Daryllfs1 1 2
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FS 1
LEARNING EPISODE
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility,
correctness, and durability.
OBSERVE, ANALYZE, REFLECT
OBSERVE
Canteen Cafeteria
Not found
PTA Office / Not too big, but the things are Yes, it helps to
well organized. develop the skills
and abilities of
the students,
especially when
they are talking in
front when they
have an election
of a class officers.
Comfort Room for / Small in space but it is clean Yes, because it is
Boys and ready to use. really need of the
students.
Others
(Please Specify)
An Observation Guide for the CLASSROOM VISIT
Read the following statement carefully. Then write your observation report on
the space provided.
Guide Question Classroom Observation Report
1. Describe the community Its near from the Saban Chapel and
or neighborhood where the Basketball court and in front of the Saban
school is found. national high school. And this school is
along the road it can easily see it because
there is a signage.
3. Pass the offices. Spacious, clean and the things there are
What impression do you well organized, I`m happy because it is
have of these offices? presentable and full of art.
1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcement, do you see
posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/ desks arranged?
ANALYZE
How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
How does this relate to your knowledge of child and adolescent development/
How does tips this relate to your knowledge of facilitating learning?
REFLECT
1. Would you like to teach in the school environment you just observed?
Why? and Why not?
Yes, because it is conducive for learning and teaching, and it
has a colorful, fresh and awesome surroundings.
OBSERVE
As you look around and examine board display, use the observation
guide and forms provided for you to document your observation.
An Observation Guide for BOARD DISPLAYS
2) Where are the display boards found? Are they in places where
target viewers can see them?
7) Think about what got your attention. Why did I get your
attention?
Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.)
From among the board display that you saw, pick one that you got most
interested in. Evaluate it using the evaluation from below.
BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display
Location of the Board Display in School
Evaluation
Strengths Weaknesses
Description of the The layout of the Some fonts of the
Bulletin Board layout board display is letters are too small,
attractive because it is then some colors are
colorful, readable, too bright and it must
presentable, and it is be accurate to the other
organized well. colors so that the
combination of colors
is good.
The font style and the sizes of some letter should be bigger so that it can
be readable and clear to the audience, it the colors should be exact not to
over using a lot of colors.
DARYLL G. ROMERO
Based on your suggestions, make your board display lay- out. You may present
your outputs through any of these:
A hand- made drawing or layout
And electronic (computer) drawing/ illustration or layout
A collage
ANALYZE
What do you think was the purpose of the board display?
The purpose of the bora display is to give some important
information to all Learner`s, teachers, parents, visitors, and
staff of the school. To give an updates depends in occasion
every months and for encouragement.
Did the board display design reflect the likes/ interest of its target audience?
Why? Why not?
Yes, because the board display is presentable, attractive and
readable that`s why the target audience will catch up their
attention and it will encourage them to read what is written
and attach on the board display.
Was the language used clear and simple for the target audience to understand?
Why? Why not?
Yes, because it is readable and it catch up the attention of the
target audience, it Is serve as guide to them to fulfil their
knowledge.
Board Title:
Rationale:
(Purpose)
Objectives:
Content Resources (Name each needed resource and give each a brief
description):
REFLECT
1) Name at least five skills that a teacher should have to be able to come up
with effective board displays. Elaborate on why each skill is needed.
Resourceful-used the recyclable materials
Technology Advance-to encourage the learners
Multi-Tasker-having time management to do different task
Imaginative-to have a beautiful outcome of works.
Artistic-to have creative board display that can catch up the
interest of learners
2) Which of the skills you named in #1 do you already have? Recall your past
experience in making board displays. How do you practice these skills?
3) Which skills do you still need to develop? What concrete steps will you
take on how you can improve on or acquire these skill`s.
Directions: Read the items given and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT ______________________.
A. The learning environment promotes fairness.
B. Is safe and conductive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standard of learner’s
behavior
4. Examine the bulletin board display. This bulletin board fulfills which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfils which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfils which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
2
Learner Diversity: Developmental
FS Characteristics, Needs and Interest
OBSERVE
Use the observation guide and matrices provided for you to document
your observations
An observation Guide for the Learner’ Characteristics
Read the following statement carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation checklist if a more detailed observation is
preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up
the stairs, etc.
2. Are gross movements clumsy or deliberate/ smooth?
3. How about their fine motor skills? Writing drawing, etc.
Social
1. Describe how they interact with teachers and other adults
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learner. (happy, sad, easily cries,
mood- shifts)
2. How do they express their wants/ needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self- conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were their opportunities from problem solving? Describe how they showed problem solving
abilities.
ANALYZE
REFLECT
1) While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or differences do
you have with the learners you observed?
When I was just the same with their age, I remembered my
experiences, I`m also playing, running and talking with my
friends, seatmates and sometimes scolded by the teacher
because of not paying attention, but I different from them
because I focus on my studies and I can show my talents to
them. Sometimes when there`s a rain I keep on playing to the
rain with my friends.
2) Think of a teacher you cannot forget for positive or negative reason. How
did she/ he help or not help you with needs (physical, emotional, social,
and cognitive)? How did it affect you?
Directions: Read the items given and encircle the correct answer.
1. A 14- years old felt ignored by her crush whom she believes in her on
true love. She is crying incessantly and refuse to listen and accept sound
advance that the teacher is offering. Her refusal to accept is because
________________.
A. She thinks what she feels is too special and unique, that no one
has felt like this before.
B. The teenager’s favorite word is “no” and she will simply reject
everything the teacher says
C. 14- years old are not yet capable of perspective taking and
cannot take teacher’s perspective.
D. Teenager’s never listen to adult advice
3. Science teacher Rita showed her class a glass of water with an egg in it.
She asked the class. “what happens to the egg if I add three- tablespoon
salt to the glass of water? “This is hypothesis formulation. What ca you
infer about the cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre- operational stage
D. Between concrete and formal operational stage
Which is your favorite theory of development. How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.
Evaluate Your Work Field Study 1. Episode 2. Learner Diversity:
Developmental, Characteristics, Needs, and Interests.
Learning Outcome: Determining the characteristics of a school environment that
provides social, psychological and physical environment supportive of learning.
Name of FS Student _________________________________ Date Submitted________________
Year and Section _____________________________________Course__________________________
Learning Excellent Very Satisfactory Need
Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
observation questions tasks (2) observation observation more
Sheet completely questions/ tasks questions/ tasks observation
answered/ not answered/ not answered/ questions/ tasks
accomplish accomplished. accomplished not answered/
accomplished.
Analysis All questions were All questions Questions were Four (4) or
answered were answered not answered more
completely, completely, completely, observation
answers are depth answers are answers are not questions were
and are thoroughly clearly connected clearly not answered.
grounded on to theories, connected to Answers nit
theories; grammar grammar and theories one (1) connected to
and spelling are free spelling are free to (3) theories; more
from error. from errors. grammatical/ than four (4)
spelling wrong grammatical/
spelling errors.
Reflection Profound and clear Clear but lacks Not so clear and Unclear and
supported by what depth supported shallow, shallow, rarely
were observed and by what were somewhat supported by
analyzed. observed and supported by what were
analyzed. what were observed and
observed and analyzed.
analyzed
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
Artifacts on in the context of reflected on in reflected on in reflected on in
the learning the context of the the context of the the context of
outcomes. learning learning the learning
Complete, well outcomes. outcomes. outcomes; not
organized highly Complete well Complete not complete, not
relevant to the organized very organized very organized, not
learning outcome. relevant to the to relevant to the to relevant.
the learning the learning
outcome outcome
Submission Submitted before Submitted before Submitted a day Submitted two
the deadline the deadline after the (2) days or mote
deadline after the
deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
3
Focus on Gender, Needs, Strengths, Interest, Experience
2. The PPST highlighted the following factors that bring about the diversity
of learners:
a) Differences in learners’ gender, needs, strengths, interests, and
experiences
b) Learners’ linguistic, cultural, socio- economic and religious
backgrounds
c) Learners with disabilities, giftedness, and talents
d) Learners under challenging circumstances which include
geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disasters, child, abuse, and child
labor.
Effective teachers are knowledgeable about how issues related to the
factors mentioned affect learners. The teachers develop in them sensitivity and
empathy. They remember that the learners respond and perform at different
levels. The teachers assure the students that their gender identity, culture and
religion are respected, their strengths are recognized, and their needs will
be met. These teachers declare to all that everyone has a chance to learn and
succeed. They create a learning community where everyone can work together
and contribute regardless of their abilities, capacities and circumstances.
OBSERVE
During Class:
1) How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are these groups that interact
more with the teacher than other.
2) Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3) Describe the relationship among the learners. Do the earners cooperate with
or compete against other?
