The document outlines principles of learning and teaching strategies. It discusses 7 principles of learning including learning as an active experience, discovery of personal meaning, and learning as an evolutionary process. It also covers lesson objectives, organizing content, selection of teaching methods, lesson development, and questioning techniques. The resource teacher's adherence to these concepts is observed and analyzed.

1. EPISODE 1: PRINCIPLES OF LEARNING
My Tool
As I observe a class, I will use the Observation sheet for a more focused observation
Principles of Learning Teaching Behavior of the Teacher/ Learning
Behavior of the Learner as Proof of the
Application of the Principle of Learning
1) Learning is an experience which occurs
inside the learner and is activated by the
learner.
2) Learning is the discovery of the personal
meaning and relevance of ideas.
3) Learning is a consequence of experience.
4) Learning is a cooperative and collaborative
process.
5) Learning is an evolutionary process.
6) Learning is sometimes a painful process.

2. 7) One of the richest resources for the
learning is the learner himself.
8) The process of learning is emotional as
well as intellectual.
9) The process of problem solving and
learning is highly unique and individual.
My Analysis
1) What is the impact of the resource Teacher’s observance of these principles on the teaching -
learning process and on the learners?
2) Which learning principle was applied most?
3) Which learning principle was applied least or not at all applied?
4) Do you agree with these principles of learning? Or have you discovered that the are not always
correct?

3. My Reflections
1) My reflections on my observation of my Resource Teacher’s observance of these principles. Did
my Resource Teachers adhere to these principles?
2) Lessons I have learned from my observations on the classroom application of the principles of
learning.

4. My Portfolio
Principles of Learning in My Own Words

5. EPISODE 2: LESSON OBJECTIVES AS MY GUIDING STAR
My Tool
1) As I observe a class, I will use the Observation Sheet for a more focused observation.
Guiding Principles in Determining and
Formulating Learning Objectives
Teaching Behavior/s which Prove/s Observance
of the Guiding Principle
1) Begin with the end of mind.
2) Share lesson objective with students
3) Lesson Objectives must be in the 2 or 3
domains- cognitive, skill and affective or
cognitive and affective or skill and
affective.
4) Work on significant and relevant lesson
objectives.
5) Lesson objectives must lead to the
development of critical and creative
thinking.

6. 2) After observing your Resource Teacher teaches, write down what you think was/were her lesson
objective.
3) Ask permission from your Resource Teacher for you to copy her lesson objective for the day’s
lesson. Copy it here then compare it with your answer in #2. Are they the same? Different?
My Analysis
1) If answer in #3 above is different, what is your conclusion regarding written lesson objective and
actual lesson development? Are lesson objectives in the lesson plan always followed? Do they
really serve as guiding star?
2) Why did you find it easy/difficult to write down the Resource Teacher’s lesson objectives for the
day? Did she mention it at the beginning of his/her lesson?

7. 3) Did you find the lesson objective SMART? Why? Why not?
4) Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in the
two or three domains? Support your answer..
My Reflections
Any lesson learned or insights gained from your observation focused on 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?
My Portfolio
My research quotations that state the significance of goals and objectives (don’t forget to
state your answer)

8. EPISODE 3: ORGANIZING CONTENT FOR MEANINGFUL LEARNING
My Tools
A. For the Cognitive Lesson
1) What is the lesson about?
2) What are the examples of facts mentioned in the lesson?
3) Did the lesson end with facts? Or did these facts lead to misunderstanding of concepts?
Prove your answer.
4) Write down instances of treating the topic in depth (giving examples, examining cause-effect
relationships, relating ideas or concepts to one another.)

9. 5) Cite instance/instances when students were encouraged to ask questions, to talk about
and reflect on what they learned.
B. For the Skill Lesson
1) What was the skill lesson about? Which skills was/were target? Manipulative skill or
thinking skill?
2) Write evidence of the teacher’s encouragement of divergent thinking by the students.
3) Which are proofs that the Resource Teacher promoted convergent thinking?

10. 4) If there was problem solving in lesson, were the pupils taught to solve problem using
algorithm or heuristic strategy?
5) What are proofs that the students were encourage to do critical thinking?
C. Value/Affective Lesson
1) What was the value lesson about?
2) Was the value taught alone or was it integrated with cognitive or skill lesson?
3) How was the value lesson developed?

11. My Analysis
For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?
For the Skill Lesson
How was the skill taught meaningfully and interestingly?
For the Affective Lesson
1) Is it possible to teach a value lesson without any cognitive basis at all? Explain your
answer.

12. 2) A cognitive or a skill lesson is a vehicle for value education. Do you agree?
My Reflection
1) Someone once said: “There are dull teachers, dull textbooks, dull films but no dull subjects”. Do
you agree? Write down your reflections here!
2) How should you organize subject matter (be it cognitive skill or value lesson) so that your
teaching will always be fresh and interesting?
My Portfolio
Research on/or come up with a lesson plan (cognitive or skill) that integrates a value or values.
Paste it here! (You want to refer to “Integrating Values with Subject Matter”, in Principles of
Teaching 2, 2006 by Corpuz B., G. Salandanan and D. Rigor, pp. 91-92.)An outline of the lesson
development will do.
My Lesson Plan

13. EPISODE 4: GUIDING PRINCIPLES IN THE SELECTION AND USE OF TTEACHING STRATEGIES
My Tools
Guiding Principles in the selection and Use of
Strategies
Teaching Behavior of the Resource Teacher that
Applies the Principles
1) Learning is an active process.
2) The more senses that are involved, the
more and the better the learning.
3) A non-threatening atmosphere enhances
learning.

