Professional Documents
Culture Documents
Intended Learning Outcomes Assessment Task Content Teaching-Learning Learning Resources References
1. Identify classroom Accomplish an Principles of Classroom observation Cooperating school Corpuz, B&g.
practices that apply or observation Sheet Learning Analysis of observation Resource Teacher Salandanan (2013)
violate the principles Multiple choices test Reflection FS 2 Manual Principles of
Observation Sheet Teaching, 3rd, ed.
2. Identify the guiding Accomplish an Intended Learning Classroom observation Cooperating school Corpuz, B&g.
principles on lesson observation Sheet Outcomes/Lesson Resource Teacher Salandanan (2013)
objectives/learning Objectives as my Analysis of observation FS 2 Manual Principles of
outcomes applied in Guiding Star Observation Sheet Teaching, 3rd, ed.
instruction Reflection
Determine whether or not Multiple choices test
lesson objectives/learning
intended learning
outcomes served as
guiding star in the lessons
observed.
Judge if lesson
objectives/intended
learning outcomes are
SMART
3. Classify the lesson/s under Accomplish an The Three Domains Classroom observation Cooperating school Corpuz, B&g.
Bloom’s taxonomy of observation Sheet of Knowledge and Resource Teacher Salandanan (2013)
educational activities and Learning Activities Analysis of observation FS 2 Manual Principles of
Kendall’s and Marzano’s of Multiple choices test Observation Sheet Teaching, 3rd, ed.
knowledge. Reflection
Reflect on what lesson is
more meaningful and
relevant based on the
domains of knowledge and
learning activities
4. Identify teaching Accomplish an The New Classroom observation Cooperating school Corpuz, B&g.
practice/s in the different observation Sheet Taxonomy of Resource Teacher Salandanan (2013)
levels of processing Educational Analysis of observation FS 2 Manual Principles of
knowledge based on Multiple choices test Objectives; The Observation Sheet Teaching, 3rd, ed.
Bloom’s revised cognitive Levels of Learning Reflection
taxonomy and Kendall’s Activities
and Marzano’s new
taxonomy
5. Determine the teaching Accomplish an The Teaching Classroom observation Cooperating school Corpuz, B&g.
approach used by the observation Sheet Approaches and Resource Teacher Salandanan (2013)
Resource Teachers Multiple choices test the K to 12 Analysis of observation FS 2 Manual Principles of
Identify instances where Curriculum Observation Sheet Teaching, 3rd, ed.
the pedagogical Accomplish an Reflection
approaches of the K to 12 observation Sheet
Curriculum contained in Multiple choices test
the law are observed
6. Identify the teaching Classroom Deductive and Cooperating school Corpuz, B&g.
method used by my observation Inductive Methods of Resource Teacher Salandanan (2013)
Resource Teachers Teaching FS 2 Manual Principles of
Distinguish between Analysis of Observation Sheet Teaching, 3rd, ed.
deductive (direct) and observation
inductive (indirect)
method of teaching Reflection
7. Identify the application of Accomplish an Classroom Guiding Principles in Cooperating school Corpuz, B&g.
some guiding principles in observation Sheet observation the Selection and Use Resource Teacher Salandanan (2013)
the selection and use of Multiple choices test Analysis of of Teaching Methods FS 2 Manual Principles of
teaching strategies observation Observation Sheet Teaching, 3rd, ed.
Reflection
8. Identify the application of Accomplish an Classroom Lesson Development: Cooperating school Corpuz, B&g.
some guiding principles in observation Sheet observation Outcomes-Based Resource Teacher Salandanan (2013)
the selection and use of Analysis of Teaching-Learning FS 2 Manual Principles of
teaching strategies Multiple choices test observation Observation Sheet Teaching, 3rd, ed.
Determine whether or not Reflection
the lesson development
was in accordance with
outcomes-based teaching
and learning
Outline a lesson in
accordance with Outcome-
based Teaching-Learning
9. Identify my Resource Accomplish an Classroom Effective Questioning Cooperating school Corpuz, B&g.
Tears’ questioning and observation Sheet observation and Reacting Resource Teacher Salandanan (2013)
reacting techniques Multiple choices test Analysis of Techniques FS 2 Manual Principles of
Select types of questions, observation Observation Sheet Teaching, 3rd, ed.
questioning and reacting Reflection
techniques that promote
interaction
My Map
To realize my Intended Learning Outcomes, I will work my way through these steps.