4) Who among the students participate actively? Who among them ask for most
help?
5) When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
Outside class:
1. How do the student group themselves outside class? Homogenously, by age? By
gender? by racial interest? Or are the students in mixed social groupings? If so,
described the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Interview the teacher and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected
the learner. Ask about the strategies they use to help these learners cope.
Ask the teacher about strategies they apply to address the needs of diverse students
due to the following factors:
Gender, including LGBT
Language and cultural difference
Difference in religion
Socio-economic status
OBSERVATION REPORT
Name of the Social Observe_______________________________________________________
Social Address _____________________________________________________________________
Date of Visit ________________________________________________________________________
ANALYZE
1) Identify the persons who play key roles in the relationships and
interaction in the classroom. What roles do they play? Is these somebody
who appears to be the leader, a mascot/joker, an attention seeker, a little
teacher, a doubter/pessimist?
The person who play an important roles in the classroom interactions are
the teacher and the pupils. The teacher acts as facilitator and the pupils
act as the leaners. In each types of classroom interaction the teachers has
different roles. The teacher acts as the controller, resource and the tutor in
the learnercontent interaction. While the learners instructor, the teacher
acts as propmter, resource, and tutor. Students needs to interact with
others so as to learn the simple rules of the socitey and be socially
acceptable. Social interactio teaches students and teachers their right as
well as the wrong things with regards to the society in which they interact.
Yes, somebdy can be a leader thats why everybody play different roles.
What makes the learners assume these roles? What factors affect their
behavior?
The family, peers, school and the wider community impact on
student`s behavior. The way we behave is also influenced by
personal characteristics such as gender, age, personality,
religion, mental and physical health.
2) Is there anyone you observed who appear left out? Are students who
appear “different?” Why do they appear different? Are they accepted by
the others? How is this shown?
Yes there are, some students, they appear different from
others because sometimes they didn`t finish answering the
activities in the modules, while other students answering the
modules completely.
What does the teacher do to address issues like this?
The teachers will the attention of the students together with their
parents, then teacher give some advices and guiding the student`s
and the teachers told the parents that the activities it the modules
should do by the students completely.
3) How does the teacher influence the class interaction considering the
individual difference of the students?
The teacher`s influences the class interaction by encouraging
learners to share their personal experiences through sharing
to the class or by groups, students will be made to realize that
they have something in common with the rest though they
possess some differences. Another way is using varied
instructional methods to accommodate student`s diversity.
4) What strategies does the teacher use to maximize the benefits of diversity
in the classroom? How does the teacher leverage diversity?
The strategies does the teacher use to maximize the benefits
of diversity in the classroom, the teacher should treat the
students equally.
REFLECT
1. How did you feel being in that classroom? Did you feel a sense
of oneness or unity among the learners and between the teacher and the
learner?
While I`m observing in the classroom I feel optimistic that as if
I am already a teacher of them, I could sense the oneness and
unity among the learners and the teacher because the
learners intermingled positively to their teacher, when the
teacher ask a questions they respond it instantly without
hesitation to themselves, the students have a full confidence
and trust in their self.
Activity 3.2 Observing differences among learners with disabilities,
giftedness, and talents.
OBSERVE
OBSERVATION REPORT
Name of the School Observed ___________________________________________________
School Address ___________________________________________________________________
Date of Visit _______________________________________________________________________
ANALYZE
2) Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate
instruction to meet the needs of the learners?
Upon the observation the different abilities have by the grade
6 pupils. There are fast and slow learners in class, to meet the
needs of the class the strategies or technique that should do is
to have a collaboration by the fast and slow learners and also
by the help of teachers, because teacher will be the one who
guide them so that everyone will catch up the lesson and
learned properly.
3) Describe the methods used by the teacher in handling the students’
differences in abilities. How did the students respond to the teacher? Did
the teacher use differentiate instruction? If yes, describe how.
The methods that will use by the teacher in handling the
students with different they need to give more attention to all
students especially the slow learners, they need to give extra
time or giving some assignments to enhance their abilities
and fulfil their knowledge and guide them always, so that the
students will pursuing, to learned to reach their goals in their
life.
REFLECT
2) What disposition and traits will you need as a future teacher to meet the
needs of the learners?
I will practice the law exercise, wherein I will practice
different strategies and techniques that will motivates, inspire
the learners to learn and I will treat my students equally
whether they are fast or slow learners .
If you are watching videos you searched, instead of actually visiting a school,
have these question in mind as you are watching the videos. You can try to get
in touch with the creator of the videos and interview them too.
1) Before you observe, read about the specific IP group in the school you
will visit. Know their norms and customary greetings. This will help you
blend in the school community and interact with respect.
2) Observe the note the different parts or areas of the school environment.
How are learning spaces arranged?
3) What activities do they do in these different areas of the school?
4) Who are the people who manage the school? Who are involved in
teaching the learner?
5) Observe how the teaching- learning process happen. Describe the
learning activities they have and the teaching strategies that the teacher
uses.
6) Describe the interaction that is taking place between the teacher and
learners, among the teachers, and in the school in general.
7) What instructional materials and learning resources are they using?
8) Interview the teacher or principal about the curriculum. Find out the
curriculum goals. You can use the question found on the Analysis part
of this activity.
OBSERVATION REPORT
(You may include photos here)
ANALYZE
Curriculum Design, Answer each question based on your
Competencies, and observation and interview data
Content
1. Does the school foster a Yes, some of example that I shared is the
sense of belonging to one’s schedule of the cleaners, like planting in the
ancestral domain, a deep gardens, watering the plants, cleaning inside
understanding of the then classroom, in the backyard and in
community’s beliefs and comport rooms.
practices. Cite examples.
2. Does the school show Yes, By threatening equally and giving
respect of the community’s respect. And by teaching to have good
expression of spirituality? manners and right conduct so that they have
How? discipline.
3. Does the school faster in No, because the teachers before they teach
the indigenous learners a they already know the data and all
deep appreciation of their information of the students.
identity? How?
4. Does the curriculum Yes, because some of the indigenous people
teach skills and also wanted to learn and to study, we know
competencies in the that they also deserve to go to school to learn
indigenous learners that because they have also a dreams that they
will help them develop and want to reach.
protect their ancestral
domain and culture?
5. Does the curriculum link Yes, because of the pandemic today the
new concepts and concepts I learning area was change we know
competencies to the life that today is using the digital and modular
experience of the learning.
community?
6. Do the teaching Yes, maybe because indigenous was expert
strategies help strengthen, and know the process how the community
enrich, and complement improve their strategies.
the community’s
indigenous teaching
process?
7. Does the curriculum Yes, it is not only about giving their time by
maximize the use of the doing ancestral domain and activities of the
ancestral domain and community but now a days they have a
activities of the community subjects given for those students and they
as relevant settings for need to maintain it.
learning in combination
with classroom-based
sessions? Cite example.
What do you think can still be done to promote and uphold the
indigenous people’s knowledge system and practice and rights in school?
REFLECT
2. What did you appreciate most from your experience in visiting the school with
indigenous learner? Why?
I appreciate in visiting school, the teachers treat the students
equally and giving respect to everyone.
5. All the best practices in using learning resources for indigenous learners,
EXCEPT _______.
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, song, and musical instruments.
B. The language used in instructional materials, especially in primary
years, which highlight mother tongue, is consulted with the indigenous
community.
C. Culture sensitivity and protocols are observed in development and use
of instructional materials.
D. The indigenous community’s property rights are upheld in publishing
learning resource.
6. All are best practice for assessment in the indigenous Peoples Education
Framework, EXCEPT,
A. Including the practice of competencies in actual community and family
situation.
B. Applying higher-order thinking skills and integrative understanding
across subject areas.
C. Using international context in the assessment standards and content
faithfully without modification.
D. Including community-generated assessment process that are part of
indigenous learning system.
7. Read the following comments by the teacher. Which of these comments will
most likely make a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the
groups work with the same topic but assigns a different task appropriate for
each group to accomplish.
B. The teacher divides the class into three heterogenous groups and
assigns the same activity for each group to work on.
C. The teacher groups the learner by their ability level and assigns
different content topics for the groups to work on.
D. The teacher groups the learner by ability levels and assigns each group
a different task on the same topic, and then requests three different teachers,
each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual difference?
A. Allowing children to show that they learned that stages of mitosis in a
way where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a
way where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners
and another for the slow learners.
D. Applying two sets of different standards.
4
LERANER DIVERSITY: THE COMMUNITY AND
FS HOME ENVIRONMENT
The model helps the teacher look into every aspect in the Learner’s
environment to understand his behavior. The teacher’s important role is
not to replace what is missing at home (if any), but to work so that the
school becomes an environment that welcomes and nurtures families. The
teacher works to create a partnership with the family and the community
to bring out the best in every learner.
