1. Remembering

The students will be able to identify the basic symbols used in creating a flowchart and technical drawing.

2. Understanding

The students will be able to carry out mensuration and calculation.

3. Application

The students will be able to perform safety procedures in using hand tools and equipment.

4. Analyzing

The students will be able compare different products/services in computer hardware servicing business.

5. Evaluating

The students can assess the condition of all hand tools and equipment for proper operation and safety.

6. Creating

The students can create a flowchart that depicts a simple scenario in preparing hand tools for computer hardware servicing.

1. Retrieval

The students can identify the proper tools and paraphernalia used in computer hardware servicing.

2. Comprehension

The students will be able to carry out mensuration and calculation.

3. Analysis

The students can identify common malfunction (unplanned or unusual events) when using tools, equipment and paraphernalia.

4. Knowledge Utilization

The students can apply contingency measures in accordance with the OHS procedures.

5. Metacognitive System

The students can monitor their own learning through the improvement of each task.

6. Self-System

The students can incorporate the value of hardwork towards the lesson.

Teacher-centered Student-centeredDid the lecture all the time?

No. The teacher made sure that the students are active in the class. The students were cooperative and collaborative during the class.

Were students involved in the teaching-learning process? How? Or were they mere passive recipients of instruction?

Yes. The teachers grouped the students and they were given activity in which each of them can try to solve the given problems with their ideas.

Was the emphasis mastery for the lesson for the test? Prove.

Yes. The teacher made sure that majority of the students really understand the lesson well before jumping to the next topic.

Was the emphasis the students’ application of the lesson in real life? Give proof.

Yes, their teacher inculcated being compassionate and patient in solving mathematics problems just like in real life situations.

Was the class atmosphere competitive? Why?

The class has a healthy competitive atmosphere.

Was the class atmosphere collaborative? Why?

Yes, the class cooperated and collaborated well during the groupwork.

Did the teacher focus only on one discipline/subject?

No. The teacher also incorporated the lesson to Values and English.

Did the teacher connect the lesson to other disciplines/subject?

Yes. The teacher also incorporated the lesson to Values and English.

What teaching-learning practice show that teaching approach was:1. Constructivist – connected to past experience of learners; learners

constructed new lesson meanings.The teacher connected their present lesson in their previous lesson. It was interconnected.

2. Inquiry-basedThe teacher elaborated what the students will learn from the lesson and how they can apply it in real life situation.

3. Developmentally appropriate - learning activities fit the developmental stage of children

The student look up to the teacher as more than an authority, but as a professional in a field, who can give personal accounts and emotional and leadership support.

4. ReflectiveThe teacher incorporated COMPASSION and PATIENCE in their lesson, the students reflected how these values being applied in solving math problems and in real life situation.

5. Inclusive – no learner was excluded; teacher taught everybody.The teacher grouped the students into five groups and she made sure that everybody cooperates and collaborates in the group activity.

6. Collaborative – students worked together.

Everybody participated in the group activity. The students brainstormed and they shared ideas on how to solve the problems.

7. Integrative – lesson was multidisciplinary – e.g. in science, math concepts were taught.

The teacher was very conscious and knowledgeable making sure she delivered the lessons in correct grammar. She also incorporated values towards her lesson.

1. Based on your observation, as a whole was instruction teacher-centered or student-centered?

Based on my observation, the instruction was student-centered.

2. Were the instances when the students could have been involved in class proceedings but were not? Give examples?

As the class progressed, the students were fully involved in the class proceedings. The teacher delivered her lesson in such fashion that the students were not bored.

3. What are possible consequences of teaching purely subject matter for mastery and for the test?

Teaching purely subject matter for mastery may create a notion of competition, thus it will create a competitive classroom atmosphere. The teacher should balance mastery and in the subject matter and the affective side also.

4. If you were to reteach the class, would you be teacher-centered or student-centered? Why?

If I were to reteach the class, I will still prefer the student-centered approach, it is more effective and I like the fact that with this approach students are more interactive and confident of themselves.

5. If you abide by the pedagogical approaches that the K-12 Law states, will you be more teacher centered or student-centered in approach? Explain your answer.

Abiding by the pedagogical approaches that the K to 12 Law states, I will use more of the student-centered approach in teaching. Students learn important communicative and collaborative skills through group work. Students learn to direct their own learning, ask questions and complete tasks independently. Students are more interested in learning activities when they can interact with one another and participate actively.

My reflection

In recent years, more teachers have moved toward a student-centered approach. However, some students maintain that teacher-centered education is the more effective strategy. In most cases, it is best for teachers to use a combination of approaches to ensure that all student needs are met.

When both approaches are used together, students can enjoy the positives of both types of education. Instead of getting bored with teacher-centered education or losing sight of their goals in a completely student-centered classroom, pupils can benefit from a well-balanced educational atmosphere.

Group Presentation

Debate

Panel Discussion

Research Paper

Start of the lesson

The teacher started the lesson by stating and defining the lesson objective and what she expects from the students after the lesson.