1
down my reflection.
Step
2
evidence per principle of learning.
Step
Step 3
Step 4
My Learning Activities
As I observe a class, I will use the Observation Sheet for a more focused
observation then analyze and reflect on my observations with the help of guide
questions.
OBSERVATION SHEET # 1
Resource Teacher: Ms. Maria Vienna Malalay Teacher’s Signature:_________ School: St. Columban
College, High School Department
Grade/Year Level: Grade 7 Subject Area: MAPEH Date: June 29, 2016
Principles of Learning What did the Resource Teacher do which applies / contradicts the
learning principle?
Application of the Principle Non-application/ Contradiction
of the Principle
1. Effective learning begins Teacher writes her intended learning The teacher discuss about the
with the setting of clear and outcome on the board techniques of learning outcomes.
high expectations and
learning outcomes.
3. Learning is the discovery of Teacher asks the students to write a Students gathered their ideas based
personal meaning and reflection based on a subject matter. on their experience.
relevance of ideas.
4. Learning is a cooperative Students cooperate through gathering Students finding another reference
and a collaborative process. in a group activity. about lessons to discuss.
Learning is enhanced in an
atmosphere of cooperation
and collaboration.
My Analysis
2. Which principle of learning was least applied? Why the principles was/were not very much
applied? Give instances where this/these principle/s could have been applied.
The fourth principle was least applied because some students are not participating during group
activities. This principle could be best applied if the activity is a competition like.
The application of these learning principles affects the students learning by making them
understand the lessons easier and better.
5. Do you agree with these principles of learning? Or have you discovered that they are not
always correct?
Yes I agree with the principles of learning, and yes sometimes they are not always correct
because it always depends on the learners if they are compatible with the principle.
My Reflections
Among those principles that I observed, which practices will I adopt and which ones will I
improve on? What lessons did I learn?
Lesson learned
Students will learn best with the use of different learning styles and principles with the help of
the teacher as guide the students will learn better.
Integrating Theory and Practice
Direction: Encircle the letter of the correct answer. Episode 1
1. Teacher Rose believes that students need not to know the intended learning
outcome of her lesson. She proceeds to her learning activities at once without
letting them know what they are supposed to learn for the day. Which principle of
learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and collaborative process.
2. Teacher Emma noticed that in group work, students just leave the work to the
leader and so vowed never to give group work again. Against which principle of
learning is Teacher Emma’s decision?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. In her desire to finish the content of the course syllabus, Teacher Love just lectures
while student listen. Which principle of learning does Teacher Love violate?
A. Learning is the discovery of the personal meaning of ideas.
B. Learning is a cooperative and collaborative process.
C. Effective learning begins with setting clear expectations and learning outcomes.
D. Learning is an active process.
4. Teacher Arielle asks her students to see the connection of their new lesson to their
own personal experiences and share the same with the class. Teacher believes in
which principle of learning?
A. Learning is a cooperative and collaborative process.
B. Effective learning begins with setting clear expectations and learning outcomes.
C. Learning is an active process.
D. Learning is the discovery of the personal meaning of ideas.
5. Teacher Lil avoids drills out of context. She gives real-world Math problems for
students to drill on. Teacher Lil is very much convinced of which principle of
learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
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!
The Principles of Learning contains different teaching guides, it consist a lot of styles and ways for
students to learn. Each principle is unique and has its own way of teaching, but I believe that it would be
not enough if only one principle is applied. Using two or more principle at a time results to a better
learning for the learner. For example, if the teacher gives her students the lesson objectives with an
accompaniment of a hands on activity students will be able to collaborate and share ideas based on
their own understandings. In that way students can experience learning in a whole lot better
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My Learning Rubric
4 3 2 1
Analysis of the Learning All Analysis questions were Analysis questions were Analysis questions were not
Episode questions/episod answered completely. not answered completely. answered.
es were
answered Clear connection with Vaguely related to the Grammar and spelling are
completely; in theories. theories. unsatisfactory.
depth answers;
thoroughly Grammar and spelling are Grammar and spelling are
grounded on superior. acceptable.
theories.