2. Braumrid’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect
unwavering and unquestioning obedience. Rules are set by parents and
misbehavior is met with withdrawal of affection, physical punishment or
threats.
Permissive. Parents are not firm or controlling. They have few
expectations. May be warm and caring but appear to be uninvolved and
uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither
demanding nor responsive to children. Provide no structure, supervision,
support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving.
Have clear and reasonable expectations and limits for their children.
Treat children with respect and warmth. Make children understand
consequence of their behavior.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited,
hostile and aggressive. They have low self-esteem and difficulty with
peers.
Permissive Parents: believe that their parents do not care for them.
They are often impulsive, aggressive and lack self-control; may they have
low levels od independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in
their over-all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have
greater ability to show self-control. They have higher self-esteem and are
better adjusted.
-Based on Child Development by Santrock, 2004
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following before you begin to observe/interview. Then write
your observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each
domains of development:
Physical-body built and height (thin, chubby, underweight,
overweight), level of physical activity (fast, slow, lethargic,
active, etc.)
Social-interaction with teachers and classmates (loner, shy,
sociable, friendly, gets into fights, liked by others, etc.)
Emotional moods, temperament, cries easily, loses temper,
happy, shows enthusiasm, excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the
lessons, excels, lags behind, shows reasoning skills, turns in
assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional
disposition, behavior and discipline, sense of responsibility, study
habits, academic performance, relationship with peers, relationship
with adults, social adjustments)
2. How does the teacher communicate with the parents? How often? What
do they discuss? How do they decide of the best course of action to
resolve issues or problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process? How does the teacher work with the
community to meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe home set-up. (Home is
orderly, family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions
with which you feel comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free
to translate the questions, if necessary.
Name of Learner:
Date of Birth: ________________________________________ Age: ___________
Grade/Year Level: __________________________________ Gender: ___________
Number of Siblings: _________________
Birth Order: _________________________
Parents: _____________________________________________________________________
Mother: ______________________________________________________________________
Age: ________________ Occupation: __________________________
Educational Attainment: __________________________________
Father: ______________________________________________________________________
Age: ________________ Occupation: __________________________
Educational Attainment: __________________________________
After you have gathered all the necessary data. Write the Learner’s Development
Profile using the outline below. Type the profile on a separate sheet and attached
it to this learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learner’s Development Profile
Family Profile
Number of Siblings:
Birth Order:
Parent:
Mother:
Age:
Occupation: Educational Attainment:
Father:
Age:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Continue
the teacher’s, parents’ responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine
the teacher’s, parent’s responses, and your own observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and
the home on the learner’s development. The questions in the Your Analysis
portion of this Learning Episode can help you.
Recommendations
Write your recommendations.
After I interview their parents give the learners a discipline for
what they needed to do the task and parents give time to guide
their child in studying.
ANALYZE
Your findings and recommendations in the Learner Development Profile will
help you answer the questions here.
1. From your home visit and interview, what do you think is the style of the
parenting experienced by the learner? Explain your answer.
From the home visit and interview, some have time to help
and teach their children, but other parents have don’t have
full time to help and teach their children because they have
works, when the child didn’t know the answer on the
questions, they will leave it blank, some students the answer
was only copying at the back of the modules, and some
students they only do the first activities and the other
activities they didn’t answering it.
2. Relating your data with what you learned from child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner in the school?
By growing at the childhood development with experience
the way of learning system at the new learning system, that I
can reflect and understand the situation of needed by
adjusting for the development of the learners, because there`s
a lot of difficulties nowadays that they are facing now, it needs
more understanding and consideration.
4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which
institutions can the teacher tap to seek advice regarding the development
and learning of the students?
By having a coordination and collaboration in helping the
students to guide in the school and home so that they can
know and understand the lesson and help them to develop
their skills and gain more knowledges. Their parents and
teachers because they are the one that really needed of the
learners.
REFLECT
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II
B. I, II and III
C. II and III
D. I, II, III and IV
2. If a child was raised by authoritative parents, how will most likely will
he/she behave in class?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive
2.
H- C- L-
O- O- I-
M- M- N-
E- M- K-
U-
N-
S- I-
C- T-
H- Y-
O-
O-
L-
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spellin
g errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
2. Relating your data with what you learned from child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner in the school?
By growing at the childhood development with experience
the way of learning system at the new learning system, that I
can reflect and understand the situation of needed by
adjusting for the development of the learners, because there`s
a lot of difficulties nowadays that they are facing now, it needs
more understanding and consideration.
REFLECT
OBSERVE
Observe and use the observation sheet provided for you to document
tour observations.
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
3. Focus on their behavior. Are they able to manage their own behavior?
ANALYZE
Analyze the answer these questions on observed classroom management
practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; then organize your data in
the Table that follows.
1. Are the areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.) describe the areas. Will it
make a difference if these areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the resource
teacher is available, ask him/her to describe the process. What’s the effect
of students’ participation in rule-making on students’ behavior?
4. What are the daily routines done by the Resource Teacher? (Prayer,
Attendance, Assignment of monitors, Warm-Up Activities, etc.) How are
they done?
REFLECT
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Effect on the Learners
Aspects of Classroom Description (to be filled out after you
Management answered the analysis
questions)
1. Specific Areas in the Bulletin Board/subject`s corner The pupils always be updated
Classroom and informed to their learning
areas that is given by the school.
2. Classroom Rules Rules & Regulations/Classroom Pupils are carefully not
Norms breaking the rules implemented
by the teachers.
3. Classroom Procedures No loitering Pupils will follow the
instruction to continue lesson
smoothly and properly
4. Daily Routines Cleaning, flag ceremony, class Pupils follow the daily routines
hours of the school, and they are
responsible to do their
responsibilities.
5. Seating Arrangements Alphabetically arrange The pupils are not comfortable
in their seating arrangement.
6. Handling misbehavior/off- The teacher will call the The pupils will behave during
task behavior attention of the students and the discussion
talk.
7. Reinforcement of Positive Rewards/appreciation The pupils motivated to study
Behavior and participate in class.
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learner’s
behavior?
The organization of classroom materials allows students to retrieve
them quickly, which helps to decrease unwanted behavior. Proper
room arrangement provides predictably, which is essential for
students because students thrive when they are in a comfortable
learning environment. When you organize your classroom
effectively, your students know what their responsibilities are and what
you expect of them. It also gives students a structured daily routine for
your class starting class with a warm-up period and then transition to
lecturing and helps them manage their learning better.
2. What should the teacher have in mind when she/he designs the
classroom organization and routines? What theories and principles
should you have in mind?
They should have in mind the size of the classroom and the
amount of things they want to put in the classroom as there
must be enough room to safely store everything so that children
are at a lower risk of hurtimg themselves.They should also
consider how cluttered the classroom is as some studies have
shown that children cannot work properly in a cluttered
room.The routines should be simple and easy to follow, incase
the class ever has a cover teacher; they should also leave
suitable amounts of time for each activity. I think the should bear
in his/her that daily organization and routines depend on the age
the learner because there are students have different action,
attitude, characteristics, and behavior when it comes in daily
routines.
Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more
self-regulation in the students. Which of the following teacher statements
demonstrates focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be
allowed to play games in the computer later”
B. “If it takes you longer to finish the seatwork because time is
wasted with chatting, then we won’t have time to go to the
playground anymore”
C. “Those who are well-behaved in class will be given plus 5
points in the quiz”
D. If you get grade of 95mor higher in the first two assignment,
you will be exempted from the third assignment.
2. Learners are more likely to internalize and follow classroom rules
when______.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the
rules
3. For a teacher to establish and maintain consistent standards of learners’
behavior, they should do all EXCEPT ____________________________.
A. Give immediate feedback to reinforce appropriate behavior of
learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures
clearly and consistently
D. Handle behavior problems promptly and with due respect to
learners’ rights
4 2
1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation Sheet questions/tasks observation observation more
completely questions/tasks not questions/tasks not observatio
answered/accomplished. answered/accomplishe answered/accomplis n
d. hed. questions/
tasks not
answered/
accomplis
hed.
