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Field Study 1-ep 10
Bachelor of Secondary Education (Aklan State University)
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FIELD STUDY 1
FS 1
LEARNING EPISODE
10
THE INSTRUCTIONAL CYCLE
ACTVIVITY 10.1 APPLYING THE GUIDING PRINSIPLES IN THE SELECTION AND
USE OF STRATEGIES
OBSERVE
1. The more senses that are involved, the
more and the better the learning.
2. Learning is an atmosphere enhances.
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.
Teacher used PowerPoint presentation and
actual model in discussing solar system.
Teacher asked the student role play the different
chapter of Ibong Adarna.
The teacher didn’t humiliate anyone in front of
the class and they teach with enthusiasm so that
the student will enjoy the while learning.
Teachers maintain the liveliness and happiness in
the learning environment to get the students
enjoy the class and avoid boring.
Good thinking skills concerns itself with higherorder-thinking skill to develop creative and
critical thinking.
Teacher uses real-life examples to catch student’s
attention and motivates them to listen in the
class.
Instead of learning computer class, teacher give
activities and project that involves technology.
ANALYZE
What is the best method of teaching? Is there such thing?
There is no such thing as the best method in teaching. There are methods that
is proven to be more effective than the other. The method a teacher can use and even
experiment depends on the nature of the students, the subject matter and the motivation of
students.
REFLECT
How do we select the appropriate strategy for our lesson?
We select the appropriate strategy for our lesson base on the subject matter,
objective and assessment.
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ACTVITY 10.2 DETERMINING OUTCOMES-BASED TEACHING AND LEARNING
OBSERVE
1. Did the Teacher state the learning objective/intended learning outcomes (ILOs) at
the beginning of the class? Did he/she share them with the class? How?
The teacher states the learning objective/intended learning outcomes (ILOs)
after she recap the previous lesson. She shares it to them by asking a student to read it
on the board.
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.
The teaching-learning activities she gave use is lecture, discussion, team
learning activity, video presentation and group activity. This activity helps her attain the
lesson’s objective/ILOs.
3. What assessment task/s did teacher employ? Is/are these aligned to the lesson
objectives/ILOs?
Group activity and written are the assessment that was being employed by the
teacher. Those assessment are aligned to the lesson’s objective/ILOs.
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-Based Teaching and Learning (OBTL) is a student-centered approach
that was being adopted by the new curriculums. OBTL focused not on what the teacher
intended to teach but rather the emphasis is on what the outcome from the learner of
that teaching is intended to be.
REFLECT
Outcome-based teaching and learning focusses on the possible outcome of a
student as he/she finish a particular course. His/her outcome will be the basis of all the learning
that he/she gain to whole duration of the course that he/she taken.
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