Bicol University

College of Education
Daraga, Albay

Name: NEO, RALPH LOWIE L.

Course / Level: BSED 4 – Social Studies
Subject: Field Study 1
Instructor: Prof. Maribel M. Naz
Term: First Semester, SY 2022 – 2023

Field Study 1
Learning Episode 5

The Teaching-Learning Process

In this episode, you must be able to identify the principles of teaching and learning and
their application in the teaching-learning process, identify the different approaches and
instructional materials used by the teacher in dealing with learners in the teaching-learning
process and analyze how the teaching and learning process should be conducted considering
the different teaching approaches and principles of teaching and learning, analyze how the
lesson progresses and the significance of instructional materials in the lesson and make
reflections on your observation experiences.

Activity 1

1. In your previous professional education subjects and based on your own

experience, describe what teaching and learning is?

From what I have learned from the previous education subjects for the past three years, and
based on my own experience, our professor shared that teaching involves the giving of
oneself to others. It is not only about classroom interaction, it is more about knowing how
your students cope with the lesson. It is a two-way process, both the students and the teacher
learn from each other. Teaching is the process of guiding students towards the competence
and abilities that are desired, based on the curriculum's design to guarantee the acquisition
of practical information. The instructor will direct and assist the students in their activities. If
teachers and students are provided with worthwhile teaching and learning opportunities,
learners can enhance their communication and critical thinking abilities. On the other hand,
learning is when instruction is applicable to students' everyday lives, it becomes relevant.
Learning is improved in a relaxed setting. There is no perfect teaching strategy; the greatest
one is the one that gets the job done and the one that yields results. Give students the
chance to engage in class activities and provide a variety of "hands-on, minds-on" learning
experiences. And, in my context as well, Learning is a never-ending process of methodical
progress, the learning process of learners is influenced by a variety of variables. They can
learn more if they engage with each other. If students are well-taught, they may demonstrate
their knowledge. If we can nurture it properly, their potential can be limitless and endless.
Good communication, efficiency, outstanding demonstration, recognition of the difference,
and a continuous interchange of learning are all important aspects of effective teaching.
Students can study on their own, but they will learn more if they are encouraged and directed.
Again, learning is a process of problem-solving wherein to make use of teaching approaches
to cater learners with multiple intelligences.

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 2. What is teaching and learning process?

Again, in my own context, and based on my experience, the teaching and learning
process, apply the principle itself, that it is a collaborative and cooperative
process. Changes in patterns are created by experience in the teaching-learning
process. Its objectives include knowledge dissemination, skill development, and
the creation of attitudes, values, and behaviors. The three domains of cognitive,
emotional, and psychomotor learning (were defined by the behaviorist school of
educationalists). Evidently, when there is an active interaction between students
and teachers, the teaching and learning process takes place in the classroom.
The student is the one who will really put what they have learned into practice,
whereas the teacher acts as a knowledge facilitator. Also, the students
communicate and learn about learning during teaching-learning. Students must
master the skills of monitoring and modifying their learning strategies if they are
to become self-directed learners. Learning is influenced by the interaction
between the course's culture and the students' present developmental stage. A
learner who continues to study and learn by building on their previous knowledge
and experience, as well as to construct meaning out of real-life actions and
experiences. There is also cooperation when learning takes place developing
critical learning and communication abilities. The teaching-learning process is
important for students because it enables them to learn new things, which in turn
helps them develop into responsible citizens who are prepared to confront the
outside world.

3. In your own perspective, describe an effective and efficient teacher?

Frankly, to say, being an effective and efficient teacher is not a bed of roses. It
just comes with great responsibility that it takes a lot of patience, discipline, and
passion in his/her profession. To add to this, one is said to be an effective and
efficient teacher when one creates a very positive atmosphere towards his or her
learners. One’s pastoral direction as an effective and efficient teacher aims to be
goal-driven and holistic. To put into action, learning relevant information about
students and using it to inform our course design and classroom instruction are
essential components of effective teaching. A good teacher should have high
expectations for their students in order to inspire confidence in their ability to
succeed. An effective teacher can cover the content swiftly and efficiently while
also aiding students in gaining a deeper understanding of the lesson. Clearly
outlining expectations for learning goals and rules is a must for good teaching.
The information and abilities we decide to concentrate on must also be
emphasized. Effective teaching requires us to adopt the proper teaching roles to
support our learning objectives. Furthermore, it entails gradually improving our
courses in response to analysis and input. It also discuss classroom
management in order to promote inclusion of learners with distinctions.