Analysis All questions were All questions were Questions were not For (4) or
answered completely; answered completely; answered more
answers are with depth answers are clearly completely; answers observatio
and are thoroughly connected to theories; are not clearly n
grounded on theories; grammar and spelling connected to questions
grammar and spelling are are free from error. theories; one (1) to were not
free from error. three (3) answered
grammatical/spelling completely
errors. ; answers
are clearly
connected
to
theories;
more than
four (4)
grammatic
al errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear
supported by what were supported by what shallow; somewhat and
observed and analyzed. were observed and supported by what shallow;
analyzed. were observed and rarely
analyzed. supported
by what
were
TRANMUTATION OF SCORE TO GRADE/RATING observed
Score 20 19-18 17 16 15 14 13-12 11 10
and 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00
analyzed. 3.5 5.00
99
Learning Artifacts 96
Portfolio 93
is reflected on 90
in Portfolio 87 is reflected
84 on 81
Portfolio 78
is not 75
Portfolio is 72 71-
the context of the in the context of the reflected on in the not below
learning outcomes; learning outcomes; context of the reflected
Complete; well- Complete; well- learning outcomes; on in the
organized, highly relevant organized, very
__________________________________________________________________________ Complete; not context of
_____________________________________
to the learning
Signature of FS Teacher outcome.
above Printed Name relevant to the learning organized, relevant the
outcome. to the learning learning
outcome. outcomes;
not
complete;
not
organized,
and not
relevant to
the
learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted
deadline. deadline. the deadline. two (2)
days or
more after
the
deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
FIELD STUDY 1 LEARNIN
G
EPISODE
OBSERVE
Observe the classroom routines of the Resource Teacher by
accomplishing the given checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed
(√) (x)
1. Movement into the classroom √
2. Transition in classroom activities √
3. Movement out of the classroom √
4. Use of lavatories / comfort room / √
washrooms
5. Passing of papers √
6. Passing of books √
7. Working with pairs/groups x
8. Tardy students √
9. Absent students √
10. Submission/Collection of Materials √
11. Submission of Projects √
12. Asking questions during lessons x
13. Asking for assistance √
14. Joining classroom activities x
15. Lining up √
16. Walking in line √
17. Fire drill / emergencies x
18. Movement between classroom activities
19. Use of classroom supplies √
20. Checking of assignments √
Others, please specify
21. Distribution of modules √
22. Retrieval of modules √
23. Meetings √
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the
following questions.
1. Were the routines effective in ensuring discipline and order in the
class? Why? Why not?
Yes, they facilitate teaching and learning, Routines don't just make
your life easier, they save valuable classroom time. When routines
and procedures are carefully taught, modeled, and established in the
classroom, children know what's expected of them and how to do
certain things on their own.
2. Which of those routines were systematic and consistently
implemented? Explain your answer.
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why
not?
Activity
Listing Down Classroom Rules
Activity 6.2
6.1
OBSERVE
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the
rule?
The primary reason for setting classroom rules is to eliminate and
avoid all distractions and possible misconduct that interferes with
learning. The aim is to create a positive and conducive atmosphere for
learning, and to do so classroom management is essential.
2. Are classroom rules really important?
Yes, Classroom rules are set to teach student a proper and safe way
to act within the classroom and thus, improving the student
learning. Every minute in school is important. Another important thing
is that the student's disruptive behaviors will hinder another student's
learning opportunities. Classroom rules are the foundation for a
functional and successful classroom in any setting. Rules vary from
procedures as they determine what the classroom looks like, what
type of behavior is acceptable and encouraged, and help students
work towards a common goal. In other words, they set the tone.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will
you have the same rules? If not, what rules are you going to employ? Explain
your answer.
Yes,
Evaluate your work task Field Study 1, Episode 6 –Classroom Management and
Classroom Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and
Observe how the students execute the various classroom routines.
Name of FS Student: ____________________________________ Date Submitted: _____________
Year and Section: ___________________________________________ Course:
____________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spellin
g errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
FS 1 7 Classroom Management
SPARK YOUR
INTEREST
This Episode tackles classroom management and discipline. It focuses on
the personal and physical aspects of classroom management which are central to
teaching and therefore must be consistently implemented.
Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive on tasks and
academically productive in class.
Ref: edglossary.org
Importance of Effective Classroom Management
Increases chance of student success
Paves the way for teacher to engage students in learning
Helps create an organized classroom environment
Increases instructional time
Creates consistency in the employment of rules and regulations
Aligns management strategies with school wide standards
Decrease3 misbehavior in the classroom
Gives student boundaries as well as consequences
Ref. http://www.ehow.com
Ref. prodigygame.com
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the
personal and physical aspects of classroom management ensur4e proper
classroom management and discipline.
Check if these aspects were observed in the classroom.
ANALYZE
REFLECT
1. What does this statement mean to you as a future teacher? Explain. “No
amount of good instruction will come out without effective classroom
management.”
If a teacher in a certain classroom doesn't know how to effectively
manage a classroom, then he/she will also not be able to formulate
and give any good instruction that sometimes leads to the failure of
the students to learn.
OBSERVE
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given
questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
There are many strategies employed by the resource teacher and
these strategies indeed contributed to better classroom
management, because according to our resource teacher if yourself
as a teacher plays as the role model to your students and you show
respect and authority to the class eventually you will achieve the
effective implementation of these classroom management
strategies.
2. What were not used by the Resource Teacher? Were these important?
What should have been used instead? Explain.
REFLECT
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spellin
g errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
SPARK YOUR
INTEREST
Formal education begins in school. Schools are institutions established to
resign total learning activities appropriate for each learner in each grade level.
Thus schools have recommended curriculum which is the enhanced K to 12
curriculum. The recommended curriculum was translated into written
curriculum like books, modules, teachers’ guides and lesson places which are the
basis of the taught curriculum. A teacher who implements the curricula needs
support materials (support curriculum) to enhance teaching and learning so that
the written and the taught curricula can be assessed (assessed curriculum) in
order to determine if learning took place (learned curriculum). However, there
are so many activities that happen in school but are not deliberately planned.
This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning
activities by preparing a miniscule curriculum called a lesson plan or a learning
plan. The teacher then puts life to a lesson plan by using it as a guide in the
teaching-learning process were
So, what will be the roles and responsibilities of the teacher in the relations with
the school curriculum, especially in the K to 12 or enhanced curriculum for the
basic education?
Teachers then should be multi-talented professionals who:
Know and understand the curriculum as enumerated above;
Write the curriculum to be taught;
Plan the curriculum to be implemented;
Initiate the curriculum which is being introduced;
Innovate the curriculum to make it current and updated;
Implement the curriculum that has been written and planned; and
Evaluate the written, planned and learned curriculum.
OBSERVE
1. Locate where you can find the following curriculum in the school
setting. Secure a copy make observation of the process and record your
information in the matrix below. Describe your observations.
Type of curriculum Where Found Description
1. Recommended
Curriculum (K to 12
Guidelines)
2. Written curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning
Process)
4. Supported Curriculum
(Subject Textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Are these all found in the school setting? How do curricula relate to one another?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Activity 8.2
The Miniscule School Curriculum: The Lesson, A Closer Look
Resource Teacher: _______________ Teacher’s Signature: ______________ School: _______
Grade/Year Level: _______________ Subject Area: ____________________ Date: _____________
OBSERVE
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they
participating in the class activity?
f. Was the lesson finished within the th class preriod?
C. Evaluating/ Did learning occur in the lesson taught? Here you make
Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/ evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the date you gathered using these key
questions?
1. How does the teacher whom you observe compare to the ideal
characteristics or competencies of global quality teachers?
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Was the lesson implemented as planned? Describe.
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was
taught? Happy and eager? Satisfied and contented? Disappointed and
exhausted?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Can you describe the majority of student’s reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
REFLECT
Based on your observation and tasks in activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.
OBSERVE
ANALYZE
Answer the following questions based on the diagram.
1. Are three components constructively aligned? Explain.
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Will the outcomes be achieved with the teaching methods used? Why?
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
REFLECT
What lesson have you learned in developing or writing a lesson plan?
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What value will it give to the teacher if the three components are aligned?
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school
setting. This can be in pictures, realia, documents or others.
Activity 2. Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three
components of a lesson plan.
a. Example:
Lesson Title: ________________________________________
Subject Area: _______________________________________
Grade Level: ________________________________________
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spellin
g errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
SPARK YOUR
INTEREST
This episode gives emphasis on the principles of learning which must be applied
to ensure quality instruction. It also focuses on the intended learning outcomes
which set the direction of the lesson. They must be (SMART) Specific,
Measurable, Attainment, Realistic, and Time-bound) formulated in accordance
with time-tested principles. It also determines the teaching method used by the
Resource Teacher whether (inductive or inductive) which is the practical
realization or application of an approach. This episode dovetails with the course
on Facilitating Learner-Centered Teaching.
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concrete,
generalization, of experience,
abstraction and Teaching details,
ends with concrete, examples and
experience, details, ends with a rule,
examples generalization,
abstraction.
OBSERVE
Observe a class with the use of the principles of learning given in Revisit
the Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.
Least Applied
REFLECT
From among the principles of learning, which one do you think is the most
important?