Development of the lesson

The teacher conducted a short review regarding the students’ previous topic and experiences. She grouped the students for a more collaborative output.

Ending of the lesson

The teacher generalized and summarized the whole topic. She reassessed the students’ understanding (self-rating). She went back to the objective and assessed if what she expected were acquired by the students.

Start of the lesson

The teacher imparts and shares to his students the objectives of the lesson and his expectations at the end of the class.

Development of the lesson

The teacher conducted a short review regarding the students’ previous topic and experiences. The teacher conducted group presentation to the students in which they presented their work through musicale.

Ending of the lesson

The teacher generalized and summarized the whole topic. She reassessed the students’ understanding (self-rating). She ended with the class with a prayer.

1. Did the Teachers use the deductive or inductive method? Prove your answer?

The used inductive method, they started from specific to general ideas.

2. In which teaching method were students more involved in the teaching-learning process?

Inductive method.

3. Which method had greater demand from the teacher in terms of questioning and organizing skills? Why?

The deductive method had greater demand from the teacher in terms of questioning and organizing skills, because it starts from general. There are a lot of questions going on during this method.

4. Was there an instance when the teacher taught the lesson deductively/inductively when it could have been better if she taught it inductively/deductively? Explain your answer.

The teacher used the inductive method throughout the lesson.

Students will usually be more involved in the learning experience and tend to participate more actively when an inductive approach is used. If a deductive approach is chosen, it is important to structure the learning experience in order to draw on students' prior experiences and learning, and to provide for their active involvement.

The deductive approach is more predictable because the teacher selects the information and the sequence of presentation. Students tend to understand and remember more when learning occurs inductively.

Deductive Method – giving a situation to be acted.

Inductive Method – research of a certain topic.

Guiding Principles in the Selection and Use of Strategies

Teaching Behavior of the Resource Teacher that Applies the Principle

1. The more senses that are involved, the more and the better the learning.

The teacher used an instructional video on how to assemble and disassemble components of a PC.

2. Learning is an active process. After the video demonstration and discussion, the teacher allowed the students do hands on how to assemble and disassemble components of a PC.

3. A non-threatening atmosphere enhances learning.

The room is conducive for learning. It is fully air conditioned which is a necessity for a computer laboratory. The teacher

also has a strong bond with his students.4. Emotion has the power to increase

retention and learning.When emotion is involved in learning you can easily retain the knowledge about what you know in a certain activity or topic. You can relate the good and bad effect if you had experienced it. The teacher implemented the affective domain towards the lesson.

5. Good teaching goes beyond recall information.

The sign of a good teacher isn't that you can recall information, but that you can teach others to the same standard you were taught to.

It's one thing to be able to write an essay on a topic, it's an entirely different one to teach someone else to write that same essay.

6. Learning is meaningful when it is connected to students’ life.

The teacher relates the lesson to students’ everyday life like their crushes, their daily experiences, personal views in life and goals.

7. An integrated teaching approach is far more effective than teaching isolated bits of information.

The teacher considered the multiple intelligences (MI) and varied learning style (LS) of students

Did you find the teacher adhering to all the principles of teaching-learning? Was there any principle that was violated? Explain your answer? Explain your answer.

The teacher adhered majority of the principles of teaching-learning. The teacher was effective in his class and also a good facilitator.

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.

The principles of teaching were applied.

For me, there is no best method in teaching. It depends on which is more effective to the students you are handling. We facilitate them through which is more effective and favourable to them. Diversity is always present in any school. As experience will teach us, we will be able to adjust and apply the combination of methods of teaching which suits the students.

Pedagogical Approach of K to 12 Principles of Teaching

1. Constructivist Good teaching goes beyond recall of information.

Learning is meaningful when it is connected to students’ everyday life.

2. Inquiry-based Inquiry is a spontaneous and self-directed exploration.

3. Developmentally appropriate. Reflect on what they have learned and how they have learned.

4. Reflective Reflect on what they have learned and how they have learned.

5. Inclusive Interaction between teachers and students is the most important factor in student motivation and involvement.

6. Collaborative Learning is enhanced when it is perceived as a collaborative and cooperative effort between students. The opportunity to share ideas without threat of ridicule and the freedom to respond to the ideas of others increases complexity of thinking and deepens understanding.

7. Integrative An integrated teaching approach is far more effective than teaching isolated bits of information.

Episode 8

1. Did the teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of the class? Did she share them with the class? How?

Yes, the teacher stated the learning objectives/intended learning outcomes. She wrote it on the board and shared it with her students.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain his/her lesson objectives/ILOs? Explain your answer.

The teacher gave the students a group activity having a panel discussion. This activity helped the teacher attain her intended learning outcomes.

3. What assessment task/s did Teacher employ? Is/are these aligned to the lesson objectives/ILOs?

The teacher conducted self-test to the students to assess the learning of the students. Yes it was aligned to the lesson objectives.

1. If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities (TLA) and Amusement Tasks (ATs) were not aligned, what would be the effect on the performance of students?

Yes it will. The students will not meet the intended outcomes of the lesson. It can frustrate the teacher as well as the students.