4. How much content does the teacher know and how many teaching approaches does he
need to use in teaching his subject for him/her to become an effective teacher?
One has to know more about the subject matter in order to grasp it thoroughly and
in-depth in order to be an effective teacher. This aims to make the content of the
subject matter accessible to the student or to give students an opportunity to learn
how to broaden information. It depends on the teacher to need any teaching
approaches to tailor the adaptations specifically to the learners, even for the
diverse needs, like for instance, a teaching approach offers facts and written
explanations on a single or a few carefully chosen subjects. It is necessary to
provide perceptions about a situation before giving correct impressions. In other
words, there is no single most effective method for communicating information,
skills, and appreciation. The method is only effective if it results in critical and
intelligent thinking and reasoning.

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 5. What is Pedagogical Knowledge (PK)? How about Pedagogical Content Knowledge
(PCK)?
Based on my past learnings and even my own experience, this is a part of the
TPACK framework, the Pedagogical Knowledge (PK) pertains to the teachers’
knowledge of the art and science of teaching and of the teaching profession in
general, this relates to a teacher's understanding of the aims, principles, and
functions of education, as well as their knowledge of the diverse learning
preferences of their learners and their abilities in classroom management, while in
the Pedagogical Content Knowledge, it is more on enhancing instructional
methods by forging closer ties between the methods being employed and the
topics being taught. It also emphasizes encouraging learning and identifying the
connections between teaching methods and their supporting activities,
assessment and evaluation in a particular subject area. An understanding of how
students learn, strategies for facilitating effective learning, and the blending of
pedagogy and material to arrange specific topics for students.

6. How do these PK and PCK affect to the teaching and learning process?
Again, guided by the TPACK framework, these PK and PCK are essential elements
of teacher proficiency that impact students' success. And when it comes to the
teaching and learning process, this understanding of the student’s talents and skills
is essential for a teacher to be effective in the classroom. The classroom setting is
crucial for student teaching and learning. The study focused solely on pedagogical
expertise when assessing the participants' understanding of the classroom setting.
This resulted in a focus on subject matter expertise rather than learner and context
knowledge.

7. List down the different teaching approaches/strategies used by your previous teacher or
professors.
Back in my high school days, I observed most of these approaches and methods
used by my previous teachers through the process of inquiry. This approach
may be used to effectively examine the consequences or done before the cause;
for example, in the research of the protest prior to the opposition, etc. Through
a demonstrative method, we can analyze the brief history, basic teachings,
and/or practices via reporting. Students will be taught how to use the reporting
method, which aims to provide students with information in a direct,
uninterrupted, and easy-to-follow line of inquiry. Recitation is a highly cognitive,
highly organized, student-centered activity targeted at improving students' study
skills and habits. Inviting a resource person to the class and asking him
questions on a topic is known as an interview. This technique focuses on a
particular issue in great detail. The lecture method offers facts and written
explanations on a single or a few carefully chosen topics. As a presenter
provides an overview, the speaker moves from a primary topic to sub-topics.
The reporter makes use of products of instructional technology such as gadgets
and other teaching aids to help students stay on top of their subjects. The
demonstration method is highly dependent on presenting the learners with a
model of performance that they must match or pass after seeing a presentation.