OBSERVE, ANALYZE, REFLECT
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning
Comptencies
Resource Teacher: ____________ Teacher’s Signature: ______________ School: ________
Grade/Year Level: ________________ Subject Area: __________________ Date: _____________
OBSERVE
Observe a class, this time focusing on how the learning outcomes were
stated. Determine if the learning outcome/s was/were achieved or not. Give
evidence.
1. Write the learning outcomes stated in the lesson.
Yes No Yes No
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
ANALYZE
REFLECT
Reflect on the
OBSERVE
I will observe one Resource Teacher with the use of this observation
sheet. Using the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the
teaching-learning process? How? Or
were they mere passive recipients of
instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life?
Give Proofs.
b) Inquiry-based
d) Reflective
2. If you were to reteach the classes you observed, would you be teacher-
centered or student-centered? Why?
If I were reteach the classes I observed I should teach the
lesson wherein it should be students-centered because it also
help the learners to have an attention to cooperate during the
class discussion, and they can easily learn and catch up the
lesson if I involve the learners. And the class will have and
collaboration by sharing ideas and have self confidence in
participating then as a teacher I should guide the learners to
do the task successfully and I reteach the lesson properly so
that the learners will have a better outcomes and gain more
knowledge.
REFLECT
3. For Meaningful teaching and learning, it is best to connect the lesson to the
life of students by integrating a relevant value in the lesson. Which principle
is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3
domains – cognitive, skill and affective or cognitive and affective or
skills and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes
4. Teacher Ruben wanted his students to rate their own work using the
scoring rubric which he explained to the class before the students began
with their task. Based on revised Bloom’s taxonomy, in which level of
cognitive processing are the students
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your own philosophy of education in the
course, The Teaching Profession. Based on bloom’s revised taxonomy, in
which level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
SHOW Your Learning Artifacts
Post proofs of learning that you were able to gain in this Episode. You may
attach the lesson plan(s) used by your Resources Teacher to show the
intended learning outcomes and the method used in class.
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spellin
g errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more sense that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhance 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.
Realizing the importance of these guiding principles in teaching and learning,
the Department of Education promotes Standards-and Competency-Based
teaching with its K to 12 Curriculum Guide. The Technical Education Skills
Development Authority (TESDA) has been ahead of DepED and the Commisssion
on Higher Education (CHED) in the practice of Competency Standards-Based
teaching and Assessment. CHED requires all higher education institution in the
country to go outcome-based education (OBE) in its Memo 46, s. 2012. Outcome-
based teaching and learning (OBTL) is OBE applied in the teaching-learning
process. It is equivalent to competency-based and standards-based teaching and
learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities
(TLAs) and in turn the Assessment Tasks (ATs) are aligned with the intended
learning outcomes. In other words, in OBTL you first establish your intended
learning outcomes (lesson objectives). Then you determine which teaching-
learning activities (TLAs) and also the assessment tasks (ATs) you will have to
use to find out if you attained your ILOs.
OBE and OBTL are not entirely new. They are importantly new. With
mastery learning of teach and the AT’s are the evaluation part.
Likewise, it is also important that teachers must be able to have a mastery
of the art of questioning and reacting techniques to ensure the effective delivery
of instructions.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Low-level Who, What, Where, When questions?
With one acceptable answer
a) Evaluation
b) Inference e.g. When the phone rang and Liz
picked it up, she was all smiles. What
can you infer about Liz.
c) Comparison
d) Application
e) Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reading techniques that teachers use:
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 questions
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”
\
OBSERVE, ANALYZE, REFLECT
Activity 10.1
Applying the Guiding Principles in the Selection and Use of
Strategies
Resource Teacher: _____________ Teacher’s Signature: ____________ School: __________
Grade/Year Level: _______________ Subject Area: __________________ Date: _____________
OBSERVE
Observe one class with the use of the observation sheet for greater
focus then analyze my observations with the help of the guide questions.
1. The more senses that are involved, Teachers used video clip with sounds to
the more and the better the show to the class the lesson that will
learning. tackle, then teacher will explain it to the
class after the students watched the
video about the lesson.
2. Learning is an active process. When the learners participate and
attentive during the class discussion.
3. A non-threatening atmosphere It will affect the learners, if there is no
enhances learning. proper discussion and if the class are
not participating.
ANALYZE
What is the best method of teaching? Is there such a thing?
The best method teaching is the integrated approach because it
will helps the learners to develop their skills and abilities and to
fulfill their knowledges and the teacher will be the one who guide
to the students.
REFLECT
OBSERVE
Observe a class and answer the following questions.
1. Did the teacher state the learning objectives/intended learning
outcomes (ILOs) at the beginning of the class? Did he/she share them
with the class?how?
Yes, because it will serve as a guide in teaching the lessons, and it
will help to share to the class during his/her discussion and to see
what is the outcome of the lesson.
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.
By using the techniques like giving an activities for example group
activities, by this activities the learners will having a brainstorming
and collaboration to accomplish the given task to them by the
teacher.
3. What assessment task/s did teacher employ? Is/her these aligned to the
Lesson objectives/ILOs?
By giving an activities that related to the subjects matters and to
the lesson or giving a board work task to see the outcomes and the
performances of the learners.
ANALYZE
REFLECT
OBSERVEObserve a class activity. You shall focus on the questions that the
Resource Teacher asks during the classroom discussion. Write the
questions raised and identify the level of questions.
Types of Question Examples of Questions that the Resource Teacher
Asked
b. Inference What can you say about the lesson that I discussed?
c. Comparison What are the differences of our lessons today and last
meeting topic?
d. Application Oral recitation
ANALYZE
REFLECT
Reflect on
The importance of using various reacting techniques
Importance of using various react it helps the teacher to encourage
the learners to listen and be attentive during the class discussion,
and also the students will not be bored during the class hour
because teachers used various react or expression to express well
the lesson and to have a collaboration and cooperation of the
learners and they will enjoy. The students also will have a self-
confidence to participate in class because the teacher get attention of
class by using different react.
Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on their thoughts on OBTL.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 10- The instructional
Cycle
Evaluate Outcomes: identify the application of some guiding principles in the
selection and use of teaching strategies. Determine whether or not the lesson
development was in accordance with outcome-based teaching and learning.
Identify the Resource Teacher’s questioning and reacting techniques. Outline a
lesson in accordance with outcome-based teaching-learning.
Learning Excellent Very Satisfactory Needs
Episode Satisfactory Improvement
4 3 2 1
Accomplishe All observation One (1) to two Three (3) observation Four (4) or more
questions/tasks observation questions/tasks not observation
d
completely questions/tasks not answered/accomplished. questions/tasks not
Observation answered/accomplished. answered/accomplished. answered/accomplished.
Sheet
Analysis All questions were All questions were Questions were not For (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered
and are thoroughly connected to theories; connected to theories; completely; answers are
grounded on theories; grammar and spelling one (1) to three (3) clearly connected to
grammar and spelling are free from error. grammatical/spelling theories; more than four
are free from error. errors. (4) grammatical errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyzed. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
in the context of the in the context of the on in the context of the on in the context of the
Artifacts
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
Complete; well- Complete; well- Complete; not organized, complete; not organized,
organized, highly organized, very relevant relevant to the learning and not relevant to the
relevant to the learning to the learning outcome. outcome. learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2) days
deadline. deadline. deadline. or more after the
deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
2. The more senses that are involved, the more and the better the learning.
Which practice is aligned with this principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents
3. In OBTL, upon which school my assessment be based?
A. Content
B. Intended learning
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among student?
A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-minded questions
C. Asking non-directed questions
D. Involving as many as possible
FS 1 11 Utilizing Teaching-Learning
Resource and ICT
Technology Integration
The Technology Integration Matrix provides a comprehensive
framework for you to define and evaluate technology integration. It will provide
you direction and guide you in the process of achieving effective teaching with
technology. The teacher’s integration of technology in instruction can be
described as progressing in 5 levels: entry, adoption, adaptation, infusion and
finally transformation.
The teacher also works at creating a learning environment that
encourages and enables quality technology integration. The interdependent
characteristics of the learning environment are being active, collaborate,
constructive, authentic, and goal-directed.
The technology integration matrix connects the levels of technology
integration and the characteristics of the learning environment. Examine the
matrix below. To make you understand how integration is done in each of the
levels and environment, explore the TIM website and learn from the many
interesting videos showing technology integration.
OBSERVE
As you visit and observe the Learning Resource Center, use the observation
guide provided. Ask the assistance of the Center Staff courteously.
