My Learning Activities

OBSERVATION SHEET # 1

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

What did the Resource Teacher do which applies/

contradicts the learning principles?
Principles of Learning Non application/
Application of the Principle Contradiction of
the Principles
1. Effective learning begins with the Teacher writes her intended
setting of clear and high learning outcome on the board.
expectations and learning outcomes.
2. Learning is an active process. Pupil writes letter A instead of
Teacher writing for him/her.
3. Learning is the discovery of personal The teacher asks the pupils
meaning and relevance of ideas.
about how a mother gave birth
ad how an animal gave birth to
their off spring.
4. Learning is a cooperative and As the teacher discuss the topic,
collaborative process she occasionally as the learners
about their experiences. She
really initiates the learners to
share their experiences so that
they have interaction in the class.
5. Learning is enhanced in an Later on, the teacher gave an
atmosphere of cooperation and activity in their book to be
collaboration. answered and when its time for
them to check, the learners are
very involving and cooperative in
sharing their ideas about their
topic. You can see it in their eyes
that theyre really paying
attention on the class.

My Learning Activities
 OBSERVATION SHEET #2.1

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Guiding Principles Related to Teaching Behavior/s which Prove/s Observance of the

Lesson Objectives/Intended Guiding Principle
Learning Outcomes
1. Begin with an end mind 1. e.g. The Resource Teacher began her lesson by stating
her objective.

2. Share the lesson objectives The teacher let the students share their own knowledge
with the students. about what a social system is. She also ask for examples
about the social system and how they usually operates.

3. Lesson objectives/ Intended The lesson objective provided by the teacher directed the
Learning Outcomes Are students thinking into rational one. Their own way of
Specific, Measurable, describing and explaining was also been trained into a
Attainable, Result Oriented, more artistic way.
Time bound (SMART)
 OBSERVATION SHEET #2.2

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Guiding Principles Related to Teaching Behavior/s which Prove/s Observance of the

Lesson Objectives/Intended Guiding Principle
Learning Outcomes
1. Begin with an end mind 1. e.g. The Resource Teacher began her lesson by stating
her objective.

2. Share the lesson objectives The resource teacher asks the learners what they would
with the students. like to be when they grow up. She also ask them to
describe their choice and present it to the class.

3. Lesson objectives/ Intended The teacher is very good in discussing the lesson about
Learning Outcomes Are the different kinds of occupation. Also, the learners are
Specific, Measurable, very attentive to the teacher which really proves that the
Attainable, Result Oriented, teacher is very effective in her teaching.
Time bound (SMART)
 OBSERVATION SHEET #2.3

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Guiding Principles Related to Teaching Behavior/s which Prove/s Observance of the

Lesson Objectives/Intended Guiding Principle
Learning Outcomes
1. Begin with an end mind 1. e.g. The Resource Teacher began her lesson by stating
her objective.

2. Share the lesson objectives The resource teacher let the students to discover the
with the students. instructional objectives of their discussion.

3. Lesson objectives/ Intended The teacher let the students to describe how water cycle
Learning Outcomes Are goes and state and explain its three processes. She also
Specific, Measurable, gave the opportunity for the learners to actively participate
Attainable, Result Oriented, in the group activities provided.
Time bound (SMART)

My Learning Activities
 OBSERVATION SHEET # 3.1

(Language/ Araling Panlipunan/ Science/ Math)

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Kendalls and Marzanos Domain of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain of Knowledge from my Observation (What did your Teacher teach?
What was the focus of your teachers lesson?)
1. Cognitive Domain Information The teacher focuses about the Elements of the Short
(Declarative Knowledge) Story
Vocabulary, terms, facts, concepts,
principle, hypothesis, theory

2. Mental Procedures (Procedural The teacher asked the class to od a script writing with
Knowledge) e.g. mental skills such their own desired theme and according to a movie
as writing a paragraph theyve watched on their own.

Blooms Domain of Learning Activities

3. Psychomotor skills The teacher also had a paly lit about a selection in the
book. And after that the audience will identify the
elements on the performing group.