8. What is the best approach in teaching to enhance the students’ learning?

The constructivist approach is the best approach to enhance student learning.
Instead of passively absorbing information, learning happens when students
actively participate in the development of meaning and knowledge. The creators
of meaning and knowledge are learners. Where students are free to investigate
independently, explore their ideas, and uncover and create more profound
notions. Which the learning is based on their concerns and interests. By adopting

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 group activities, fostering collaborative conversation, and promoting interactive
experiences, teachers direct learning. It also

9. What are instructional materials? How do they matter in the teaching and learning
process?
What is taught in a course is known as the instructional materials. Lectures,
readings, textbooks, multimedia elements, and other materials are among them.
The most effective course components, such as learning objectives, evaluations,
and activities, are all in alignment with the instructional materials. The primary
information that students will encounter, discover, and use throughout a course
is provided by the instructional materials. It is essential for establishing an
environment and fostering student interest in the class. Students are encouraged
to learn from it as well. And by means of the teaching and learning process, the
main knowledge that students will encounter, discover, and use throughout a
course is provided in the instructions. This will contribute to making the body of
knowledge now being discussed more realistic. Meanwhile, constructive
learning activities that can encourage the concept of self-evaluation should be
made available for instructors and students to experience.

10. How do you plan a lesson? What are the main parts of a lesson plan?
What are the characteristics and elements of an effective lesson plan?
A lesson plan is just a blueprint before you can conduct an actual teaching
demonstration for your lesson. When evaluating student learning before, during,
and after a lesson, teachers should base their decisions on the lesson plan. The
objectives outline what students should learn and direct students as they
complete the lesson's tasks and also give the teacher guidance in choosing the
best instructional strategies that work. Lesson objectives, skills to be taught, and
connections to earlier or recent sessions must all be considered by teachers
while creating a lesson. This serves as both a guide or checklist to assist us in
deciding what to do next and a model for excellent instruction. Moreover, when
evaluating student learning before, during, and after a lesson, teachers should
base their decisions on the lesson plan. Next, the main parts of the lesson plan
are as follows: objectives, subject matter, procedure, assessment, and
assignment. The lesson plan has well-prepared and well-planned lessons. It
likewise has a systematic and orderly This outlines what the teacher and
students will accomplish in order to cover a certain topic and serves as the "road
map" for the teacher's instruction. The substance of the curriculum must be
taught by teachers who are committed to doing so. It also tries to address the
following issues: what methods of instruction and evaluation should be used. But
lest we forget, the lesson plan must consider the three domains of learning,
which are cognitive, affective, and psychomotor. In the evaluation, make sure
that we consider congruency between the learning objectives and the
assessment activities.

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Activity 2. Demonstration Teaching Observation

Activity 2-1. Teaching Methods and Approaches

OBSERVATION SHEET
Name of the Teacher: Mr. Eladio N. Mortega, Jr.
School: DARAGA NATIONAL HIGH SCHOOL
Date: September 26, 2022
Grade Level: 10
Subject Area: Araling Panlipunan
Description of Teaching Behavior that shows the use of the Teaching
Approach/Method Approach/Method (What the teacher did as he/she used the
approach/method)
1. Deductive Method He asks his students how to define “LIPUNAN” based on their
own context or past learnings, and cites an example of what
makes a LIPUNAN.
2. Inductive Method In the introduction part, he discussed some examples related to
the topic so that the students can get new ideas or concepts.
Therefore, he asks the students to come up with a generalization
of the concept.
3. Demonstration Method He uses gadgets such as projectors, laptops, speakers, and
PowerPoint to enhance the student’s understanding of the
lesson. He also discussed further on the topic.
4. Problem-solving He presents a case study and orients the students to analyze
the situation more carefully. The students respond based on
their own context or their perspective.
5. Discovery He discussed some examples of the relevance of the topic and
lets the students explore the excerpts, which can be news
articles and also proses found in the module.
6. Project-based This is a group activity. Through a round-table discussion by
group, he lets the students discuss the current events in relation
to the topic based on their own perspectives. He likewise
facilitates the discussion with higher-order skills.
7. Constructivist Approach He encourages the students to explain in their own
context/perspectives in relevance to the topic.
8. Metacognitive Approach At the conclusion, using a metacognitive strategy, he asks the
students how much have they learned or if any insights related
to the lesson. This generally applies the thought of thinking
about thinking.
9. Integrative Approach He integrates real-life situations and even values integration in
connection with the lesson. He also relates that to other subjects
or fields of discipline.
10. Others: None.