1. Print Resources
2. Audio Resources
3. Non-electronic
Visual Resources
4. ICT Resources
Impression about the LRC:
ANALYZE
Are the learning resource/materials arranged properly according to their
functions and characteristics?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________
What are the strengths of this Learning Resource Center?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________
What are its weaknesses?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________
What suggestion can you make?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________________________________________
REFLECT
OBSERVE
As you observe the class, use the observation sheets provided for you to document
your observation.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/learning resource is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learner’s response to the teacher’s use of learning
resources. Listen to their verbal responses. What do their responses
indicate? Do their response attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they
interest in the in the lesson and in the materials? Are they looking
towards the direction of the teacher and the materials? Do their action
show attentiveness, eagerness, and understanding?
Grade/Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach used by the Teacher:
Use the Technology Integration Form to analyze the class you observed. Refer to
the Technology Integration Matrix on p. 123, in which level of technology
integration do you think the teacher you observed operated? Why?
Based on the Technology Integration Matrix, what is the characteristic of the
learning environment in the class that you observed? Point your observations
that justify you answer.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly
and what would you do differently if you would teach the same lesson to
the same group of students? Why?
OBSERVE
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__________________________________________________________________________________________
________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________
ANALYZE
Analyzing the information you got from observing the class, surf the internet to
select electronic resources, including OERs, social networking sites, and apps
with virtual or augmented reality that will be useful in teaching the same lesson.
Evaluate part of this Episode. Use the form below to note your analysis and
evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic
(Based on the class you
observed)
Lesson
Objectives/Learning
Outcome
Name and Describe the Put a check if the resource satisfies the criterion Describe
Type of electronic how you
Electronic resource can use
Resource (include it if you
author/publ were to
isher/sourc teach in
e) the class
you
observe
d
Accurate Appropriate Clear Complete Motivating Organized
REFLECT
3. Reflect on your technology skills. What skills do you already have, and what
skills would you continue to work on to be better at utilizing education 4.0
resources?
Step 1: Review the seven domains of PPST and identify competencies I like to
develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are
relevant to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are
the most appropriate for you. Describe the MOOCs below.
1. MOOC Title _________________________________________________________________
Provider:
Objectives of the MOOC:
Content Outline:
Content Outline:
Content Outline:
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and
as a lifelong learner?
2. What did you learn from the way the providers use technology to teach in the
MOOCs?
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who
may someday teach a MOOC?
Directions: Read the items given below and encircle the correct answer.
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure
that factual pieces of information found on the site are well-documented, and
pictures and diagrams are properly labeled. She is also checking that there
are no misspelled words nor grammar errors. Which criterion is she focusing
on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making sure the app is uncluttered in appearance, is arranged in some order
of difficulty, and that icons represent what they were intended to represent.
Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding
out whether the app taps the skills found in the Grade 8 standards to ensure
that this app will help meet her objectives. She wants to make sure it is not
too easy nor too difficult for her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
5. Teacher A demonstrates how to work with a math app that provides practice
in adding mixed fractions. The students then work independently with the
app to provide them sufficient practice in adding mixed fructions. This shows
technology integration which is ____________.
A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campus in Visayas and
Mindanao. They will create posters and a video clip to communicate a
message about peace. They will use social media to spread their peace
campaign. This project involves technology integration which is___________.
A. Entry-active
B. Adoption-constructive
C. Transformation-constructive
D. Adaptation-collaborative
3. Visit www.education.com/50-educationtechnology-tools-every-teacher-
shuold-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you, as a teacher
4. Visit edtechteacher.org. this a treasure box for you. Explore and share what
you learned
Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching-
Learning Resources and ICT
Learning Outcomes: • Identify and classify learning resource materials in the
multi-media center; • Show skills in the positive use of ICT to facilitate the
teaching-learning process (PPST 1.3.1); • Show skills in the evaluation, selection,
development, and use of a variety learning resources, including ICT to address
learning goals (PPST 4.5.1); • Analyze the level of technology integration in the
classroom; • Demonstrate motivation to utilize ICT for professional development
goals based on the PPST (PPST 7.5.1).
Resource Teacher: Teacher’s Signature: School:
SPARK YOUR
INTEREST
Assessment in an essential part of the instructional cycle. The instruction
cycle consists of: 1. setting the intendent learning outcome/s, 2. Selecting a
teaching methodology, strategy and activity that are aligned to the learning
outcome and topic which are developmentally appropriate to the learners and 3.
Assessment itself. Assessment is the part of the instructional cycle that
determines whether or not the intended learning outcome has been attained and
so necessarily, the assessment task must be aligned to the intended learning
outcome.
In a lesson on assessment, we can speak of assessment for learning,
assessment of learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as
learning. Assessment for learning is referred to as formative assessment while
assessment as learning is referred to as self-assessment.
\
OBSERVE, ANALYZE,
Activity 12.1
Observing Assessment FOR Learning Practices (Formative
Assessment)
Resource Teacher: ____________________ Teacher’s Signature: _____________ School: ____
Grade/Year Level: _______________ Subject Area: _______________ Date: __________________
OBSERVE
2. Did the teacher ask the class “Did you understand”? If she did, what was
the class’ response?
Some students said yes
3. Did the students make the teacher feel or sense they did not understand
the lesson or a part of the lesson? How?
By asking questions/ the students remain silence
4. If they did, how did the teacher respond?
They will repeat the lesson that they don’t get and understand.
5. Were the students given the opportunity to ask questions for
clarification? How was this done?
When the teachers ask the students a questions of what they
don’t understand or some questions that can be related to the
subject matters.
6. If she found out that her/his lesson was not clearly understood, what did
teacher do? Did you observe any of these activities? Please check.
The teachers repeat it again and give an activities that related
to the topic so that the learners will get it now and after they do
it the teachers will explain it again
______ Peer tutoring (Tutor were assigned by teacher to teach one or two
classmates
______ Each-one-teach-one (Students paired with one another)
______ Teacher gave a Module for more exercises for lesson mastery
______ Teacher did re-teaching
ANALYZE
1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for-all assessment at
the completion of the entire lesson?
The teacher should find out if students understand the lesson
by giving an assessment to the students after the discussion and
while the teaching is in progress, teachers should ask a
question to the learners so that they can know if the students
understand and catch up the lesson.
2. Why is not enough for a teacher to ask “Did you understand, class? “When
he/she intends to check on learners’ progress?
Because some students when the teachers ask if they
understand the lesson the students are not telling the truth,
because some students afraid and shy to ask their teacher for
clarification of the discussion.
3. Should teacher record results for formative assessment for grading
purposes? Why or Why not?
Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
When we say formative assessment is also referred to as
assessment for learning, assessment for learning simply
means we do assessment to ensure learning, and it will
needed to be recorded to add their grade result when they
are failed,.
Should you record results of formative assessment? Why or why not?
Yes, because it is important,, to know if the students get high
grades or low grades.
OBSERVE
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should
support students learning. Do you agree? Why or why not?
Yes, I agree because assessment is a part of learning of the
students that they know if the students have knowledge that
gain from the lesson.
2. Does assessment as learning have the same ultimate purpose as
assessment for learning?
Yes, because we all know that assessment is a part of
learning because it is based on the student`s grades. And it is
the summary of the performance of the students.
uii8
REFLECT
The primary purpose of assessment is not to measure but to further
learning. Reflect on your personal experiences of assessment in school. Were
you given opportunities for self-assessment? If yes, what was its impact on your
learning?
The primary purpose of assessment is to measure the
learning of the students because it will depends for each
score the total of possible grade of the students, when I was
a child sometimes I got half score and sometimes I got high
scores, but the important is to have a knowledge and to
passed the subjects. It is really help for us to develop our
skills and abilities, by this assessment, we can also know our
weaknesses that we need to develop or to improve.
SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1 Episode 12- Assessment FOR
Learning and Assessment AS Learning (Formative Assessment)
Learning Outcome Demonstrate knowledge of the design and use of formative
assessment. Explain the importance of formative assessment.
Name of FS Student _______________________________ Date Submitted _______________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spellin
g errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning for learning
B. Assessment of learning
C. Assessment of and for learning
11. Which assessment is likened to tasting the soup while in the process of
cooking the soup?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
FIELD STUDY 1 LEARNING EPISODE
FS 1 13
Assessment Of Learning
(summative assessment)
Physical/Biological
Science/Math/English/Filipino
ANALYZE
REFLECT
Besides on past assessments you have been through. Were they aligned with
what your teacher taught (with learning outcomes?
How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
4. Which assessment task is aligned to this learning outcome: Compute the mean if
the scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is the mean the same as average?
OBSERVE
Observe classes and pay particular attention to the assessment tool used by
the teacher.
With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s
test items, give an example.
Type of Traditional Put a Learning Outcome Sample Test Comments to
Assessment Tool/ Check Assessed item of the
Paper-and Pencil (/) Resource assessment
Test Here Teacher tool
constructed
in accordance
with
established
guidelines?
Explain your
answer.