14. 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 afr
more effective than teaching isolated bits
of information.

15. My Analysis
Are these principles in accordance with brain-based teaching and learning?
My Reflections
What is the best method of teaching? Is there such a thing?
My Portfolio
Illustrate your reflection on the best method of teaching creatively on this page.

16. EPISODE 5: ON TEACHING APPROACHES AND METHODS
My Tools
Approach/Method Description of Teaching Behavior that Proves Use
of the Teaching Approach/Method (What did my
Resource Teacher do as she used this
approach/method?)
1) Deductive Method
2) Inductive Method
3) Demonstration Method
4) Problem Solving

17. 5) Discovery Method
6) Problem Solving Method
7) Project Method
8) Constructivist Approach
9) Metacognitive Approach

18. 10) Integrative Approach
My Analysis
1) Which approaches/methods will be grouped together? Why?
E.g. Direct method and deductive method
2) Which approaches/methods are more interactive? Less interactive?
3) When should the direct method be used?

19. 4) When should the indirect method be used?
5) Which approaches/methods promote “learning to live together”?
My Reflections
If I decided on my teaching approach/method, I will consider___________________ (Continue
the sentence. Begin writing NOW!)

20. My Portfolio
1) By means of graphic organizer show the characteristics of a constructivist and a metacognitive
approach.
CONTRUCTIVIST
APPROACH

21. METACOGNITIVE
APPROACH

22. 2) Do serious research and complete this Table on Methods. The first is done for you.
Method Advantage/s When to Use
1) Deductive Method Direct teaching so I can
accomplish more within a given
period of time.
Time is limited; subject matter is
very difficult; learners don’t
know much about the lesson;
teacher is not yet skilled in
facilitating skills.
2) Inductive Method

23. EPISODE 6: ON LESSON DEVELOPMENT
My Tools
1) Describe hoe the teacher began his/her lesson. Why do you think did she/he do that?
2) What activity/es did the Resource Teacher ask the learners to do after she/he introduced the
lesson? Why do you think she/he did such?
3) How did she end his/her lesson? Why do you think she/he did that?

24. 4) Did you notice an assessment of learning in the process of teaching? If yes, how was it done?
5) Did you observe if Resource Teacher checked learning at the end of her lesson?
6) Checklist-Of the following, which did you observe? Please check if you observed the item.
Teaching Behavior Check here!
1) Connecting lesson to past lesson
2) Introducing the lesson for the day
3) Sharing the lesson objective for the day
4) Motivating the students
5) Students doing learning activity
6) Teacher giving Lecture
7) Teacher checking for understanding
8) Teacher/ Students Summarizing
My Analysis
1) How should a lesson begin and end?
2) Did you observe any part of the lesson development to have been out of place? Explain your
answer.

25. My Reflections
“Tell them what you want to tell them; tell them what you told them.” Relate this statement to
lesson development.
My Portfolio
1) Re-construct your Resource Teacher’s Lesson Plan. Your lesson plan must have the parts of a
lesson plan. A lesson plan outline may do, provided all parts of a lesson are covered.

26. EPISODE 7: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
My Tools
Score the Resource teacher every time she/he demonstrates any of the following questioning behaviors.
Simple is shown in item #1.
Questioning Behavior Tally of Use Frequency
1) Varying types of questions
2) Asking non-directed
questions
3) Calling on non-volunteers
4) Rephrasing
5) Sequencing Logically
6) Requiring abstract thinking

27. 7) Asking open-ended
questions
8) Allowing sufficient wait
time
9) Involving a s many as
possible
Write samples of questioned asked under each type.
Types of question Sample questions Asked
1) Convergent Question
2) Divergent Question
3) Low-Level Question
4) High-Level Question
Reacting Techniques
Score the Resource teacher every time he/she makes use of any of the techniques.
Reacting Behavior Tally of Use Frequency
1) Providing acceptance
feed-back
2) Providing corrective
feed-back
3) Giving appropriate
praise
4) Repeating the answer
5) Explaining the answer
6) Rephrasing the question
7) Asking follow up

28. questions
8) Redirecting questions to
other pupils
9) Soliciting students
questions
10) Encouraging through
non-verbal behavior
11) Criticizing responding
student for his/her
answer
12) Scolding for misbehavior
or not listening
13) Overusing expressions
such as “Okay”, “Right”,
etc.?
My Analysis
1) Which questioning and reacting techniques encouraged teacher-student interaction? Which
ones did not?
2) What did Neil Postman mean when he said: “Children go to school as question marks and leave
school as periods”? Does this have something to do with a teacher’s questioning and reacting
techniques?
My Reflections
What do I resolve to do and NOT do in my questioning and reacting techniques so as to
encourage teacher-student interaction?

29. My Portfolio
I promote higher-order-thinking skills (HOTS) and interaction for learning by the kind of questions
that I ask.
Here are learning objectives. Formulate at least two examples of questions that promote divergent
thinking and HOTS.
Elementary
1) At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive
system.
Write you two divergent questions here!
ELEMENTARY
I promote class interaction by my favorite remarks. Here are five examples of expressions I must
use (Product of my research) to inspire my students to be involved in class interaction.
1) e.g. “You are on the right track!”
2)
3)
4)