OBSERVATION SHEET #1

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

What did the Resource Teacher do which

applies/contradicts the learning principle?
Principles of Learning
Non-application/
Application of the
Contradiction of the
Principle
Principle

The teacher writes

1. Effective learning begins with the setting of clear and
her intended learning
high expectations and learning outcomes. outcome on the
board.

Pupil writes Letter A

2. Learning is an active process.
instead of Teacher
writing for him/her.

3. Learning is the discovery of personal meaning and

relevance of ideas.

4. Learning is a cooperative and collaborative process.

Learning is enhanced in an atmosphere of cooperation
and collaboration.
 My Reflections
My reflections and lesson learned on my observations of my
Resource Teacher‟s/s‟ application/ non-application of these principles.

Among those practices that I observed, which practices will .

I adopt and which ones will I improve on? What lesson did I learn?

Practices worth adopting

Practices to avoid and to improve on

Lessons I Lesson learned

have
learned from
my
observations
on the
classroom
application
of the
principles of
learning.

(Feel Free
to write
your
reflection
s outside
the given
questions)
.
 You may wish to state the principles of learning in your own words or illustrate each with diagrams.
Feel free to choose how!

Principles of Learning in My Own Words

 OBSERVATION SHEET #2.1

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Guiding Principles Related to

Teaching Behavior/s which Prove/s Observances of
Lesson Objectives/Intended
the Guiding Principles
Learning Outcomes

1. Begin with the end in mind. 1. e.g. The Resource Teacher began her lesson by
stating her objective.

2. Share lesson objective with

students.

3. Lesson Objectives / Intended

Learning Outcomes are Specific,
Measurable, Attainable, Result-
Oriented and Timebound (SMART)
 OBSERVATION SHEET #2.2

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Guiding Principles Related to

Teaching Behavior/s which Prove/s Observances of
Lesson Objectives/Intended
the Guiding Principles
Learning Outcomes

1. Begin with the end in mind. 1. e.g. The Resource Teacher began her lesson by
stating her objective.

2. Share lesson objective with

students.

3. Lesson Objectives / Intended

Learning Outcomes are Specific,
Measurable, Attainable, Result-
Oriented and Timebound (SMART)
 OBSERVATION SHEET #2.3

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Guiding Principles Related to

Teaching Behavior/s which Prove/s Observances of
Lesson Objectives/Intended
the Guiding Principles
Learning Outcomes

1. Begin with the end in mind. 1. e.g. The Resource Teacher began her lesson by
stating her objective.

2. Share lesson objective with

students.

3. Lesson Objectives / Intended

Learning Outcomes are Specific,
Measurable, Attainable, Result-
Oriented and Timebound (SMART)
 My Reflections

Any lessons learned or insights gained from your observation

focused on lesson objectives? Write 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?

For lesson objectives/learning outcomes to serve as guiding

star in lesson development, will it help if they are SMART?

Does integrating lesson objectives/intended learning outcomes

in the three domains (cognitive, psychomotor, affective) or at least 2
(cognitive or psychomotor and affective) make lessons more mean-
ingful?

Feel free to add your other

reflections.
 Give one researched quotation that states the significance of goals and objective. (Don’t forget to
state your source)

In one sentence, relate this quote to learning objective/intended learning outcomes as

guiding star in lesson development.
 OBSERVATION SHEET #3.1

(Language/Araling Panlipunan/Science/Math)

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Kendall‟s and Marrzano‟s Domains of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain Knowledge from my observation (What did your teacher teach?
What was the focus of your Teacher’s lessons?)

1. Cognitive Domain- Information

(Declarative Knowledge) –
Vocabulary, terms, facts, concepts,
principle, hypothesis, theory

2. Mental Procedures (Procedural

Knowledge)- e.g. mental skills such
as writing a paragraph
 Bloom‟s Domain of Learning Activities

Domain of Learning Activities

3. Psychomotor – skills

4. Affective –values, attitudes

 OBSERVATION SHEET #3.2

(Physical Education, ICT, TLE)

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Kendall‟s and Marrzano‟s Domains of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain Knowledge from my observation (What did your teacher teach?
What was the focus of your Teacher’s lessons?)

1. Cognitive Domain- Information

(Declarative Knowledge) –
Vocabulary, terms, facts, concepts,
principle, hypothesis, theory

2. Mental Procedures (Procedural

Knowledge)- e.g. mental skills such
as writing a paragraph
Bloom‟s Domain of Learning Activities

Domain of Learning Activities

3. Psychomotor – skills

4. Affective –values, attitudes

OBSERVATION SHEET #3.2

(Physical Education, ICT, TLE)

 OBSERVATION SHEET #3.3

(Edukasyon sa Pagpapakatao / Literature)

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Kendall‟s and Marrzano‟s Domains of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain Knowledge from my observation (What did your teacher teach?
What was the focus of your Teacher’s lessons?)