2. Are there Teaching Learning Activities (TLAs) which are more appropriate than what the teacher said?

Based on my observation, the teaching learning activities (TLA) of the teacher is appropriate for the Intended Learning Outcomes (ILO).

3. Are there more appropriate assessment tasks that the teacher should have used? If yes, give example/s.

I think the tasks were appropriate for the lesson.

4. Many teachers set the intended learning outcomes/lesson objective but test another outcome on lesson objective after thus confusing students. Do you agree?

Yes, I have observed it too from my past teachers.

5. What lesson did you learn from #4?

Teachers should be mentally and emotionally well prepared before teaching so that she can keep her focus and composure towards the discussion to avoid null and unrelated ideas that will confuse the students.

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

We are now on the 21st century learning environment and learners nowadays are so advanced so to be able to be competitive, Kto12 curriculum was implemented to our country. Bloom’s mastery learning and taxonomy is an excellent framework in order for the Kto12 to be implemented successfully.

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

Yes indeed. Actually, this also the educational structure of other developed neighbouring countries in South East Asia.

What are your thoughts about OBTL?

OBTL is based on such questions as: What do I intend my students to be able to do after my teaching that they couldn‘t do before, and to what standard? How do I supply learning activities that will help them achieve those outcomes? How do I assess them to see how well they have achieved them? As its name suggests, OBTL starts with clearly stating, not what the teacher is going to teach, but what the outcome of that teaching is intended to be in the form of a statement of what the learner is supposed to be able to do and at what standard: the Intended Learning Outcome (ILO). When students attend lectures, however, their main activity is receiving, not doing. Hence we need to devise Teaching and Learning Activities (TLAs) that require students to apply, invent, generate new ideas, diagnose and solve problems—or whatever other things they are expected to be able to do after they graduate.

ILO TLA ATThe students will be able to disassemble and assemble computer hardware components.

Discuss and demonstrate with the students the different hardware components of a PC.Show students an instructional video demonstration of the task.

Performance Task:Asses the students by hands on activity in which they will disassemble and assemble computer hardware components abiding the OHS policies.

Episode 9

Types of Question Examples of questions that the Resource Teacher Asked

1. Factual/ConvergentClosed/Low Level

What does the equation imply?

When can you say if the given equation is an equation of a circle or not?

2. Divergent/Higher-order/Open-ended/Conceptual

If the equation is not a circle what are other possibilities that the equation can be classified?

a. evaluation How do you evaluate the equation if it is a circle or not?

b. inference Did the results prove the theorem?c. comparison How does the equation differ from the

equation of the ellipse?d. application How can you apply the equation in your

future lessons?e. Problem-solving How can you find the equation of a circle

given the points of a circle and its center?

3. Affective What values did you learn from the lesson?

1. For information processing at a higher level, which types of questions should you ask more?

Divergent/Higher-order/Open-ended/Conceptual

2. Which type/s of questions was/were most asked?

Factual/Convergent Closed/Low Level

3. Which type/s of question was least asked?

Divergent/Higher-order/Open-ended/Conceptual

4. Which questioning techniques were most employed? Least employed?

What, When and How questions were most employed while the Why, Who and Where were least employed.

5. Which reacting techniques were most commonly used? Least commonly used?

The most commonly used reacting techniques were giving appropriate praise and rephrasing questions while the least commonly used are criticizing student in front of the class.

Mostly, based on my observation, the teachers successfully implemented both the Convergent and Divergent questions in their classes. It is more effective implementing both types of questioning and reacting techniques.

Many teachers have been observed by education supervisors, district supervisors, principals, and department heads to have asked mostly "what" questions in the entire session or class. Perhaps they were all answered by the pupils; since, the questions were all simple recall. But the big question is, has the teacher helped develop the children's' thinking skills. Questions play an important role not only for teachers but also for students, meaning both in the teaching and learning process, questions are significant factors because children’s' achievement and their level of engagement, depend on the types of questions teachers' formulate and use in a classroom. Therefore, teachers must be careful in designing/ formulating questions to stimulate curiosity, provoke ideas, clarify concepts and challenge beliefs. Students develop their listening and thinking skills when exposed to the right set of questions. It is vital therefore for teachers to assess their current questioning techniques.

Type of Question Questions1. Convergent What is the difference of hardware and a software?

2. Divergent Why do you think abiding in OHS policies is so important in the workplace?

3. Evaluation Is it applicable to your everyday life?4. Inference What can you say about a specific computer hardware

component?5. Affective What is the importance of hardwork and patience of this

line of job?6. Comparison What is the difference of a LAN and WAN?

➜Praise and correction Instead of just ‘good’ and ‘not very good’ here are

some more expressions you can use from the start when praising or

correcting students’ work.

• Brilliant! Excellent! Wonderful!

• Good! Good job! Very good!

• Great! Very well done!

• Yes, that’s right. That’s it!

• Nice work!

• Yes! OK!

• That’s not right, try again.

• Not quite right, try again.

• That’s nearly right. That’s better!

• Today I’m happy/not very happy with you.