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Episode 5

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WALTER TORINO RAVAL
BTVTED CSS 4A BANDURA
FS 2 Episode 5
My Learning Activities
I will observe one Resource Teachers with the use of Observation Sheets, for greater focus. I will analyze my
observations with the help of guide questions then reflect on my observations and analysis.
OBSERVATION SHEET #5
Resource Teacher: Mrs. Violy E. Marzan, LPT Teacher’s Signature:
School: Pilot Elementary School Date: September 23, 2021
Grade/ Year Level: Grade 6 Subject Area: Literature
Teacher-centered Student-centered
Did teacher lecture all the time?
No, Ma’am Marzan doesn’t lecture all the time. She
always gives an activity that lasts to 10-15 minutes
after she discusses a lesson.
Were the students involved in the teaching-learning
process? How? Or were they passive recipients of
instruction?
Yes, the grade 6 students are always involved in the
teaching-learning process. They simply not only
accept or receive what they have learned from their
teacher, but they also share their thoughts and
knowledge of their lessons.
Was the emphasis mastery for the lesson for the test?
Prove.
The emphasis on mastering the lesson is for the test
because in this sense, the teacher can assess whether
the students really mastered the lesson if they have
obtained the answers correctly.
Was the emphasis the students’ application of the
lesson in real life? Give proofs.
The lesson on this subject really applies in the real
context of life so that students learn to fold their
clothes so they can help their parents at home and have
also learned to be organized.
Was class atmosphere competitive? Why?
Yes, the class atmosphere is competitive because
students want to attract the attention of the teacher,
they wanted to be praised and recognized.
Was class atmosphere collaborative? Why?
Yes, in this lesson, Ma’am Marzan used an activity in
which they should collaborate according to the colour
of their designated group.
Teacher-centered Student-centered
Did teacher focus only on one discipline/subject?
There is a behavioral approach in which the teacher
emphasizes discipline before, during and after the
lesson. She used different subjects to integrate this
lesson to allow students to cope up with the lesson
easily.
Did teacher connect lesson to other discipline/subject?
The teacher had integrated himself with other lessons
in the subject that allow students to easily understand
the text.
What teaching-learning practice show that teaching approach was:
a) constructivist- connected to past experiences of learners; learners constructed new lesson meanings
The teacher gives an opportunity to participate actively during the class discussion. During the class discussion
the teacher let the students relate their past experience to the topic and tries to connect it with the new concept
for the discussion.
b) inquiry-based
She presented the lessons with appropriate, varied examples along with audiovisual media related to the subject
matter which enables the learners or students to level their cognitive thinking.
d) reflective
After the students had absorbed the learning, she asked how they would use it in their real life scenarios or in
the new future.
e) inclusive – no learner was excluded; teacher taught everybody
The teacher is just for all students where no bias at all. She wanted all students to actively participating both in
class discussion and learning activities regardless of their differences.
f) collaborative – students worked together
It has provided activities that require working together, such as the activities of partners.
g) integrative – Lesson was multidisciplinary- e.g. in science, math concepts were taught
She is the teacher who uses a varied lesson to integrate and connect to the subject in which students can
understand and understand what the text is about.
My Analysis
1. Based on your observation, as a whole was instruction teacher-centered or student-centered?
Overall, a class works with education focused on students, students and instructors share the focus. Instead of
listening exclusively to the teacher, pupils and teachers also interact. Group work is encouraged and students
learn how to collaborate and communicate with each other.
2. Were there instances when the students could have been involved in class proceedings but were not? Give
examples.
Sometimes cannot participate in the teacher's lesson when he/she feels bored, sleepy and maybe she/he
experiences financial and food problems.
3. What are possible consequences of teaching purely subject matter for mastery and for the test?
The students will be enclosed in the four corners of the class, learning will not extend to the real world because
students are just bombarded with concepts but without application. Students will study only for the sake of
examinations and what the teacher had taught would easily be forgotten.
4. If you were to reteach the class, would you be teacher-centered or students-centered? Why?
If I go back to teaching, I would use the teacher-centered to encourage and motivate the entire class to
participate actively in class discussion and learning activities. I would like to see a positive reinforcement in
which I would recognize their answers that may motivate them to participate more.
5. If you abide by the pedagogical approaches that the K to 12 Law states, will you be more teacher-centered or
student-centered in approach? Explain your answer.