1. Cognitive Domain- Information

(Declarative Knowledge) –
Vocabulary, terms, facts, concepts,
principle, hypothesis, theory

2. Mental Procedures (Procedural

Knowledge)- e.g. mental skills such
as writing a paragraph
 Bloom‟s Domain of Learning Activities

Domain of Learning Activities

3. Psychomotor – skills

4. Affective –values, attitudes

 My Reflections
Based on your observation in class and on your understanding of
the domains of knowledge and learning activities from Bloom, Kendall and
Marzano, how can you make your teaching-learning activity more
meaningful and more relevant? Is lesson more relevant when you teach
only in the cognitive or when you teach in the cognitive domain combined
with the affective or psychomotor combined with the affective?
 Refer to the K to 12 Curriculum Guide. Based on the competencies, formulate
SMART lesson objectives/intended learning outcomes:

1. in the cognitive, affective and psychomotor domains (B. Bloom

2.for information (declarative knowledge),mental procedures (procedural knowledge) and

psychomotor procedures/physical or motor skills.
 OBSERVATION SHEET #4.1

Bloom‟s Levels of Processing Cognitive Activities

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Bloom’s level of processing cognitive What learning activity/ies in the classroom did I
activities observe in each level?

e.g. Students were asked to answer the

1. Remembering question; “Who” was the first man to land on the
moon?

2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating
 OBSERVATION SHEET #4.2

Levels of processing Write down instances where Teacher made learners to do

any of these.

Information – Student/s gave Information asked. e.g.

1. Retrieval

Mental procedures – Student/s determined if information is

accurate or in accurate. e.g.

Psychomotor procedures / Motor or physical skills – Student/s

executed/performed procedures. e.g

Student/s constructed symbolic representation of information.

2. Comprehension
e.g. Draw a symbol that represent abuse of Mother Earth.

Student/s integrated information, paraphrased information.

Levels of processing Write down instances where Teacher made learners to do
any of these.

Student/s specified logical consequences of information.

3. Analysis

Student/s stated generalizations.

Student/s identified factual/logical errors.

Student/s did classifying.

Student/s matched, identified similarities and differences.

Student/s tested hypothesis.

4. Knowledge utilization

Student/s experimented.
Levels of processing Write down instances where Teacher made learners to do
any of these.

Students solved problems given by teacher.

Student made a decision.

Students specified their learning goals.

5. Meta-cognitive system

Students monitored their own learning.

Students monitored the clarity and accuracy of their own learning

process.
Levels of processing Write down evidences of any of these.

Students believed in the importance of what they learn.

6. Self-system

Students were convinced in their ability to learn.

Students were motivated to learn and felt good about learning

tasks.
 My Reflections

Analyzing the levels of processing that were demonstrated by

students in the classes that you observed, what conclusion can you
draw regarding the level of processing of information that takes place in
schools? ( Are all the higher levels or processing information done in
classroom? Or are classroom limited mostly to the lower levels of infor-
mation processing such as remembering or retrieval?)

Write your reflections on the level of information processing

among students in class. Does teacher contribute to the level of
processing that students do in school? If students are engaged only in
low level information processing can teacher be blamed for such?
 Based on the K to 12 Curriculum Guide, (for BEED students, subjects of your
choice; BSED, your specialization), write competencies that are fit for each of the following:
A.Bloom‟s level of processing a learning activity: (Just in case you can‟t find one, make one).
Give the other levels of information processing bot given.
1. Remembering

2.

3.

4.

5.

6. Creating
B. Kendall‟s and Manzano‟s Levels of Processing Information ( Just in case you can‟t find one,
make one).

1. Retrieval

2.

3.

4.

5. Metacognitive system

6. Self-system
 OBSERVATION SHEET #5

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Teacher-Centered Student-centered

Did Teacher Lecture all the time? Where Students involved in the teaching- learning
process? How? Or were they mere passive recipient of
instruction?

Was the emphasis the student’s application of the lesson

Was the emphasis mastery for the lesson for in real life? Give proofs.
the test? Prove

Was class atmosphere competitive? Why. Was class atmosphere collaborative? Why
 Teacher-Centered Student-centered

Did teacher focus only on one Did teacher connect lesson to other discipline/subject ?
discipline/subject?

What teaching- learning practice show that teaching approach was;

a.) Constructivism – connected to pass experiences of learners; learner’s constructive new lesson
meanings.

b.) inquiry- based

c.) developmentally appropriate - learning activities fit the developmental stage of children.

d.) reflective

e.) inclusive – no learner was excluded; teacher taught everybody.

f.) collaborative - students worked together.

g.) integrative - lesson was multidisciplinary – e.g. in science, math concepts were taught.
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 is for K to 12. Write your reflections about it, or is it better to use both
approaches?
1.

