Page 29 - E-Port Folio
P. 29
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I. OBJECTIVES
a. Identify the application of some guiding principles in the
selection and use of teaching strategies
b...Identify the resource teacher ‘s questioning and reacting
techniques
Determine whether or not the lesson development was in
accordance with outcome-based teaching-learning
II. LEARNING ACTIVITES
A. Observe
1. Observe a class with the use of this observation sheet and
focus the guiding principles and provide some examples on how
it was implemented inside the classroom.
Guiding Principles Examples on how it was used
1. The more the senses are
involved, the more and the Based on my observation, the
better are learning. senses that are particularly
involved during our CT’s
2. Learning is an active process discussion is sense of seeing
and hearing. This is because our
classroom is more on teacher-
centered discussion where the
students do have a little chance
in participating in the discussion.
After discussing the lesson, our
cooperating teacher provides
some activity to be done or
answered by the students. For
example, after discussing how to
make a speech, she required the
students to create their own in
order to measure if they
understood the lesson.
I. OBJECTIVES
a. Identify the application of some guiding principles in the
selection and use of teaching strategies
b...Identify the resource teacher ‘s questioning and reacting
techniques
Determine whether or not the lesson development was in
accordance with outcome-based teaching-learning
II. LEARNING ACTIVITES
A. Observe
1. Observe a class with the use of this observation sheet and
focus the guiding principles and provide some examples on how
it was implemented inside the classroom.
Guiding Principles Examples on how it was used
1. The more the senses are
involved, the more and the Based on my observation, the
better are learning. senses that are particularly
involved during our CT’s
2. Learning is an active process discussion is sense of seeing
and hearing. This is because our
classroom is more on teacher-
centered discussion where the
students do have a little chance
in participating in the discussion.
After discussing the lesson, our
cooperating teacher provides
some activity to be done or
answered by the students. For
example, after discussing how to
make a speech, she required the
students to create their own in
order to measure if they
understood the lesson.