4. Affective values, attitudes The teacher asked the class about the moral story of the
play lit and how they will be going to apply it I the real
life experience.

OBSERVATION SHEET # 3.2

(Physical Education, ICT, TLE)

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Kendalls and Marzanos Domain of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain of Knowledge from my Observation (What did your Teacher teach?
What was the focus of your teachers lesson?)
1. Cognitive Domain Information The teacher discussed about business Management to
(Declarative Knowledge) the class. She presented the principles of business
Vocabulary, terms. Facts, planning.
concepts, principle, hypothesis,
theory
2. Mental Procedures (Procedural The teacher also discussed about the planning cycle
Knowledge)e.g. mental skills such and how complicated can business can be. She also
as writing a paragraph presented about the business plan making.

Blooms Domain of Learning Activities

3. Psychomotor skills She let the class have a moment of writing about their
experience in business. She let them wander in their
own thoughts for a few minutes.

4. Affective values, attitudes She asked the class about the importance of learning
such this things and how this will help them in the near
future.

OBSERVATION SHEET # 3.3

(Edukasyon sa Pagpapakatao, Literature)

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Kendalls and Marzanos Domain of Knowledge

Concrete Example/s for each Domain of Knowledge

Domain of Knowledge from my Observation (What did your Teacher teach?
What was the focus of your teachers lesson?)
1. Cognitive Domain Information The teacher taught about this social system called
(Declarative Knowledge) Feudalism.
Vocabulary, terms. Facts,
concepts, principle, hypothesis,
theory
2. Mental Procedures (Procedural She starts the class with an empty mind. She asks for
Knowledge) e.g. mental skills such their own description on what is feudalism.
as writing a paragraph

Blooms Domain of Learning Activities

3. Psychomotor skills She had the class a role play activity about Feudalism

4. Affective values, attitudes She had this discussion about the importance of
learning about the past years in Europe and how it is
important for us to learn.

My Learning Activities

OBSERVATION SHEET # 4.1

Blooms Levels of Processing Cognitive Activities

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Blooms Level of processing What learning activity/ies in the classroom did I observe in
cognitive activities each level?
1. Remembering The students were asked to recall the lesson they had last meeting.

2. Comprehending The teacher asked the class to interpret the symbolism in the
parable that she read.

3. Applying The teacher had presented scenarios where the learners can see
how a certain behavior can affect ones life

4. Analyzing The teacher asked the students to distinguish the good behavior to
bad behavior

5. Evaluating The students answered their books.

6. Creating Learners were asked about other behavior that werent mention
that are considered good things to be done to others.

OBSERVATION SHEET # 4.2

Write down instances where Teacher made learners to do any of

Levels of processing these.
1. Retrieval Information Students gave information asked.
The teacher asked the learners about how they help their
parents in their house.
 Mental Procedures Students determined it information is
accurate or inaccurate
Students also were asked the difference of good behavior and
bad behavior.
Psychomotor procedures/ Motor or physical skills Student/s
executed/performed procedures.
The teacher asked one of the learners to demonstrate the way
they help their parents at home, like sweeping the floor and
arranging things.
4. Comprehension Student/s constructed symbolic representation of information
The learners were asked to draw the way they help their
parents.
Student/s integrated information, paraphrased information
The learners also elaborate how they help their parents.
6. Analysis Student/s specified logical consequences of information
The teacher asked them the consequences when they will do
things that are bad.
Student/s stated generalizations.
The learners conclude that doing bad things is not acceptable
to God and they can hurt their parents.

Student/s identified factual/logical errors.