Questions:
1. Describe the teaching methodology used by the teacher in the demonstration teaching.
The teacher used in the demonstration teaching is more on the constructivist
approach, and likewise the integrative approach. Since the topic is more on
societal events, the students explain this important topic in their own
context/perspectives in relevance to the topic to one another, for instance,
integrating values and real-life situations.
2. Identify the teaching approaches employed by the teachers to enhance the student’s
learning?
Again, the teacher employs the integrative approach, the metacognitive approach,
and the constructivist approach. These three approaches are effective for

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 enhancing the student’s learning. They are indeed promoting collaboration and
learning and expressing opinions based on their own perspectives. There is also
an integration of real-life situations and/or experience to bring more knowledge and
insights in line with this, applying the higher-order skills for the student’s critical
thinking. Creating generalizations for the students can also make up new insights,
constructing new meanings indeed how much have they learned. And, of course,
values can be applied to students they hold dear, therefore this creates a judgment
between positive and negative. That way, the cognitive part of the students can
be enhanced. The techniques include practical exercises, quick writing, discussion
tasks, problem-solving assignments, knowledge collection and synthesis and
reflection-based activities. Students can reflect or forecast outcomes while working
in groups on both individual and collaborative projects. They can then present and
discuss their views with their classmates.
3. How did the teaching and learning process take place considering the different teaching
approaches and principles of teaching and learning?
Although there are several teaching methods, the process of teaching and
learning proceeds without any problems. The setting where teaching and learning
take place needs to be interesting and welcoming for it to be effective. A friendly
learning atmosphere raises the likelihood that learners will learn and motivates
them to engage. By adapting instructional approaches to students' learning styles,
teachers can improve the efficacy of their lessons and the relevance of
assessments of students' learning progress. The setting where teaching and
learning take place needs to be interesting and welcoming for it to be effective. A
friendly learning atmosphere enhances participation and raises the likelihood that
students will learn. Lastly, it gives students an opportunity to build their own
knowledge and it also focuses more on doing rather than memorization, which I
find very relevant today, because application and knowing the why’s and how's of
learning is what would create a more developed and lifelong learner.

4. Which approaches/methods are interactive? Less attractive?

For me, these methods—integrative approach, metacognitive approach, and
constructivist approach—are interactive because they are encouraging teamwork,
education, and the expression of personal viewpoints. In order to provide more
information and insights, real-world contexts and/or experiences are used to
deepen understanding and foster critical thinking in students by putting their
higher-order thinking abilities to use. Students can gain new insights and create
new meanings by making generalizations that demonstrate how much they have
learnt. Students' cognitive abilities can be improved in this way. Meanwhile, the
some techniques or strategies for teaching are less desirable because of how they
are applied. Because of the classroom setting, some students wouldn't benefit
from the lessons (perhaps they get bored). In some circumstances, such as when
the teacher employs a different teaching approach than the student, the teaching
strategy and methodology are inconsistent with the circumstances.

Activity 2-2. Use of Instructional Materials

Put a () check mark to indicate the presence of instructional materials and a (x)
cross mark if it is absent.
Instructional Materials/Media /x
1. Realis: real life objects like living things within the school x
community, physical objects, etc.
2. Pictures, photographs, posters, charts, graphs, cartoons, 
flashcards, illustrations, maps, flip charts, etc.
3. Textbooks, Workbooks, Worksheets, Journals, Magazines, 
Atlases, etc.
4. Black board, bulletin board, white board, etc. 
5. Projectors: overhead projector, LCD projector 
6. Computers: desk top, lap top, I-pads 
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 7. Audio-visual/interactive materials: radio, tapes, CDs, DVDs, 
Videos, Movies, Games, etc.
8. Models: Ball and stick model, body system models, etc. x

Questions:
1. What are the instructional materials used?
The instructional materials used are, laptops/projectors, PowerPoints
incorporating videos, blackboards, and also illustrations. References used by the
teacher are excerpts from the modules and textbooks.
2. Was it effective in the delivery of the lesson? Explain your answer.
As I have observed, this was effective since the teacher incorporated insights as
based on the instructional materials he used. He simplified the lesson for more
clarification to the students so that students would not get bored or uninterested.
Why? Because when there are educational resources available in class, some
students actively learn. They are better able to comprehend the content and
engage in class, and of course, because they understand the significance of the
lesson, they are also inspired to improve their skills.