1. With a graphic organizer. Present the pedagogical approaches to the k to 12

curriculums as stated in RA 10533. Give the main features of each approach.

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

 OBSERVATION SHEET #6.1

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Observe how the resource teacher began. Developed and indeed her/his lesson

Star of the lesson

Development of her lesson

Ending of her lesson

 OBSERVATION SHEET #6.2

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Observe how the resource teacher began. Developed and indeed her/his lesson

Star of the lesson

Development of her lesson

Ending of her lesson

My Learning Activities__________________________________________________________

I will observe one class by using an Observation Sheet for greater focus then analyze my observations with the help of
guide questions. I will write down my reflections on my observations and experiences.

OBSERVATION SHEET #7

Resource Teacher: _____________ Teachers’ signature: ___________ School: __________

Grade/Year Level: __________ Subject Area: ____________ Date: ____________

Guiding Principles in the Selection and Teaching Behavior of the Resource

use of Strategies Teacher that Applies the Principle.

1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.

2. Learning is an active process

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.
My Analysis_______________________________________________________________

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

2. 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?
My Reflections
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My Porfolio______________________________________________________________________

Are the pedagogical approaches to K to 12 as stipulated in the Enhanced Basic Education Act of 2013 based
on these principles of teaching-learning? (Refer to R.A. 10533, Sec 4 the pedagogical approaches). Come up
with a Table like this one.

Pedagogical Approach of K to 12 Principle of Teaching

1.Good teaching goes beyond recall of
1.Constructivist information.

2.Learning is meaningful when it is

connected to students everyday life.

2. Inquiry-based

3. Developmentally appropriate

4. Reflective

5. Inclusive

6. Collaborative

7. Integrative
 OBSERVATION SHEET #8

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

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

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.

3. What assessment task/s did Teacher employ? Is/Are these aligned to the lesson
objectives/ILOs?
My Reflections
__Why are we back to teaching by objectives or Bloom‟s mastery learning?
This time it is referred to as OBTL.

Does OBTL help us become more globally competitive beginning with

the ASEAN member countries?

What are your thoughts about OBTL?

 OBSERVATION SHEET #9.1 Types of Questions

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent
Closed / Low level

2. Divergent / Higher order /

Open-ended / Conceptual

a. Evaluation

b. Inference

c. Comparison

d. Application

e. problem-solving

3. Affective
 OBSERVATION SHEET #9.2 Questioning Behavior

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Score the Resource Teacher every time he/she demonstrates any of the following questioning
behaviors. Sample is shown in item # 1

Questioning Behavior Tally of Use Frequency

1. Varying type of questions //// 4

2. Asking non-directed questions

(ask the question first before calling
a student to answer?

3. Calling on non-volunteers

4.Prompting by rephrasing or by
providing partial answer

5. Probing (to seek more details for

clarification

6. Requiring abstract thinking (not

just simple recall but require HOTS)

7. Asking open-ended questions

(divergent)

8. Allowing sufficient time

9. Involving as many as possible

 OBSERVATION SHEET #9.3

Resource Teacher: _______________Teacher’s Signature: _____________ School: ____________________

Grade/Year Level: _____________ Subject Area: ________________ Date: _______________

Score the Resource Teacher every time he/she demonstrates any of the following reacting behaviors.

Reacting Behavior Tally of Use Frequency

1. Providing acceptance feedback

2. Providing corrective feedback

3. Giving appropriate and sincere

praise

4. Repeating the answer

5. Explaining the answer/expanding

the answer

6. Rephrasing the question

7. Asking follow up question

8. Redirecting questions to other

pupils

9. Soliciting student questions

10. Encouraging through non-verbal

behavior

11. Criticizing respondent for

his/her answer

12. Scolding for misbehavior or for

not listening

13. Overusing expressions such as

“okay”, “right”
 My Reflections
My Reflections
Based on the most common types of questions asked, questioning
techniques and reacting techniques that the Resource Teachers employed,
reflect on the level of questioning and thinking processes that students
are are engaged in classrooms. (You may want to refer to Bloom‟s and Kendall‟s
and Marzano‟s level of processing on Learning Episode 4).

Neil Postman once said: “Children go to school as question marks and

leave school as periods!” Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques
that they employ?
 My Reflections

Which is a more effective teaching method – deductive or inductive? _________________

 My Learning Portfolio

Give one example for each teaching method – deductive and inductive, (e.g. demonstration
method for deductive method; discovery method for inductive method)__

Describe the specific steps of each example. Make use of graphic organizers. ___