Learners had found out that when they do good deeds they will
be rewarded and when then they do bad deeds they will be
punished.
Student/s did classifying
The learners are able classify the good things from the bad
things.
Student/s matched, identified similarities and differences
The learners are able to compare and contrast the cause and
effects of each deeds theyve done.
4. Knowledge Utilization Student/s tested hypothesis
The teacher is presenting scenarios that corresponds to each
deeds that the learners are doing and practicing.
Student/s experimented
The teacher made them act what they usually do and ask them
if it is consider bad or good.
Student/s solved problems given by the teacher
The teacher are helping them to sort out the problem and
guiding them to their judgement.
 Student/s made a decision
The teacher is giving them additional scenarios and events to
help them have their own judgements and conclusion.
5. Meta-cognitive system Students specified their learning goals
As what I observed, the teacher didnt specify the lessons
according to each learner. She made it wholesome and general
to all the learners.
Students monitored their own learning
The teacher is always monitoring the learners activity and
involvement in the class by giving the learners points as an
oral recitation.
Students monitored the clarity and accuracy of their own
learning process.
Through the scores the teacher provided, she can tell if they
really learn something from the discussion.
6. Self-system Students believed in the importance of what they learn
The teacher really emphasizes the importance of learning the
new topic.
Students were convinced in their ability to learn.
The teacher also encourage the class to do good deeds and
avoid doing bad deeds.
Students were motivated to learn and felt good about learning
tasks
The teacher motivated the class in following Christs works and
be a good children of the Lord.

My Learning Activities

OBSERVATION SHEET # 5

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Teacher Centered Student Centered

Did teacher lecture all the time? Were students involved in the teaching learning
The teacher give lecture at the same process? How? Or were they mere passive recipients
time giving activities to the class. of instruction?
The students are involving in the discussion,
like for example, the teacher would have asked
about their experiences.

Was the emphasis mastery for the lesson for
the test? Prove.
The teacher made it clear from the
beginning the importance in studying
the lesson and how it will affect their
lives if they try to follow it.
Was the emphasis the students application of the
lesson in real life? Give proofs.
The learners are able to understand why they
need to know those kinds of things and how it
will affect them in the near future.

Was class atmosphere competitive? Why?
I can sense a bit of competitiveness
from the Grade 2 learners. They are
very much engage in the discussion
that they want to answer everything on
it.
Was class atmosphere collaborative? Why?
The class is also collaborative at the same
time. They are also helping one another to
answer the questions the teacher is asking to
them.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
The teacher put emphasis lots of The teacher had able to connect it to the other
discipline in the discussion. She tries lessons and she also gave some examples for
to connect it to the other subjects so better understanding.
that her discussion is variety.
What teaching-learning practice show that teaching approach was:
a) Constructivist connected to past experiences of learners; learners constructed new lesson
meanings.
The teacher tries to make the learners remember past experiences and happenings and tries
to connect it to the new concept that they are able discuss that day.

b) Inquiry Based
The teacher pose some questions and scenarios related to the new topic and aske the
learners opinions and ideas about it.

c) Developmentally appropriate learning activities fir the developmental stage of children

She presented examples that are appropriate and exactly for the grade 2 learners cognitive
capacity and concrete.
 d) Reflective
She asked the class to be in a moment of silence to reflect what have they learned new today
and how it will help them in the new future.

e) Inclusive no learner was excluded; teacher taught everybody.

The teacher made everyone involve in learning. She made it pretty clear that she wants
everybody to pay attention to the class and she had activities that can make everyone busy
and attentive at the same time.

f) Collaborative Students worked together.

She gave activities that requires working together, like partners activities.

g) Integrative Lesson was multidisciplinary e.g. In Science, Math concepts were taught.
She tried to connect it in other subjects to make the learners understand more.

My Learning Activities

OBSERVATION SHEET # 6.1

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Observe how the Resource Teacher began, developed and ended her/his lesson?

Start of the Lesson

The teacher presented the lesson directly by telling them the new topic which is the Calendar.

Development of her Lesson

She makes use of the LED TV in the classroom for the learners to view a video clip about the
calendar. She made that as the introduction of the lesson.
Ending of her Lesson
She had the generalization about the calendar and she gave them an evaluation by
answering some exercises from the book.

OBSERVATION SHEET # 6.2

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Observe how the Resource Teacher began, developed and ended her/his lesson.

Start of the Lesson

She had a story about her favorite cartoon character. She asked the learners what they want
to be in the future.