3. If given the chance to choose other instructional materials to meet the objectives of the
lesson, what will you use? Why?
If given the chance to choose other instructional materials to meet the objectives
of the lesson, I would use multimedia resources, such as a laptop and projector,
with references (textbook, articles, etc…), and of course if ever there is a
motivation, I would include games like Pinoy Henyo, etc. for more interaction with
the students. This is to raise student motivation and the relationship between
students and teachers, also teachers must establish an active and engaging
learning environment. If the lesson is presented to them in an engaging manner,
such as by making it exciting and engaging for them to experience, they will quickly
comprehend it and understand it.

Activity 2-3. Lesson Plan Development

Questions:
1. How did the resource teacher begin his/her lesson? Why do you think he/she did that?
He began his lesson by setting a clear vision of the objectives of his lesson.
Applying the principle of beginning with an end in mind, he came up with a
recapping of the previous lesson and then interconnected it with the new lesson,
as to the relevance of the topic. His lesson was well-prepared and incorporated
new trends related to the said topic and how can this be applied to real-life
situations. He also integrates values.
2. What activity did the resource teacher ask the learners to do after he/she introduced the
lesson? Why do you think he/she presented that?
Using a word map, he introduced the keyword, “lipunan”, and he let the students
write a word that related to the keyword. Because new terms and words can be
applied to define and how it is discussed. Moreover, upon discussing the matter,
there was also a class recitation upon answering the process questions to increase
student interest in the current lesson. Afterward, there were group activities done
based on the module, it can be either a case study, answering the process
questions comprehensively, or roleplay. Again, the aim is to discover new ideas
and concepts.

3. How was the lesson ended? Why do you think he/she did that?
The lesson ended with giving an assignment (on answering the activities based on
the module). Likewise, there will be an exercise or at the end of the session that
can determine if the students have comprehended the information and allow them
to go on to the following lesson. This method is a great way for students to

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 understand an issue and gained insights from disciplines to deepen their learning
experience.

4. Did you observe an assessment of learning in the process of teaching? If yes, how was
it done?
There was an assessment of learning since there is a group activity or an exercise
by the group to be answered comprehensively in relation to the topic.

5. If you will make your lesson, which activity will you adopt? Why?
If I will make my lesson, the activity I will adopt would be interactive games, such
as Pinoy Henyo, or JEOPARDY game like that to enhance student motivation and
learning, so that this can be more engaging.

Reflections:
Based on your observations and learning experiences, write a brief reflection of
your feeling and insights about teaching-learning process. You can create a framework
or use narrative statements.

As for my generalization on what the teaching-learning process

is : first, the process of teaching is one of cooperation and
collaboration. Its goals include the spread of knowledge, the
improvement of skills, and the development of attitudes, values, and
behaviors. When critical learning and communication skills are being
developed, collaboration is also present. Using the various learning
techniques and exercises that may be used to encourage a lively,
enjoyable, interactive, and interesting learning environment. Learning
is affected by the connection between the culture of the course and the
students' current developmental stage. Evidently, the teaching and
learning process occurs in the classroom when there is active contact
between students and teachers. Students benefit from the teaching-
learning process because it gives them the opportunity to learn new
things, which aids in their development as productive citizens. For
teaching and learning to be successful, the environment must be
engaging and friendly. A welcoming learning environment increases
students' chances of learning and inspires participation. It allows
students the opportunity to broaden their own knowledge and places
more of an emphasis on doing than on memorizing. When critical
communication and learning skills are developed, there is
collaboration. Learners' ability to collaborate and use higher-order
thinking abilities will both benefit from active learning strategies. For
teaching and learning to be successful, the environment must be
engaging and friendly. That is what I observed how my resource
teacher did as he began the lesson with a sound mind, applying the
principles, for what we have already known as to start with the end in
mind. Besides, for us, very importantly that in the teaching-learning
process, there is also an integration of real-life situations and/or
experience to bring more knowledge and insights in line with this,
applying the higher-order skills for the student's critical thinking.

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