Exemplary
grammar and
spelling
4 3 2 1
Reflections/Insights Reflection Reflection statements are Reflection statements are Reflection statements are
statements are clear, but not clearly shallow; supported by unclear and shallow and are
profound and supported by experiences experiences from the not supported by
clear; supported from the learning episodes learning episodes experiences from the
by experiences learning episodes
from the learning
episodes
4 3 2 1
Learning Portfolio Portfolio is Portfolio is complete, clear, Portfolio is incomplete, Analysis questions were not
complete, clear, well-organized; most supporting answered
well-organized supporting; documentations documentations are
and all are available and logical and organized but are lacking. Grammar and spelling
supporting; clearly marked locations unsatisfactory
documentations
are located in
sections clearly
designated
4 3 2 1
Submission of Learning Submitted before Submitted on the deadline Submitted a day after the Submitted two days or more
Episode the deadline deadline after the deadline
4 3 2 1
COMMENT/S Over-all Score Rating:
(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
MRS JANE B. ANTIOLA _____________________
Signature of FS Teacher Date
Above Printed Name
My Map
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To realize intended learning outcome, I will follow these steps:
Step 2. Observe at least three (3) classes with a learning partner. I will choose one class from each
of the three groups.
Resource Teacher: Ms. Maria Vienna Malalay Teacher’s Signature: __________ School: St. Columban
College, High School Department
Grade/ Year Level: Grade 8 Subject Area: English Date: July 18, 2016
Resource Teacher: Ms. Maria Vienna Malalay Teacher’s Signature: __________ School: St. Columban
College, High School Department
Grade/ Year Level: Grade 7 Subject Area: MAPEH Date: June 29, 2016
Resource Teacher: Mrs. Rudelyn Baguio Teacher’s Signature: __________ School: St. Columban College,
High School Department
Grade/ Year Level: _____________ Subject Area: TLE Date: August 1, 2016
My Analysis
1. Why is it sound teaching practice for a teacher to “begin with the end in mind” and to share
his/her lesson objectives or intended learning outcomes with his/her students?
Because it is easier for the students to absorb the lesson by the help of the objectives and few
statement supporting the objective given by the teacher. The objective also served as the guide
and goal for the teacher and student.
2. Did you find the lesson objective/s or intended learning outcome/s SMART? Support your
answer.
Yes, because based on the observations we’ve made at the end of the class discussion students
were able to learn and reflect on the lesson objective.
4. Were the lesson objective/s intended learning outcomes in the cognitive, psychomotor and
affective domains? Support your answer.
Yes, Because it deals with knowledge, skills and values.
5. Is it necessary to have objectives always in the 3 domains – cognitive, psychomotor and
affective? Why or why not?
Yes, because students learn best when their mind, emotions and skills are exercised.
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?
Yes the objectives are the guiding star in the lesson, but sometimes the lesson develops upon
the curiosity of the students and the Resource Teacher always have control in the class and
never forgets the lesson objective. Yes, objectives are best when they are SMART.
Yes in fact it will make the lessons clear and easier for the students to understand
Feel free
to add
your
other
reflections
Feel free
to add
your
other
reflections.
Integrating Theory and Practice
1. For meaningful teaching and learning, it is best to connect the lesson to the life of students
by integrating a relevant value in the lesson. Which principle is applied?
2. Teacher Paz shared this lesson objective/learning outcome with her students: “Before the
period ends, all of you must be able to identify the topic sentence and supporting sentences
of a given paragraph.” Teacher Paz drilled them on subject-verb agreement to ensure that
they can write a good paragraph then gave a ten-sentence paragraph for the students to
determine subject-verb agreement before the class period ended.
Did Teacher Paz use the lesson objective/learning outcome as guide in the development
of her lesson?
A. Yes.
B. No.
C. A little, because subject-verb agreement is a must in paragraph writing
D. Very much, because she made use of a ten-sentence paragraph for the end-of-the-
period quiz.
3. Here is the lesson objective: “At the end of the lesson, the students must be able to develop
a positive attitude towards work.” Is this a SMART objective?
Give one researched quotation that states the significance of goals and objectives.
(Don’t forget to state your source)
“To reach for something without Goals and Plans is like sailing a ship with no Destination” by
Fitzhugh Dodson. Source is google.
The captain must always lead the ship in the right destination, in our case consider the ship as
the student, the captain as the teacher and the destination as the objective.