Development of her Lesson

She gave examples and scenarios about the different kinds of occupation. She also asked the
learners about their parents and their desire in life.
Ending of her Lesson:
At the end of the lesson, she asked the class what are they discussing based on the examples
and scenarios that were given to them. She proceeds to explain how they arrive at that certain
conclusion that they are discussing about the different types of occupation.

My Learning Activities

OBSERVATION SHEET # 7

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Guiding Principles in the
Selection and Use of Strategies
1. The more senses that are
involved, the more and
better the learning.
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 thinking
Teaching Behavior of the Resource Teacher that Applies
the Principles
e.g. Teacher used video on how digestion takes place and a
model of human digestive system.
The teacher presented video clip about the months in a year. In
this. She presented the learners what she intended for them to
learn and what she intended to teach.
Just like what I stated above, the video clip makes the learners
developed their sense in listening in recognizing the song. We
all know that we learn more with what we see than with what we
simply hear.
Students learn fast when they fell comfortable. They can absorb
the lesson fast if they are at ease and at peace. Also, if the
teacher is very friendly and approachable. As what I observed,
the teacher is friendly and the learners love her.
The teacher asked lower order thinking skills to higher order
skills. She also asked the learners to recall
informations and she also asked them about comprehension.
 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.
The teacher asked the learners activities that they are doing in
a certain day. Like for example, she asked them the day they
are going to church, the month we celebrate Valentines Day,
Christmas Day and such. She connects it to the learners daily
activities.
The teacher generalizes some of the things she discusses. She
made it somewhat related to each other so that the learners
wont be confuse and for them to understand correctly.
My Learning Activities

OBSERVATION SHEET # 8

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

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

She didnt share her class objectives in the class. She automatically begins her discussion
without presenting her objectives, I can tell what her objectives are based on how she asked
questions to the class and based on her discussion.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain
his/her lesson objectives/ILOs? Explain your answer.

She had a coloring activity in her class. She asked the learners to color their book after
answering the exercises in the book. I can say that see somewhat achieved her objectives
because the learners can answer her questions.

3. What assessment task/s did Teacher employ? Is/Are these aligned to the lesson objectives/ILOs?

The teacher made the class answer the exercises from the book. For me, it is aligned to her
objectives because it corresponds to the lesson she is discussing but I dont think the coloring
part is connected to her lesson. This somewhat confused me a little.
 My Learning Activities

OBSERVATION SHEET # 9.1 Types of Questions

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Types of Questions Examples of Questions that the Resource Teacher Asked

1. Factual/ Convergent/ Closed/ What is a Good Samaritan?

Low Level
2. Divergent/ Higher Order/ How can you say youre a Good Samaritan?
Open Ended/ Conceptual

a. Evaluation Do you like the story?

b. Comparison How did the first passer react upon seeing the person
beside the road?

c. Application If you are the first passerby, would you help the injured
person?

d. Problem solving In what way will you help the injured person?

3. Affective How would you feel if you had help from the least
person youve imagine?

OBSERVATION SHEET # 9.2 Questioning Behavior

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Questioning Behavior Tally of Use Frequency

1. Varying type of Every time she points out important

Questions ///// - // things.

2. Asking non-directed
questions (ask the ///// - /
question first before
calling a student to
answer)
3. Calling on non- When she can see that they are not
volunteers ///// - ///// attentive anymore.

4. Prompting by
rephrasing or by /////
providing partial
answer
5. Probing (to seek more If she can sense that the class is confuse.
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 EVERYTIME

OBSERVATION SHEET # 9.3 Reacting Techniques

Resource Teacher: ________________ Teachers Signature: ______School: ___________________

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

Reacting Behavior Tally of Use Frequency

1. Providing acceptance /// The class is silent

feedback
2. Providing corrective //
feedback
3. Giving appropriate and ///// - ///// Constantly
sincere praise
4. Repeating the answer /////
5. Explaining the answer/ After the solving, he tries to run
expanding the answer ///// - ///// - ///// through it again.
6. Rephrasing the question
//
7. Asking follow up /////
questions
8. Redirecting the questions If the student is not listening.
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 ///// - ///// - /////