Selected Response
Type
1. Alternate response
2.
3.
4.
5. Matching type
6. Multiple choice
7. Others
Type of Put a Learning Sample Test Comments (if the
Traditional check (/) Outcome Item of assessment tool
Assessment if Assessed Resource constructed in
Tool/Paper and Research Teacher accordance with
Pencil Test Teacher established
used it guidelines?)Explain
you answer.
Constructed
Response Type
1. Completion
2. Short answer
type
3. Problem Solving
4. Essay –
restricted
5. Essay non-
restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one
were rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment
tools and tasks were the Resource Teachers most skilled in test construction?
least skilled?
REFLECT
How good are you at constructing traditional assessment tools? Which do you
find most difficult to construct? Any lesson/s learned?
LINK THEORY TO PRACTICE
Here is the learning outcome of this Activity: Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.
5. In a multiple choice type of test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
OBSERVE
Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
With teacher’s permission, secure a copy of the assessment tool.
Study the assessment tool then accomplish Observation Sheet.
Did your Resource Teacher explain the rubric to the students?
What type of rubric did the Resource Teacher use – analytic or holistic?
1. Product –
2. 2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you
think that type pf rubric was used more?
2. Based on your answers in # 1, what can you say about the scoring rubrics made
and used by the Resource Teachers?
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
4. If you were to improve on one scoring rubric used, which one and how?
Does the Scoring Rubric in this FS Book I help you come up with better output?
REFLECT
Are authentic assessment tools and task new? Reflect on your experiences of
tests for all the years as a student.
SHOW Your Learning Artifacts
1. To pinpoint which part of the lesson needs more explanation, which scoring
rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report
C. Group the students for research report writing
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour
course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can
now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any, if there are, select one
best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning
Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by
you, accomplish Observation Sheet #
4. Put a check in the right column.
6. Evidence of student
participation in selection of
content of portfolio – There is
proof that students took apart
in the selection of the content
of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
2. Scrutinize the elements of this portfolio, based on the parts, under which type of
portfolio does this fall?
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress
as a Learner”
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
REFLECT
__________________________________________________ ___________
Signature of FS Teacher above Printed Name Date
3. I need to prove that I have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?
A. Showcase Portfolio C. Development Portfolio
B. Development Portfolio D. Process Portfolio
4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?
A. Showcase Portfolio C. Assessment Portfolio
B. Development Portfolio D. Process Portfolio
5. I want to know if my students can now focus the microscope properly. With
which portfolio am I concerns?
A. Showcase portfolio C. Assessment Portfolio
B. Development portfolio D. Process Portfolio
OBSERVE
Creating 6-
Highes
t
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding 2 Comprehensio 2 /
/ n
Remembering 1- Retrieval 1 ////-Example
/ Lowest
Metacognition 5
Example: 6-
Creating = I Highes
t
Evaluating = I 5
Analyzing / 3
An = II
Applying = III 4
Understandin Comprehensio 2
g = II n
Remembering Retrieval = 1-
= IIII Lowest
1
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest
number?
2. What do these (lowest and highest number of assessment questions) reveal
about Resource Teacher’s level of questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills- metacognitive skills and self-system thinking.
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1
to 5 (5 as highest) where will you be?
__________________________________________________ ___________
Signature of FS Teacher above Printed Name Date
2. Does quarterly assessment have the same percentage weights for all the
subjects; for all the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
3. Which is the percentage contribution of written work to the grade of the Grade
1-10 student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
5. Based om percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects
B. All components are being emphasized
C. The emphasis for all Grade 1-10 subjects is on performance tasks.
6. A student’s gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Beginning D. Outstanding
10. How is the final grade per subject for Grade 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all the subjects for the semesters
D. Get the average of the grades of all the subjects for the 4 semesters
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the
total number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole
numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grade 1 to 10? Any students who did
not meet expectations ________________________________________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10? Any students who did not meet
expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning
areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Grades fulfill their function if reported meaningfully to students and most of all
to parents, our partners in the education of the children.
Grades are a measure of achievement, not necessarily IQ. A student may have
high IQ but not necessarily achieving or performing because of lack of motivation
or other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distinguished on Card Distribution Day. Describe how
cards are distributed.
4. How did the Resource Teacher handle their questions and concerns? What
answers did he/she give?
1. How did you give feedback to your students regarding their performance? When
do you give feedback?
2. How do you report students’ performance to parents? Does the school have a
regular way of reporting grades to parents?
3. What problem on grade reporting did you encounter with parents? How did you
address it/them?
1. Do you see the meaning of your grades in the School Report Card?
1. Does your child’s Report Card give you a clear picture of how your child is
performing?
2. If you were asked what else should be found in the Report Card, which one?
Why?
3. Do you find the Card Distribution Day important? Why or why not?
ANALYZE
1. What were the most common issues raised on students’ performance?
REFLECT
__________________________________________________ ___________
Signature of FS Teacher above Printed Name Date
FS 1 14
The Teacher as a
PERSON and as a
PROFESSIONAL
“My Teacher, My Hero” was a banner during the World Teacher’s Day
celebration in the Philippines in the years past. Are Filipino teachers, real
heroes? What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers
serve the country just like any other hero. To be a teacher requires a lot of
personal and professional qualities. These qualities make an excellent Filipino
teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are
exemplary and are fitted to be teachers. These are natural tendencies of a person.
Here are some of the qualities and attributes that distinctly characterized a
teacher.
Not everyone has these qualities, hence not everyone can be a good teacher. As
the old saying goes; “Teachers are born but good teachers are both born and
made.”
Professional competence of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional
teacher if you earn a degree to teach in either elementary level or high school
level. You should also earn license to teach by passing a licensure examination
for teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or
specialization and the professional courses including the pedagogy courses. Your
professional courses include experimental learning courses that include Field
Study 1, Field Study 2 and Teaching Internship. These are Important in your
preparation to become professional teachers.
So what are the professional competencies that every teacher should
have? You will find these in the matrix that follow.
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only you will observe
and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities
that you have found out. If the personal quality is not observed by you or is not
revealed in your interview, write not observed or not manifested.
Personal Qualities Observe(o) Data Results
Interview I have found out that…
(i)
a. Dignified Observe I’ve found out that the teacher had fair
treatment to the students regardless of their
diverse personality.
b. Healthy Observe I’ve found out that the teacher has a good
personal hygiene and she also teach this to
her students.
f. Determined Observe I’ve found out that the teacher loves what
Interview she is doing and she really wants to share
her knowledge to the students without any
complaints.
g. Cooperative Observe I’ve found out that the teacher always listens
Interview to the student needs and ideas to always be
aware on the student’s development.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze
the information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a) Determined– because we all know that teachers always had a planned or
goal wants to achieve, and that is the reason why they continue to do their
duty as a teacher.
b) Knowledgeable – as to my observation the teacher is always prepare and
had enough knowledge about her lesson that she shares to her students.
c) Dignified – the teacher treats her students fairly; she entertains
everyone’s needs and she listens to the idea of each of them regardless of
their physical appearance or personality.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
I think the qualities that I already had is spiritual, determine and
humble and I know that it is enough so I must study hard for me to
be an effective teacher that is qualified to the standard of a good and
effective teacher.
REFLECT
My model teacher is a good teacher, and one of the qualities I admire the
most in her is her optimism. She always tells us that if we have a dream that we
want to achieve, we must trust ourselves and believe that we can achieve it. I
admire her for always inspiring her students; as a result, she is my favorite
teacher; she is good at teaching, and I have learned a lot from her, which is why
she continues to inspire me to this day.
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher.
a. Name
b. LET License No.
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co teacher or the head (only one of the 2) to answer the checklist/
rating scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with your answer on
the survey. In what items do you have the same answer?
6. Show the results in a summary table.
BEED Student
OR:
AND
ANALYZE
Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.
Answer the following questions.
1. In activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ___________Doubtful? __________ Why?
Because she can apply all competencies, the teacher has a high level
of competence. These skills will enable her to be a more effective
teacher, able to meet all of the pupils' requirements. We all know
that the teacher plays an important part in students' learning; they
act as a guide for pupils on how to deal with the various challenges
that they may face.
2. Did your answers to the survey form coincide with the answers of the co-teacher
or head of the teacher you observed?
Why?
REFLECT
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be
Learn more easily and with greater interest. It will also assist them
in increasing their desire to learn. Their requirements will be met,
and the learning process will be more effective since the teacher
possesses sufficient teaching abilities and mastery.