Yes I will abide more on student-centered approach where it engage the students to be more active when it
comes to class discussion and actively cooperating with the learning activities that may extend and furnish their
level of skills, knowledge and talents. This type of approach wherein there is collaborative learning from which
the students are work in team or by a group when it comes to brainstorming or sharing of ideas from each other.
My Reflections
Between teacher-centered and student-centered approach, the latter must be more pedagogically sound because
even R.A 10533, the Enhanced Basic education Act of 2013, mandates it for K to 12. Write you reflection about
it. Or is it before to use both approaches?
As we know, student-centered classes shift teachers' attention to students, as students are encouraged to take
responsibility for their own learning. One way to help students learn how to do this is by providing many
opportunities for reflection. The students' reflection requires that students give serious thought or consideration
to something that has been done. It helps them to develop the capacity to make discernments when problem-
solving. It also promotes flexibility in thinking.
The teacher is the source of the learning that we must respect as our second parents, they consume their
time to teach the students, without them we could not learn and maybe there is no professional today they teach
us values, discipline and knowledge because it is their mission to guide us from their expertise.
The learner is the center of the curriculum, we are always involved in acquiring knowledge, and we are
the constructivist who must unlock the knowledge inside of our minds teachers just integrating us with prior
information. The learners must be cooperative, collaborative and well-disciplined.
For me, the use of both strategies can be very difficult given that today's students are very complicated
and join technology. We have to choose one only and I suggested using the student-centered way of teaching.
Using student-centered teaching is much better than teacher-based teaching because you will focus more on the
child's ability to learn and understand. You need to cater every aspects of that student.
Integrated Theoryand Practice
Direction: Choose the correct answer.
1. Teacher Myleen talked all period. She taught the class the steps to undertake in the conduct of an action
research. She also showed a poorly done action research, discussed why it is poorly done and finally sowed a
model action research. Which teaching approach describes Teacher Mylene’s lesson development? Was
Teacher Mylene’s approach learner-centered?
A. Yes, she taught for all learners.
B. Yes, she made things easy for the learners.
C. No, she was more subject matter-centered and teacher-centered
D. No, because her subject matter was highly technical.
Answer: C
2. Teacher Dada’s lesson was on “what man can do to arrest climate change”. She made students do the talking,
the arguing, the synthesizing. She gave her lecturette after students have participated in the lively discussion.
Which teaching approach did Teacher Dada employ?
A. Learner-centered approach
B. Activity-centered approach
C. Subject matter-centered approach
D. Teacher-centered approach
Answer: A
3. In this FS course, FS students are required to observe, analyze and reflect on actual class proceedings. Which
description of the pedagogical approach of K to 12 as cited in the K to 12 law is observed in the conduct of this
FS course?
A. Developmentally appropriate
B. Reflective
C. Inclusive
D. inquiry-based
Answer: C
4. Teacher Beth avoids giving out-of-context drills. Instead she makes use of real-world problems for her
students to solve. Doing so makes Teacher Beth _______ in approach.
A. Developmentally appropriate
B. Reflective
C. Inclusive
D. inquiry-based
Answer: A
5. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History teacher teams up
with the Economics teacher, the Professional Education teacher for a thorough discussion of AQRF from the
perspective of other disciplines. Which describes the Asian History teacher’s pedagogical approach?
A. Integrated
B. Reflective
C. Constructivist
D. Inquiry-based
Answer: A
6. The spiral progression approach in teaching Math in the K to 12 curriculum means that you teach basic Math
concepts from K to Grade 10 increasing depth and breadth across the grades. This means that Math teaching is
_____________.
A. Developmentally appropriate
B. Inquiry-based
C. Inclusive
D. Integrated
Answer: C
My Learning Portfolio
1. With a graphic organizer, present the pedagogical approaches to the K to 12 Curriculum as stated in RA
10533. Give the main feature of each approach.
The SIX steps to Curriculum Approach:
I. Problem Identification
Distinguish and individualize the health care complication that will be marked by the curriculum, how it is
being addressed, and how it should be labeled.
II. Needs Assessment of Targeted Learners
It is a step by which curriculum developers pinpoint the contrast between the ideal and the certain characteristic
of the intended learner group and between the optimal and real characteristics of their surroundings.
III. Goals and Objectives
It is illustrate the extensive education objective which is the goal and precise measurable objective. The goals
and objectives are significant because they help direct the choice of curricular content. It offers learning style
will be most useful. It empowers assessment of the learners and the curriculum. It also proposes what evaluation
styles are more appropriate. It connects to others what syllabus/curriculum addresses and hopes to attain.
