback to
Student
Improve
Instruction
Accountability
Purposes
c. Gronlund’s ‘Simplified’ Instructional Model
Prepare Instructional Objectives
Pre-assess Learner’s Needs
Provide Relevant Instruction
1. Monitor Learning Progress
2. Diagnose Learning Difficulties
Evaluate Intended Outcomes
Feedback to
Student
Improve
Instruction
Accountability
Purposes
d. P-I-E Instructional Model
Component One: Planning
1. Formulating Objectives
2. Assessing readiness of students
3. Identifying subject matter ad related materials, equipment, and
supplies
4. Organizing for instruction
Component Two: Implementing
5. Carrying out instructional activities and learning activities
Component Three: Evaluating
6. Evaluating learning outcomes
7. Providing feedback to students and using results of evaluation for
other purposes
3. Identify similarities and differences among the four instructional models discussed in the
chapter.
The four instructional models were constructed with the aim of improving the quality
of teaching based on the particular environmental situations in a classroom, and the
student’s interaction. The differences are evident only in the approaches in which these
situations are handled.
The Popham-Baker instructional model first specifies objectives in terms of learner’s
post-instruction behavior. Followed by the pre-assessment of learner’s entry behavior
towards the particular topic. These then will be the basis of the possible modification of
instructions with the intention of accomplishing the objectives. The results of activities are
then evaluated to the degree in which learners have achieved. If objectives are not achieved,
the teacher will then revise the instructional sequence or the objectives itself, on the basis
of learners’ data.
The Gronlund instructional model also starts by specifying the objectives which
serves as a guide for selecting the content, methods, materials of instruction, and for
preparing the tests and evaluation instruments to be used. This is then followed by
administering pretest to determine the students’ knowledge and skills and their entry level
of achievement. Following this is the provision of instructional process that will enable the
students to achieve the learning outcomes. Lastly, the evaluation of outcomes will follow
which are expected to result in feedback to students, improvement of instructions, and
accountability. On the other hand, Gronlund’s simplified instructional model is
substantially the same as the earlier model. The only difference is the additional fifth step
which is the emphasis on the use of evaluation results. These evaluation results can aid in
judging the appropriateness and attainability of the instructional objectives; the usefulness
of the instructional materials; and the effectiveness of the instructional methods.
Last is the P-I-E instructional model. This model suggests that instructions must be
planned, implemented, and evaluated.
4. Explain the importance of each of the following:
a. Specification of instructional objectives
- Since instructional objectives specify exactly what is supposed to be learned,
they are helpful to the teacher as well as the learner throughout the learning
process, because it gives a preview of what will be expected from the learner,
therefore it sets a clear expectations and helps the students to focus on key
topics that will be covered throughout the lesson. This also gives the students
the opportunity to set educational goals.
b. Pre-assessment
- It helps measure the level of readiness of the students to proceed in a lesson.
This enables the teacher to identify the approaches needed to cater the needs of
the learners.
c. Formative evaluation
- This is significant because it aids in the monitoring of student learning which
provides the teachers feedbacks that can improve their teaching and the students
learning. The students can identify their strengths and weaknesses, therefore
they can focus on the areas that needs more work. At the same time, the teachers
will be able to assist them and address the problems immediately.
d. Summative evaluation
- This evaluates the students learning at the end of an instructional unit by
comparing it against some standard. The information gathered from this type of
assessment can be used to guide the efforts and activities of students and
teachers in subsequent courses.
e. Accountability
- The accountability of the school system to the learning outcome of the students
will help create practices whereby everyone works towards common goals of
instructional excellence.
IV. Multiple Choice
1. The first step in the Popham-Baker instructional model.
Ans.: b. Specification of objectives
2. It serves a guide for selecting the content, methods, and materials of instruction and for
preparing the test and evaluation instruments to be used.
Ans.: d. List of specified instructional objectives
3. In the P-I-E instructional model under what component does “assessing readiness of
students” fall?
Ans.: a. Planning
4. The purpose for which the results of the evaluation of intended outcomes are utilized in
Gorlund’s Simplified instructional model.
Ans.: c. Both of the above (a & b) plus other school purposes
5. Evaluation that should be included in any instructional sequence.
Ans.: d. All of the above (a,b,c)
6. Course of action suggested by the evaluation of learning outcomes in the P-I-E
instructional model.
Ans.: d. All of the above (a,b,c)
7. It has confirmed the importance of feedback from point of view of the learner.
Ans.: c. Research
8. The ultimate goal of any educational accountability program.
Ans.: d. To improve learning and instruction.
9. The kind of accountability that is needed in our schools.
Ans.: d. Any of the above (a,b,c) depending upon whre the emphasis is to be placed
10. The author of the book Measurement and Education in Teaching.
Ans.: a. Gorlund