My Learning Rubric
4 3 2 1
COMMENT/S Over-all Score Rating:
(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
Concrete examples:
Information:
Mental Procedures – Conducting proofs and figuring the length of the side of a
right triangle
Concrete examples
Step
Read the Learning Essentials given above.
1.
S1.
( Language/ AralingPanlipunan/Science/Math)
Resource Teacher: Ms. Maria Vienna Malalay Teacher’s Signature: __________ School: St. Columban
College, High School Department
Grade/ Year Level: Grade 8 Subject Area: English Date: July 18, 2016
3. Psychomotor – skills
The students are taking down notes while
checking their test papers.
Resource Teacher: Ms. Maria Vienna Malalay Teacher’s Signature: __________ School : St. Columban
College, High School Department
Grade/ Year Level: Grade 7 Subject Area: MAPEH Date: June 29, 2016
3. Psychomotor – skills
The Teacher plays a dance video to be acted
by the students.
( Edukasyon sa Pagpapahalaga/TLE)
Resource Teacher: Mrs. Rudelyn Baguio Teacher’s Signature: __________ School: St. Columban College,
High School Department
Grade/ Year Level: Grade 7 Subject Area: TLE Date: August 2, 2016
3. Psychomotor – skills
The students were divided into 5 groups to
do some activities to be reported when done.
2. Were the lessons focused on cognitive content only or psychomotor content only or
affective content only? Or were the lessons combinations of two or three? Explain
your answer.
All three were applied, since the lesson focused on the development on the skills,
mind and emotions of the students.
3. What was the effect on learning when teaching was focused on only one domain?
The students will learn in that particular one domain but not on other domains. Thus
making their learning’s incomplete.
4. Is it really possible to teach only in one domain like affective only or cognitive only or
psychomotor only? Or based on Kendall’s and Marzano’s taxonomy, information
only or mental procedures only or psychomotor procedures only? Expain your
answer.
Yes it is possible to teach only in one domain but on the side of the learners their
learning’s will be incomplete and will not be satisfied.
Teacher Mila taught the parts of a microscope, demonstrated how to focus it under the low power
objective, then asked 3 students to try to focus it with her guidance as t6he class looked on. She
asked the class if the 3 students did focus the microscope correctly and ended her lesson citing the
“don’ts” and explaining the whys behind the “don’t” in focusing the microscope. Before she did all
these, she asked the class if it is’ is not important for them to learn how to focus the microscope.
A. I only C. II only
B. I, II, and III D. I and II
A. No.
B. Yes, 21st Century students learn skill very fast
C. Yes, but risky.
D. No, it is basic for students to know the function of each part. This guides
the students on how to focus the microscope.
5. If explaining and demonstrating are necessary for Teacher Mila to realize her
lesson objective/intended learning outcome, what does this imply on lesson
planning and development for whole and meaningful learnig.
4 3 2 1
Analysis of the Learning All Analysis questions were Analysis questions were Analysis questions were not
Episode questions/episod answered completely. not answered completely. answered.
es were
answered Clear connection with Vaguely related to the Grammar and spelling are
completely; in theories. theories. unsatisfactory.
depth answers;
thoroughly Grammar and spelling are Grammar and spelling are
grounded on superior. acceptable.
theories.
Exemplary
grammar and
spelling
4 3 2 1
Reflections/Insights Reflection Reflection statements are Reflection statements are Reflection statements are
statements are clear, but not clearly shallow; supported by unclear and shallow and are
profound and supported by experiences experiences from the not supported by
clear; supported from the learning episodes learning episodes experiences from the
by experiences learning episodes
from the learning
episodes
4 3 2 1
Learning Portfolio Portfolio is Portfolio is complete, clear, Portfolio is incomplete, Analysis questions were not
complete, clear, well-organized; most supporting answered
well-organized supporting; documentations documentations are
and all are available and logical and organized but are lacking. Grammar and spelling
supporting; clearly marked locations unsatisfactory
documentations
are located in
sections clearly
designated
4 3 2 1
Submission of Learning Submitted before Submitted on the deadline Submitted a day after the Submitted two days or more
Episode the deadline deadline after the deadline
4 3 2 1
COMMENT/S Over-all Score Rating:
(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
MRS JANE B. ANTIOLA _____________________
Signature of FS Teacher Date
Above Printed Name