IV. Educational Strategies
Establish strategies by which the objectives will be attained. Educational strategies cover both content and
approach. Administer the means by which a curriculum’s goals are achieved.
V. Implementation
Meticulous thinking must be paid when it comes to implementation issues. The planner must ensure that
satisfactory resources, political and financial support, and administrative approach have been made to
successfully apply the curriculum.
VI. Evaluation & Feedback
It stops the loop in the curriculum improvement and development period.
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.
I. Group Works
Select activity partner this can create collaboration to the pupils.
Students are organized into smaller groups of three or four for the entire semester, a week, a fortnight… Each
group has an assigned task, and each member an assigned role. (The organization of groups and assignment of
roles can be managed either by the teacher or the students.) Discussion boards are provided for each of the
assigned roles (e.g., project manager, schedule and records manager, presentation manager, and researcher) so
that these students can share ideas and check understandings with one another to then take back to their group).
Opportunities are provided for each group to share their product with the rest of the class, through, for example,
an in-class presentation (using web conferencing for online presentation), or a peer-assessment activity
(facilitated online or in-class) where each group assesses one another’s work using a rubric.
II. Response to an assigned text
Teacher would impose the inquiry based techniques where students at this time will developed their critical
thinking skills. Using effective questioning and discussion facilitation skills will enhance this sort of learning
activity.
Students are initially asked to identify the key ideas in an assigned text (written, audio, video), and share their
understanding with a sub-set of the class (e.g., during an on campus (or online) ‘tutorial’, or on a discussion
board). To extend this to a critical thinking activity, once the initial discussion on the content of the text is
completed, students are then asked to critique the text based on a provided set of criteria. The criteria could
focus on the validity of the assertions made, and their relevance and applicability to other topics covered in the
unit and specified situations and scenarios. The critiques could be presented and discussed orally, or initially
posted to a discussion board for further analysis and use in subsequent learning activities.
III. Class Solution and Consequence
The teacher gives an evaluation in a subjective manner which it involves a problem-solving skill wherein the
students may use their learnings into application on how they will use it into real life situation.
After the teacher presents a scenario, the students will seeks appropriate responses about possible
approaches/responses to it to solve the problems. This continues as each of the main responses are analysed and
the consequences considered by the students. This will be graded as well as rubrics.

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Episode 5

  • 1. WALTER TORINO RAVAL BTVTED CSS 4A BANDURA FS 2 Episode 5 My Learning Activities I will observe one Resource Teachers with the use of Observation Sheets, for greater focus. I will analyze my observations with the help of guide questions then reflect on my observations and analysis. OBSERVATION SHEET #5 Resource Teacher: Mrs. Violy E. Marzan, LPT Teacher’s Signature: School: Pilot Elementary School Date: September 23, 2021 Grade/ Year Level: Grade 6 Subject Area: Literature Teacher-centered Student-centered Did teacher lecture all the time? No, Ma’am Marzan doesn’t lecture all the time. She always gives an activity that lasts to 10-15 minutes after she discusses a lesson. Were the students involved in the teaching-learning process? How? Or were they passive recipients of instruction? Yes, the grade 6 students are always involved in the teaching-learning process. They simply not only accept or receive what they have learned from their teacher, but they also share their thoughts and knowledge of their lessons. Was the emphasis mastery for the lesson for the test? Prove. The emphasis on mastering the lesson is for the test because in this sense, the teacher can assess whether the students really mastered the lesson if they have obtained the answers correctly. Was the emphasis the students’ application of the lesson in real life? Give proofs. The lesson on this subject really applies in the real context of life so that students learn to fold their clothes so they can help their parents at home and have also learned to be organized. Was class atmosphere competitive? Why? Yes, the class atmosphere is competitive because students want to attract the attention of the teacher, they wanted to be praised and recognized. Was class atmosphere collaborative? Why? Yes, in this lesson, Ma’am Marzan used an activity in which they should collaborate according to the colour of their designated group.
  • 2. Teacher-centered Student-centered Did teacher focus only on one discipline/subject? There is a behavioral approach in which the teacher emphasizes discipline before, during and after the lesson. She used different subjects to integrate this lesson to allow students to cope up with the lesson easily. Did teacher connect lesson to other discipline/subject? The teacher had integrated himself with other lessons in the subject that allow students to easily understand the text. What teaching-learning practice show that teaching approach was: a) constructivist- connected to past experiences of learners; learners constructed new lesson meanings The teacher gives an opportunity to participate actively during the class discussion. During the class discussion the teacher let the students relate their past experience to the topic and tries to connect it with the new concept for the discussion. b) inquiry-based She presented the lessons with appropriate, varied examples along with audiovisual media related to the subject matter which enables the learners or students to level their cognitive thinking. d) reflective After the students had absorbed the learning, she asked how they would use it in their real life scenarios or in the new future. e) inclusive – no learner was excluded; teacher taught everybody The teacher is just for all students where no bias at all. She wanted all students to actively participating both in class discussion and learning activities regardless of their differences. f) collaborative – students worked together It has provided activities that require working together, such as the activities of partners.
  • 3. g) integrative – Lesson was multidisciplinary- e.g. in science, math concepts were taught She is the teacher who uses a varied lesson to integrate and connect to the subject in which students can understand and understand what the text is about. My Analysis 1. Based on your observation, as a whole was instruction teacher-centered or student-centered? Overall, a class works with education focused on students, students and instructors share the focus. Instead of listening exclusively to the teacher, pupils and teachers also interact. Group work is encouraged and students learn how to collaborate and communicate with each other. 2. Were there instances when the students could have been involved in class proceedings but were not? Give examples. Sometimes cannot participate in the teacher's lesson when he/she feels bored, sleepy and maybe she/he experiences financial and food problems. 3. What are possible consequences of teaching purely subject matter for mastery and for the test? The students will be enclosed in the four corners of the class, learning will not extend to the real world because students are just bombarded with concepts but without application. Students will study only for the sake of examinations and what the teacher had taught would easily be forgotten. 4. If you were to reteach the class, would you be teacher-centered or students-centered? Why? If I go back to teaching, I would use the teacher-centered to encourage and motivate the entire class to participate actively in class discussion and learning activities. I would like to see a positive reinforcement in which I would recognize their answers that may motivate them to participate more. 5. If you abide by the pedagogical approaches that the K to 12 Law states, will you be more teacher-centered or student-centered in approach? Explain your answer. Yes I will abide more on student-centered approach where it engage the students to be more active when it comes to class discussion and actively cooperating with the learning activities that may extend and furnish their level of skills, knowledge and talents. This type of approach wherein there is collaborative learning from which the students are work in team or by a group when it comes to brainstorming or sharing of ideas from each other.
  • 4. My Reflections Between teacher-centered and student-centered approach, the latter must be more pedagogically sound because even R.A 10533, the Enhanced Basic education Act of 2013, mandates it for K to 12. Write you reflection about it. Or is it before to use both approaches? As we know, student-centered classes shift teachers' attention to students, as students are encouraged to take responsibility for their own learning. One way to help students learn how to do this is by providing many opportunities for reflection. The students' reflection requires that students give serious thought or consideration to something that has been done. It helps them to develop the capacity to make discernments when problem- solving. It also promotes flexibility in thinking. The teacher is the source of the learning that we must respect as our second parents, they consume their time to teach the students, without them we could not learn and maybe there is no professional today they teach us values, discipline and knowledge because it is their mission to guide us from their expertise. The learner is the center of the curriculum, we are always involved in acquiring knowledge, and we are the constructivist who must unlock the knowledge inside of our minds teachers just integrating us with prior information. The learners must be cooperative, collaborative and well-disciplined. For me, the use of both strategies can be very difficult given that today's students are very complicated and join technology. We have to choose one only and I suggested using the student-centered way of teaching. Using student-centered teaching is much better than teacher-based teaching because you will focus more on the child's ability to learn and understand. You need to cater every aspects of that student. Integrated Theoryand Practice Direction: Choose the correct answer. 1. Teacher Myleen talked all period. She taught the class the steps to undertake in the conduct of an action research. She also showed a poorly done action research, discussed why it is poorly done and finally sowed a model action research. Which teaching approach describes Teacher Mylene’s lesson development? Was Teacher Mylene’s approach learner-centered? A. Yes, she taught for all learners. B. Yes, she made things easy for the learners. C. No, she was more subject matter-centered and teacher-centered D. No, because her subject matter was highly technical. Answer: C 2. Teacher Dada’s lesson was on “what man can do to arrest climate change”. She made students do the talking, the arguing, the synthesizing. She gave her lecturette after students have participated in the lively discussion. Which teaching approach did Teacher Dada employ? A. Learner-centered approach B. Activity-centered approach C. Subject matter-centered approach D. Teacher-centered approach Answer: A 3. In this FS course, FS students are required to observe, analyze and reflect on actual class proceedings. Which description of the pedagogical approach of K to 12 as cited in the K to 12 law is observed in the conduct of this FS course? A. Developmentally appropriate
  • 5. B. Reflective C. Inclusive D. inquiry-based Answer: C 4. Teacher Beth avoids giving out-of-context drills. Instead she makes use of real-world problems for her students to solve. Doing so makes Teacher Beth _______ in approach. A. Developmentally appropriate B. Reflective C. Inclusive D. inquiry-based Answer: A 5. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History teacher teams up with the Economics teacher, the Professional Education teacher for a thorough discussion of AQRF from the perspective of other disciplines. Which describes the Asian History teacher’s pedagogical approach? A. Integrated B. Reflective C. Constructivist D. Inquiry-based Answer: A 6. The spiral progression approach in teaching Math in the K to 12 curriculum means that you teach basic Math concepts from K to Grade 10 increasing depth and breadth across the grades. This means that Math teaching is _____________. A. Developmentally appropriate B. Inquiry-based C. Inclusive D. Integrated Answer: C My Learning Portfolio 1. With a graphic organizer, present the pedagogical approaches to the K to 12 Curriculum as stated in RA 10533. Give the main feature of each approach. The SIX steps to Curriculum Approach: I. Problem Identification Distinguish and individualize the health care complication that will be marked by the curriculum, how it is being addressed, and how it should be labeled. II. Needs Assessment of Targeted Learners It is a step by which curriculum developers pinpoint the contrast between the ideal and the certain characteristic of the intended learner group and between the optimal and real characteristics of their surroundings. III. Goals and Objectives It is illustrate the extensive education objective which is the goal and precise measurable objective. The goals and objectives are significant because they help direct the choice of curricular content. It offers learning style will be most useful. It empowers assessment of the learners and the curriculum. It also proposes what evaluation styles are more appropriate. It connects to others what syllabus/curriculum addresses and hopes to attain.
  • 6. IV. Educational Strategies Establish strategies by which the objectives will be attained. Educational strategies cover both content and approach. Administer the means by which a curriculum’s goals are achieved. V. Implementation Meticulous thinking must be paid when it comes to implementation issues. The planner must ensure that satisfactory resources, political and financial support, and administrative approach have been made to successfully apply the curriculum. VI. Evaluation & Feedback It stops the loop in the curriculum improvement and development period. 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. I. Group Works Select activity partner this can create collaboration to the pupils. Students are organized into smaller groups of three or four for the entire semester, a week, a fortnight… Each group has an assigned task, and each member an assigned role. (The organization of groups and assignment of roles can be managed either by the teacher or the students.) Discussion boards are provided for each of the assigned roles (e.g., project manager, schedule and records manager, presentation manager, and researcher) so that these students can share ideas and check understandings with one another to then take back to their group). Opportunities are provided for each group to share their product with the rest of the class, through, for example, an in-class presentation (using web conferencing for online presentation), or a peer-assessment activity (facilitated online or in-class) where each group assesses one another’s work using a rubric. II. Response to an assigned text Teacher would impose the inquiry based techniques where students at this time will developed their critical thinking skills. Using effective questioning and discussion facilitation skills will enhance this sort of learning activity. Students are initially asked to identify the key ideas in an assigned text (written, audio, video), and share their understanding with a sub-set of the class (e.g., during an on campus (or online) ‘tutorial’, or on a discussion board). To extend this to a critical thinking activity, once the initial discussion on the content of the text is completed, students are then asked to critique the text based on a provided set of criteria. The criteria could focus on the validity of the assertions made, and their relevance and applicability to other topics covered in the unit and specified situations and scenarios. The critiques could be presented and discussed orally, or initially posted to a discussion board for further analysis and use in subsequent learning activities. III. Class Solution and Consequence The teacher gives an evaluation in a subjective manner which it involves a problem-solving skill wherein the students may use their learnings into application on how they will use it into real life situation. After the teacher presents a scenario, the students will seeks appropriate responses about possible approaches/responses to it to solve the problems. This continues as each of the main responses are analysed and the consequences considered by the students. This will be graded as well as rubrics.