Ma'am Rechelle Suarez, the teacher I observed, she handled Filipino, E.S.P, Math,
Araling Panlipunan. As far as I can tell, she is a highly capable instructor, owing
to her knowledge and mastery of the subject, which allows her to be more
effective in the classroom. She uses a variety of tactics and ideas to meet the
needs of her students. She also has strong communication skills, allowing her to
effectively give courses to her students. She had a method of teaching that was
both organized and planned; she produced a lesson plan and facilitated the class
until the topic was completed effectively. She patiently answered all of the
students' questions and always led them through each exercise. She gives clear
directions in all of the exercises and assigns grades based on the criteria she
devised.
Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person
and as a PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies of
effective classroom teacher`s ⋅enumerate the professional characteristics of
practicing teachers observed as based on the professional standards and code of
ethics for the profession.
Name of FS Student: _________________________________ Date Submitted: ________________
Year & Section: ___________________________________ Course: ______________________________
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvemen
3 t
1
Accomplishe All One (1) to Three (3) Four (4) or
d observation two (2) observation more
Observation questions/task observation questions/ observation
Sheet completely questions/tas task not questions/
answered/ k not answered/ tasks not
accomplished answered/ accomplishe answered/
accomplished d accomplished
Analysis All questions All questions Questions Four (4) or
were were were not more
answered answered answered observation
completely, completely; completely; questions
answers are answers are answers are were not
with depth clearly not clearly answered;
and are connected to connected to answers not
thoroughly theories; theories; one connected to
grounded on grammar and (1) to three theories;
theories; spelling are (3) more than
grammar and free from grammatical four (4)
spelling are errors / spelling grammatical
free from errors spelling
errors errors
Reflection Profound and Clear but Not so clear Unclear and
clear, lacks depth; and shallow shallow;
supported by supported by somewhat rarely
what were what were supported supported by
observed and observed and by what what were
analyzed analyzed were observed and
observed analyzed
and analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on in reflected on in not reflected not reflected
the context of the context of on in the on in the
the learning the learning context of context of the
outcomes; outcomes; the learning learning
Complete , Complete, outcomes; outcomes; not
well-organized well- Complete, complete; not
highly relevant organized, not organized,
to the learning very relevant organized, not relevant
outcome to the relevant to
learning the learning
outcome outcome
Submission Submitted Submitted on Submitted a Submitted
before the the deadline day after the two (2) days
deadline deadline or more after
the deadline
COMMENTS Rating:
Over-all (based on
Score transmutation)
FS1 15
Developing a Global
Teacher of the 21ST Century
\
OBSERVE, ANALYZE, REFLECT
ANALYZE
Refer to the result of your observation to answer the questions that follows.
1. Which of the three responsibilities shows majority of the indicators being
practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Actual teaching because the teacher had shown her mastery about
the topic, she also entertains all students needs and she applies
learner centered approach in teaching.
3. Which of the major responsibilities does this teacher find difficult to comply
with? What are the reasons?
Administrative work because sometimes students fail to pass their
work on time so it is resulted in delay of teachers report about
students’ performances.
4. From your perspective, would you consider this teacher as quality teacher?
Why?
Yes, she is a quality teacher because she able to teach her students
effectively through applying different strategies and methods and
she able to accomplished the learning objectives of her lessons.
REFLECT
Now, that you have spent one school day to observe this teacher, it would be
good for you to reflect on all your observations by answering reflective question
below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no,
why not?
Yes, my interest in teaching has grown as a result of my observations.
Seeing the students' eagerness to acquire the knowledge they required, as
well as the teachers' teaching techniques and strategies, has given me the
impression that teaching is not easy, and that I must prepare myself by
improving my skills and knowledge if I truly want to be an effective
teacher.
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
Try something new in the classroom; students are always watching
how the teacher teaches; therefore, it is beneficial to incorporate some
unique teaching tactics to make the learning process livelier and more
fascinating.
3. What are some of the concerns that you foresee in the future as a quality
teacher? Do you think you will be ready to address these? Give at least 2 concerns.
Limited teaching resources
Difficulty handling behavioral problems in the classroom
I think I have to prepare myself for these because I know I am not ready to
face it now but I will pursue myself on how I will be going to come up with these.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher
you observed? Can you show your appreciation to this teacher by sending a Thank
you card? (include this in your artifact)
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside
including these but not limited to:
a. Doors, windows
b. Teachers table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, et c.
f. Others not included in the list
1. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing
Grade Level 6
ANALYZE
Make a comparison of your drawing A and B. Describe the similarities and
differences. Explain why.
Features of the Present My Vision of the Future Why the similarities?
Classroom Components Classroom Why the differences
REFLECT
Based on the task that you made, what challenges await you as a future teacher?
How will you manage learning in the future classroom? How will you prepare
yourself to respond to 21st teaching-learning and become a glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the
21st century classroom.
Today's elementary pupils have spent their entire lives immersed in various
forms of knowledge. When students are required to participate in inquiry, examine
content, develop knowledge, and effectively communicate their findings, studies
have shown that learning improves.
Take a multimedia approach to studying key subject, promote essential learning
and innovation abilities, build information, media, and technology skills in context,
and advance life and career skills to build your 21st century classroom.
A heavy focus on core content is maintained in a 21st-century classroom. Exploring
topic while creating real, media-rich projects allows students to build deeper
knowledge and make connections between what they learn in the classroom and
what they learn outside of it.
Students have control over how they demonstrate their learning and share their
ideas using digital tools that integrate original artwork, text, photos, and voice
recording.
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 drawing of the present classroom and a drawing of your Vision of
the Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21 st
Century classroom.
1. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
5. The new type of teachers in the 21st century are those who are ____________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Master of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D. I, II and III
Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of glocal
classroom teachers of the 21st century; and design a learner-centered classroom
for the 21st century learners with learning spaces that are safe, that allows
creativity and use of ICT.
Name of FS Student: Daryll G. Romero Date Submitted
Year and Section Course BEEd 4-A
FS 1 16
On Teacher’s
Philosophy of
Education
OBSERVE
Determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate on the K to 12 Curriculum
Framework and guide
Study the DepEd Vision and Mission statements, Core Values and Mandate.
Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
framework and guide and Sec 5 of RA 10533.
Accomplish the Table below by answering this question: Which philosophies are
expressed?
Cite relevant statements to back up an identified philosophy of education. You
are given an example.
OBSERVE
Observe how teacher relates to every learner and how he/she proceeds with her
teaching.
Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were
manifested in class by observing what and how teacher teaches and relates to
learners.
1. Based on your findings and observations in Activity 16.1 and Activity 16.2,
which philosophies of education are dominant in Philippine basic schools? Why
do you say so?
Filipino Pre-service Teachers, according to the data had a high level
of progressivism educational philosophy as well as a high level of
existentialist and reconstructionism. They also show a strong
dedication to postmodernism and existentialism as ideologies
2. If there is one philosophy that schools and teachers should give more attention
to, what should that be and why?
I believe in progressivism because a competent teacher knows and
understands children, their development, and how they learn. I'm
aware that children actively acquire and change their own
knowledge depending on previous experiences and learning. I
recognize that not all pupils study in the same manner or at the
same pace. I believe it is my responsibility as a teacher to accurately
diagnose pupils' interests, aptitude, and past knowledge. Then I have
to come up with learning activities that will both challenge and allow
each student to think and improve.
REFLECT
What is your philosophy of teaching? This describes what you believed you
should teach, how you should teach and how you should relate to others in
school- with the learners, your colleagues, your superiors and all other
stakeholders. Write them down. This is your title, “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help;
I believe that the learner……………. (concept of learner)
I believe that I should teach the learners….. (what)
By…… (how)
I believe that I …… (how should you relate to learners, colleagues, superior,
parents and other stakeholders)
SHOW Your Learning Artifacts
1. In its vision and mission statements, DepEd wants to develop learners….” Whose
values and competencies enable them to realize their full potential…. “On which
philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that the
students learn in a child-friendly, gender sensitive, safe, and motivating
environment”. This implies that DepEd believes that environment affects
learning. Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism
5. It’s Valentines’ Day. The lesson is a part of human digestive system- the stomach.
Students bargain with teacher and so ask if they can discuss the heart in place of
the stomach. Teacher responds “Let talk about the stomach which is the lesson
for today then go to the heart when we are done with stomach. Based on
philosophies of education, which is TRUE of teacher?
A. Is essentialist in the sense that she stickled to the subject matter for the day
and progressivist since she also considered students’ interest.
B. Is pragmatic because it was practical to give way to students’ request even she
prepared for the day’s lesson.
C. Is utilitarianist because she considered both lessons useful
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism
A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism
9. There are a number of laws in the Philippines requiring the teaching of subject
matter such taxation and agrarian reform, etc. This proves that schools must
bring about reform in society. On which philosophy of education is this based?
A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism
10. Teacher make used of moral dilemmas to enable students to make a stand in
moral issues. Which word CORRECTLY applies to teacher’s teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist