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FIELD STUDY 1
FS 1
LEARNING EPISODE
THE SCHOOL ENVIRONMENT
1 SPARK YOUR INTEREST

This Episode 1 provides an opportunity for students to examine and
reflect on a school environment that promotes learning and development.
TARGET YOUR INTENTED LEARNING OUTCOME
At the end of this Episode, I must be able to determine the characteristics

of a school environment that is safe, secure, and is supportive of learning (PPST
2.1.1).
REVISIT the Learning Essentials
1. A physical environment conductive for learning is one that has consistent

practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social and psychological needs of the
students.
2. Display boards can be powerful in communicating information about the

learning environment. They help in building and establishing the school
culture. These boards become one way for everyone to learn about the
vision- mission, goals and values that the school uploads.
3. As a basic part of the school’s visual environment, display boards have

four general purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics.
They set the social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have
greater confidence. An example would be the display of students’
outputs that show that each output is recognized and valued. The
bulletin board help celebrate the learners’ growth and progress.
 Informational- They are used as a strategy to readily disseminate
information.
 Instructional- They move students to respond and participate
through interactive displays. They get students to think about and
communicate their learnings.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility,
correctness, and durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School

Resource Teacher: Teacher’s Signature School
Grade/Year Level: Subject Area: Date:
To realize the Intended Learning Outcome, work my way through these
steps:
1. Visit a school. Look around into facilities and support learning areas in the
campus, then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good environment through and of these:
a) Descriptive paragraph b) Photo essay
b) Sketch or drawing c) Poem, song or rap
OBSERVE
As you move around, observation form is provided for you to document

your observation. It is advised that you read entire worksheet before
proceeding to the social site. A good understanding of the activities and
tasks to be accomplished in the activity sheets will yield better learning results
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are
available, and say how each will contribute to the students’ learning and
development.
Will it contribute
Facilities / Description to the students’
learning and
development?
Why?
Office of the / With air-conditioned, indoor Yes, because it is
Principal plants, bookshelf, cabinet, presentable and
sofa & e.t.c. it is conducive conducive.
because it is clean, well
organize and presentable.
Will it contribute to
the students’
/ Description learning and
development?
Why?
Library / Well organized has a great Yes, because it
space and learning resources. will help the
students to gain
more information
in the library, to
develop their
skills and
abilities.
Counseling Room / The area look`s comfortable Yes, because to
to stay and discuss matters. help the students
on how to have a
discipline
Canteen Cafeteria
Not found
Medical Clinic Small in space but there`s a Yes, because just

/ materials that needed. in case of
emergency they
can use it
especially when
the students is
not feeling well.
Audio Visual/ / Spacious there are available Yes, because the

Learning equipment`s but seldom in equipment`s are
Resource Center use available when
the students need
it they can use it.
Science / Small in space but there are Yes because when

Laboratory tools and apparatus there`s an activity
available. especially in
science subject it
helps the
students when
they need it and it
is very useful in
demonstrating.
Gymnasium / It is wide and not so big, it is Yes, because
covered and has stage, plants when they have
in left and right side of the an activities or
gym. performance they
can use the gym
to perform well
and do the task
properly
especially when
they have a
culminating
activities.
Auditorium Not found
Outdoor/ Garden / Some gardens outside have Yes, because the

don’t have plants but the flowering gardens
other garden have plants, give some
there is a garden for flowers additional looks
and for vegetables. and it
presentable, the
surrounding is
conducive for
learning and the
vegetable plants
it can also help
the students on
how to maintain
the cleanliness
and orderliness of
the plants.
Home Economics / Yes, because
Room when there`s a
meeting they can
Well ventilated has a great also use this H.E
space and thigs are organize. the students
should maintain
the cleanliness of
this area.
Industrial / There are tools and Yes because it
Workshop Area equipment`s available. really helps the
students on how
to use it properly
and on how to
maintain the tools
clean.
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.
Comfort Room for / Small in space but it is clean Yes, because it is

Girls and ready to use it. 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.
2. Describe the school Colorful campus, it has blue, red, green,

campus. What colors do you orange, blue green, peach, and yellow
see? What is the condition of colors. The condition of the buildings some
the buildings? of the classrooms are destroyed because the
typhoons past years. An others classrooms
are so beautiful and clean even if its few but
it is conducive for learning and teaching.
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.
4. Walk through the school’s Playground (slide, monkey bar, seesaw,

halls, the library. The swing, booths, Laptop, printer, laminator-
cafeteria. Look around and machine, tables, cabinet, weighing scale,
find out the other facilities computers, speakers, amplifier, grass-
that the school has. cutter,
Grade/Year Level: Subject Date
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?
3. What learning materials/ equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well- lit and well- ventilated?

An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix
to record your data.
CLASSROOM FACILITIES MATRIX
Description
Classroom Facilities (location, number, arrangement, condition)
1. Wall Display It is near on the door, its only one, landscape

and by different subjects, sections and
officers in every organization, it is In a good
condition, beautiful, presentable and
interesting.
2. Teacher’s Table In front of the classroom, near from the
blackboard, and the other table it`s located
at back near from the door, it is presentable
and in a good condition.
3. Learner’s Desk It is located at the center of the room from
front to back, their only 22 desk, it is 5 rows
and 4 columns, It is good and organize
properly with distance.
4. Blackboard It is located at the front of the room, 2
blackboard, it is landscape, in good
condition and it is clean.
5. Learning Materials/ It`s located at the back and it is organize on

Visual Aids. the bookshelf, and the other is located at
front right corner of the room, it also have a
bookshelf and boxes. In a good condition
because it is well arrange.
6. Comport Room It is located at back of the room, left side. It
is only one (1), it is good and always have
water because there is a faucet and water
drums that can stock water to use.
7.Fan It is located at the ceiling there are four(4),
one in left and right side of ceiling, one in
front of the ceiling and one at back of the
ceiling, and all ceiling fan is functioning
properly.
8.Printer/laminator The printer and laminator machine are
machine located at the front near in the teacher
tables, there is one printer and one
laminator machine, it is functioning well
and in a good condition.
9.Book shelf It located at back beside the comport room,
there are 2 bookshelf, it is organize
according to its used, and it is in good
condition and it is useful.
10.Lightning It is located at the center of ceiling, it is only
one lightning, it is functioning well, That can
light up the whole room.
Write your observation report here.

Name of the School Observes Saban Elementary School
Location of the School Saban, Oas, Albay
Date to Visit October 25, 2021
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.
2. What kind of school campus is conducive to learning?

 The kind of school campus is conducive to learning is having a
Presentable, clean, peaceful, and organize classroom.
3. What kind of classroom is conducive to learning?

 Peaceful, Clean and Organize classroom, presentable
classroom, beautiful, having a decoration, with proper
facilities that needed by the learners.
4. In the future, how can you accomplish your answer in number 3?

 As a future teacher a kind of classroom that I accomplish to have a
conducive to learning. As a teacher I must be a student-centered,
where in I would be focus on my student`s needs and wants for
them to be comfortable in studying and they feel excitement to go
to school every day.
5. Write your additional learnings and insights here.


Activity 1.2 Observing bulletin board

Grade/Year Level: Subject Area
Date:
The display board, or what we more commonly refer to as bulletin board,
is one of the most readily available learning resources
To achieve the Intended Learning Outcomes, work your way through
these steps; 1. Examine for bulletin board display. Includes the samples of those
found at the entrance, lobby, hallway and classroom 2. Pick one and
evaluate the display 3. Propose enhancements to make the display more
effective.
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
Read the following carefully before you observe.

1) Go around the school and examine the board display. How many
board displays do you see?
2) Where are the display boards found? Are they in places where
target viewers can see them?
3) What are the displays about? What key messages do they

convey? What images and colors do you see? How are the pieces
of information and images arranged?
4) What materials were used in making the displays? Are borders

used?
5) Do you notice some errors? (misspelled words, grammar

inconsistencies and the like)
6) Are the messages clear and easily understood?
7) Think about what got your attention. Why did I get your
attention?
8) Take a photo of the display boards (if allowed)
Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.)
When I go around the school campus, I noticed that every classroom

has a board display and even the principal’s office has a board display. Upon
location many of the board displays are located at the back portion of the
classroom. Where in the target viewers can easily see and read the messages
that are pasted in the board display. On the classroom I’ve find the board
display it is about the data bank. Where in message convey by the board
display is about the students update and information. The materials used are
printing materials, and cut out letters. Boarders are used in constructing the
board display and aside from that it has many designs that catches the
attention of the target viewers and readers. There is no error in constructing
the messages because the messages are clearly and readable in a nearest sight.
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
Check the column that indicates your rating. Write comments to

back up your ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs

Improvement
NI S VS 0
Criteria 1 2 3 4 Comments
Effective The message transmit

Communication / immediately, readable, clear
It conveys the message and properly.
quickly and clearly.
Attractiveness It is attractive because of the
Colors and / colors and it really catch up the
arrangement catch and interest of the target audience.
hold interest
Balance It is well organized.
Objects are arranged so /
stability is perceived.
Unity It is orderly arrange and
Repeated shapes or / maintaining in using sizes so
colors or use of that it looks uniformed
boarders hold display
together.
Interactivity It will attract the learners and
The style and approach / encourage them to take a look
entice learners to be on the board display.
involved and engage.
Legibility
Letters and illustrations /
can be seen from a good
distance
Correctness
It is free from grammar /
errors, misspelled
words, ambiguity.
Durability The materials that display is
It is well- constructed; / accurately and presentable
items are secretly
attached.
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
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.
Evaluation of The information are It will need some

educational content and related and accurate, documentations like
other aspects it is the records of the picture`s, that will
students, parents and attract well the target
teachers in school. audience.
Recommendations or Suggestions for improvement
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.
Signature of Evaluator over Printed Name:
DARYLL G. ROMERO
Based on your suggestions, make your board display layout. You may present
your outputs through any of these:
 A hand- made drawing or layout
 And electronic (computer) drawing/ illustration or layout
 A collage
My Board Display Lay- out
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.
Was the board display effective? Why? Why not?

 Yes, because it serve as a guide to them that may help them to
know everything that might happen in their school, it gives an
update and information to the target audience.
What suggestions can you make?

 I suggest that the font style should be readable and the colors
should be accurate not to bright and not too light, it needs a
good color combination so that its readable and clear.
Based on your suggestions, propose an enhanced version of the display board.
Use the form below.
My Proposed Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:
Content Resources (Name each needed resource and give each a brief
description):
Materials for aesthetic enhancement:
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?
 Technology Advance, I practice this skills by following

properly the procedure to develop my skills, continue reading
and using technology in everyday life especially in doing
school works, that really help me to work faster and easier
and to have a great outcomes.
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.
 Multi-tasker, the steps should I need to do to improve this is to

have a time management so that I can do the following tasks even
if there is another things that I should need to do.
LINK THEORY TO PRACTICE
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
2. Which facilities are present in a health- promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boy and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV

B. I, II, III, and IV
C. I and II
D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
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?
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfils which
primary purpose?
B. Informational
C. Motivational
D. Decorative
SHOW Your Learning Artifacts
My Personal Illustration of an Effective

School Environment
EVALUATE Performance Task
Evaluate Your Work Field Study 1. Episode 1. The School as a learning

Environment.
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
Accomplishe All One (1) to Three (3) Four (4) or more
d observation observation two (2) observation observation
Sheet questions observation questions/ tasks questions/ tasks
tasks questions/ not answered/ not answered/
completely tasks not accomplished accomplished.
answered/ answered/
accomplish accomplished.
Analysis All questions All questions Questions were Four (4) or more
were were not answered observation
answered answered completely, questions were not
completely, completely, answers are not answered.
answers are answers are clearly Answers nit
depth and are clearly connected to connected to
thoroughly connected to theories one (1) theories; more
grounded on theories, to (3) than four (4)
theories; grammar and grammatical/ grammatical/
grammar and spelling are spelling wrong spelling errors.
spelling are free from
free from errors.
error.
Reflection Profound and Clear but Not so clear and Unclear and
clear lacks depth shallow, shallow, rarely
supported by supported by somewhat supported by what
what were what were supported by were observed and
observed and observed and what were analyzed.
analyzed. analyzed. observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on reflected on in reflected on in the
the context of in the context the context of context of the
the learning of the the learning learning outcomes;
outcomes. learning outcomes. not complete, not
Complete, outcomes. Complete not organized, not
well organized Complete organized very relevant.
highly well relevant to the to
relevant to the organized the learning
learning very relevant outcome
outcome. to the to the
learning
outcome
Submission Submitted Submitted Submitted a day Submitted two (2)
before the before the after the days or mote after
deadline deadline deadline the deadline
COMMENTS
Rating
OVER ALL (Based on
SCORE
transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1. 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
below
Signature of FS Teacher above Printed Name DATE
FIELD STUDY 1 LEARNING EPISODE
2
Learner Diversity: Developmental
FS Characteristics, Needs and Interest

Episode 2 provides me with an opportunity to observe learners of
different ages and grade levels. It highlights the difference in their characteristics
and needs. As a future teacher, it is important for me to determine my learner’s
characteristics and needs so that I will be to plan and implement learning
activities and assessment that are all developmentally appropriate.
At the end of this Episode, I must be able to determine the characteristics,

needs and interest of learners from different developmental levels. (3.1.1).
Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional
parents such as, from the head to the toe (cephalocaudal), and from the center of
the body then outwards (proximodistal)
2. Development takes place gradually.
3. All domains of development and learning- physical, social and emotional,
and cognitive- are important and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation,
symbolic or representational capabilities. (NAEYC 2009).
Activity 2.1 Observing learner characteristics at different stages

To realize the Intended Learning Outcome, I will work my way through these
steps:
Step 1. Observe 3 groups of learners from different levels (preschool, elem., and high
school)
Step 2. Describe each of the learners based on my observation
Step 3. Validate my observation by interviewing the learners.
Step 4. Compare them in terms of their interests and needs.
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.
Learner’s Development Matrix

Record the data you gathered about the learners’ characteristics and
needs in this matrix. This will allow you to compare the characteristics and needs
of learners at different levels. The item under each domain is by no means
exhaustive. These are just sample indicators. You may add other aspects which
have you observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed children observed children observed
Physical Moves freely, They are now
Gross- motor skills runs without pay attention om
attention on what they do,
Fine- motor skills how and what active in doing
they do, not so activities like
Self- help skills
good in reading, writing, drawing,
Others writing, drawing coloring,
and some are speaking and
shy. they can move,
walk and runs.
Social Always ask They can share
Interaction with questions
and ideas, stories
Teachers seek help of the that build their
teachers when self- confidence.
Interaction with
didn`t Watching and
classmates/ friends
understand the observing,
Interests lesson and some talking and
answer of the sharing about
Others pupils need the their
follow by the experiences.
teachers. They can follow
the instruction
and respecting
their teachers.
Emotional They express Express feelings
Moods and emotions freely, but have
temperament say things limitations,
expression of without proper emotions are
feelings
thinking, expressed on
depends on their closest
Emotional
independence teachers ease friends.
their feelings Stubborn but
Others and mostly behaves when
stubborn shows scolded or dealt
their emotions well with the
when they feel teachers.
like crying,
laughing out
loud when they
are happy.
Cognitive Ideas mostly Can
Communication came from their communicate
skills experiences. well and words
Problem solving are pronounced
Thinking skills is always properly and
depending the clearly. Ideas are
Problem- solving
teachers. Simple being expressed
Others words can be with the sense
expressed but and thought and
can`t be they are good
pronounce enough on
clearly. problem solving.
ANALYZE
Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:
Salient Characteristics Implications to the
Level Observed Teaching- Learning
Process
Preschool  Preschoolers like  Therefore, the
Age range of learners to move around a teacher should
observed 3-4 lot. remember to use
music and
movement
activities not just
in PE but in all
subject.
 Therefore,
teachers should
not expect
preschoolers to
stay seated for a
long period of
time.
Salient Characteristics Implications to the
Level Observed Teaching- Learning
Process
Preschool They like to listen to The teacher should use
Age ranged of learners stories and could be visual aids and
observed ___________ easily motivated with instructional materials
pictures and drawings. that would catch their
attention like pictures,
drawings that are colorful
and if possible videos
presentation.
Elementary These pupils are now Teachers should impose
Age ranged of learners independent, they could rules and guidelines to
observed ___________ do their assigned tasks make teaching learning
and could listen process effective.
attentively to the Discipline of the students
teachers. especially in their study
habits should be imposed
to develop good attitude
values.
High School
Age ranged of learners
observed ___________
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?
 The teacher that I could not forget is teacher Welen, because

she is very kind, have sense of humor, very patience, and
helpful. She is very talented and motivates me to show my
talents in drawing. Her lessons and values are always in our
hearts and she always wearing beautiful smiles even she have
a problems.
3) Share your other insights here.

 Teaching is not easy, always remember never stop learning
because life never stop teaching.
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
2. A preschool teacher is thinking about how best to develop the fine

motor skills of the 4- years old. Which of the following should he best
consider?
A. Provide daily coloring book
B. Ask the children to do repeated writing drills everyday
C. Encourage children to eat independently
D. Conduct a variety of fun and challenging activities involving
hand muscles daily.
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.
Name of FS Student _________________________________ Date Submitted________________
Year and Section _____________________________________Course__________________________
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)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Signature of FS Teacher above Printed Date

Name
3
Focus on Gender, Needs, Strengths, Interest, Experience
FS Language, Race, Culture, Religion, Socio- economic Status,

Difficult Circumstances, and Indigenous Peoples

Episode 3 provides an opportunity to observe how difference in gender,
racial, cultural and religious backgrounds, including coming from indigenous
groups influence learner behavior, interaction, and performance in school. One
will also analyze and reflect on practices that teachers use in leveraging diversity
in the classroom. It also provides an opportunity to observe how differences in
abilities affect interaction in school and learn about strategies that teachers use
in addressing the learners ‘needs toward effective teaching and learning.
At the end of this Episode, I must able to:

 Describe the characteristics and needs of learners from diverse
backgrounds;
 Identify the needs of students with different levels of abilities in
the classroom;
 Identify best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding, and acceptance of the
learner’s diverse needs and backgrounds.
Here are the principles and concepts relevant to this episode:

1. Principles of Development
a) Development and learning proceed of varying rates from child to
child, as well as at uneven rate across different areas of the child’s
functioning. (NAYC 2019)
b) Development and learning are maximized when learners are
challenged to achieve at a level just above their current level of
mastery, also when they have many opportunities to practice
newly acquired skills.
c) Differentiated instruction is a student- centered approach that
aims to match the learning content, activities and assessment to
the different characteristics, abilities, interests, and needs of the
learners.
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.
Teachers who celebrate and leverage student diversity in the classroom:

 Use strategies to build a caring community in the classroom
 Model respect and acceptance of different cultures and religions
 Bring each of the student’s home culture and language into the shared
culture of the school
 Provide more opportunities for cooperation than competition
3. Focus on the Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a
keen awareness of one’s own identity, including one’s belief and cultural
practices. Through serious reflection one may realize that the self is a
product of all the influences of key people in one’s life and the community,
real and virtual. Similarity, learners from indigenous groups carry with
them their beliefs, views and cultural practices. One’s attitude needs to be
that of openness and respect. Come in not with the view that one’s own
culture is superior. We approach with the sincere willingness and deep
interest to know and understand the indigenous peoples’ culture. We aim
to make teaching- learning facilitative rather than imposing.
a) From your professional education subjects/ courses, most likely
you have discussed indigenous peoples in the Philippines. You
learned that our country has about 110 ethnolinguistic groups,
majority of which is in Mindanao, some in Northern Luzon and
fewer in the Visayas. (UNDP Philippines, 2010). They represent
about 10- 20% of our total population. There are two big
indigenous people’s groups which have several smaller ethnic
groups within them, the non- Muslim groups called the Lumads in
Mindanao, and the Igorots in Northern Luzon. Among others, we
have the Badjaos, Ati and Tumandok, Mangyans, and Aetas.
b) Republic Act 8372 (1997), the Indigenous Peoples’ Right Act,
recognized and protects the rights of indigenous cultural
communities (ICC) and indigenous peoples (IP). Our country was
admired by other nations for enacting this law. However, years
later, so much will still have to be done to improve the lives of
millions of people from indigenous groups. (Reyes, Mina and Asis,
2017)
c) Guided by RA 8371, in 2015 DepEd issued 32, s.2015. adopting the
Indigenous Peoples Educations (IPED) Curriculum Framework.
Most useful for you as a future teacher to remember are the 5 Key
Elements of an Indigenous Peoples Education Curriculum (DI
32, s.2015 enclosure, pp.15-18)
d) Curriculum Design, Competences and Content. Interfacing the
national curriculum with Indigenous Knowledge system and
practices (IKSPs) and Indigenous Learning system (ILS) the design
of a culturally appropriate and responsive curriculum has the
following features:
a. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institution.
b. Includes and respect the community’s expression of spiritually as part
of the curriculum context.
c. Affirm and strengths indigenous cultural identity.
d. Revitalizes, regenerates, strengths, and enriches IKSPs, ILS, and
indigenous language.
e. Emphasizes competencies that are needed to support the development
and protection of the ancestral domain, the vitality of their culture, and
the advancement of indigenous peoples’ right and welfare.
f. Supports the community’s efforts to discern new concepts that will
contribute to the community’s cultural integrity while enabling
meaningful relations with broader society.
e) Teaching Methodologies and Strategies. A culturally appropriate
and responsive curriculum employs teaching methodologies and
strategies that strengthen, enrich, and complement the
community’s indigenous teaching-learning process.
f) Learning Space and Environment. A culturally appropriate and
responsive curriculum recognize that the ancestral domain where
IKSPs are experienced, lived, and learned is the primary learning
environment and learning space of indigenous learner.
g) Learning Resource. Instructional materials, and other learning
resource shall be developed and utilized in line with the described
curriculum content and teaching-learning process.
h) Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts
being covered. Their design and use shall address the needs and
concerns of the community and shall be developed with their
participation
Observing differences among learners’ gender, needs, strengths, interest,

Activity 3.1 and experience; and difference among learners’ linguistic, cultural, socio-
economic, religious background, and difficult circumstance.
Resource Teacher: ____________________ Teacher’s Signature: ______________ School ____________

Grade/ Year Level_______________________Subject Area: ______________________ Date: _____________
The learners’’ differences and the type of interaction they bring surely affect
the quality of teaching and learning. This activity is about observing and
gathering data to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these
steps:
Step 1. Observe a class in different parts of a school day. (beginning of the day,
class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and
social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that
she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions
The observation form is provided for me to document my observation.
OBSERVE
An Observation Guide for the learners’ Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
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.

Grade/ Year Level_______________________ Subject Area: ______________________ Date: ____________
To realize the Intended Learning Outcomes, work your way through

these steps.
1) Observe at least two of these classes.
a) SPED class with learners with intellectual disabilities
b) SPED class with learners with physical disabilities
c) SPED class for the gifted and talented
d) A regular class with inclusion of learners with disabilities.
2) Note the needs of the learners that the teacher should address.
3) Interview the teachers to find out more about the learners.
4) Write your observation report.
5) Analyze your observation data
6) Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your

observations.
observation report on the space provided.
1) Observe the class to see the differences in abilities of the learners.
2) Try to identify the students who seem to be performing well and those
that seem to be behind.
3) Validate your observations by asking the teacher about the background
and needs of the learners.
4) Observe the behavior of both regular students and those with special
needs.
Note their disposition, pace in accomplishing tasks, interaction with
teacher, and interaction with others.
5) Observe the teacher’s method in addressing the individual learning
needs of the students in his/ her class.
OBSERVATION REPORT
Name of the School Observed ___________________________________________________
School Address ___________________________________________________________________
Date of Visit _______________________________________________________________________
ANALYZE
1) Did your observation match the information given by the teacher?

 Yes, the information given by the teacher matched on my
observation. I could identify the students who performed well
since they are the one who answered on their modules and
they are the one who do and answered on their summative
test then the teacher will based on the scores and points that
the students will get that’s why we can now know who will be
the one who performed well and get the highest grades.
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
1) Recall the time when you were in elementary or high school.

Recall the high and low achievers in your class. How did your teacher deal
with differences in abilities? Was your teacher effective?
 When I was in elementary the high achievers in class were
given awards by our teacher and was even ranked them from
1-10. They were also awarded in their abilities like best In
science, math, Filipino, English, arts. And how their characters
in class.
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 .
Activity 3.3 Observing the school experiences of learners who belong to

indigenous groups.

Grade/ Year Level_______________________Subject Area: ______________________ Date: _____________
To realize the Intended Learning Outcomes, work your way through

these steps.
1) Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples
in the L Learning essentials of Episode 3.
2) Observe in a school with a program for IP learners. Below are some

suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Laerning and Development, Naujan, Oriental
Mindanao
e. Paaralang Mangyan na Angkop sa Kulturang Anlagaan
(PAMANAKA), San Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun- an Schools of Living Traditions, Brgy. Garangan and
Brgy. Agcalaga Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daranghuyan- Bukidnon Tribal Community School, Dalwagan,
Malaybay, Bukidnon
j. TAlaandig School of Living Tarditions, Lantapan Bukidnon
k. Bayanihan Elementary School, MArilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
3) Write your observation report

4) Analyze your observation data using the Indigenous Peoples Education
Framework
5) Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your

observations.
observation report on the space provided.
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.
Write your observation report here.

OBSERVATION REPORT
(You may include photos here)
Name of the Social Observe__________________________________________________________

Social Address ________________________________________________________________________
Date of Visit ___________________________________________________________________________
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.
8. Is cultural sensitivity to Yes, by doing the task or activities, sharing their

uphold culture, beliefs and thoughts and experiences with their different
beliefs, and threatening equally, giving respect
practices, observe and in their religion and beliefs.
applied in the
development and use of
instructional materials
and learning resource?
How?
(For example, Culture
bearers of the indigenous
peoples are consulted.)
9. Do assessment practices Yes, in a way of being known the level of
consider community learning of the learner`s ,that can be consider as
values and culture? How? the assessment practices.
10. Do assessment Yes, in a way of being known the level of
processes include learning of the learner`s, that can be consider as
application of higher order the assessment practices. And it help the
thinking skills? students to improve their abilities and skills.
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
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous people
 I learned from the indigenous is to be known something
relevant and the differences about their culture and values.
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.
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous places by threatening them
equally.
3.2 Uphold and celebrate their culture, beliefs and practices by
respecting their culture
3.3 Advocate for indigenous people’s education by
With the principle of individual differences in mind, what methods

and strategies will you remember in the future to ensure that you will be able to
meet the needs of both the high and low achievers in your class? Make a
collection of strategies on how to address the students’ different ability levels.

Direction: Read the items given below and encircle the correct answer.
1. Which statement on the student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Students diversity is purely due to students’ varied culture.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/ she regards his culture as superior to other’s culture.
B. He/ she regards his culture as inferior to other’s culture.
C. He/ she accepts the fact that all people are unique in their own way.
D. He/ she emphasize the difference among people and disregards their
commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students.
B. Make a use of a variety of teaching and assessment methods and
activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups.
4. All are features of the indigenous Peoples Education Curriculum, EXPECT
_______________.
A. Affirms and strengthen indigenous cultural identity.
B. Makes education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous language.
D. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institution.
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.

Evaluate Your Work Field Study 1. Episode 3. Focus on Gender, Needs,
Strengths, Interest, Experiences Language, Race, Culture, Religion, Socio-
economic Status, Difficult Circumstances, and Indigenous People.
Name of FS Student ___________________________________ Date Submitted_____________
Year and Section ____________________________Course__________________________________
3 1
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 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Signature of FS Teacher above Printed Date

Name
4
LERANER DIVERSITY: THE COMMUNITY AND
FS HOME ENVIRONMENT

Episode 4 provides opportunities for you to have a more in-depth look
into the factors that affect the development of a learner. Focus will be on the
early experiences and characteristics of the learner as described by the family
and other significant others. You will also focus how the teachers links with the
community to maximize the learning and development of students.
At the end of this Episode, I must be able to:

 Describe the influencing factors in the home environment that affect the
students’ learning;
 Seek advice concerning strategies that build relationships with
parents/guardians and the wider community (62.1); and
 Identify effective strategies on how teachers can work together with the
family.
1. Presents the learner within the context of layers of relationship systems

that make up the learner’s environment. The layers are:
Microsystem Mesosyste Exosystem Macrosyste Chronosyste
– includes the m – the – the bigger m– m – the
structure connection social outermost elements of
such as one’s between the system layer which the patterns of
family, school structures which includes stability and
and in the includes cultural pacing of the
neighborhoo Microsyste the city values, child’s
d. m. governmen customs and everyday life.
t, the laws.
workplace
and the
mass
media.
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
Activity 4.1Observing the learner’s community and home environment

Resource Teacher: Teacher’s Signature
School
Grade/Year Level: Subject Area:
Date:
To realize my Intended Learning Outcomes, I will work my way through these
steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the
community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. The rules they implement at home concerning their child’s
schooling.
b. The learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
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: __________________________________
Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
-healthy and good
2. Ailments or health problems of the learner as a child:
-fever and common colds
3. Age of the learner when he started to walk/talk:
- 1 yr. old
4. Food preferences of the learner as a child and at present:
-vegetables, fruits and fried fish/chicken
5. Who took care of him as a child?
-mother
Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing or shy, loner).
-friendly and helpful
2. Who were the learner’s playmates?
-siblings, friends and classmates
3. As a child then, was he allowed to play outside?
-yes
4. Is he allowed to go out with friends?
-yes
5. Do you have rules for him to follow regarding going outside?
-yes
6. What are these rules?
-be at home before 5 to 6pm
Emotional – Moral
1. What are your expectations of your child?
-do first the assignments and other task
2. How do you provide a nurturing environment for your child?
-having rules and agreement
3. Does your child go to you when he feels down or has a problem? What do you do to meet his
emotional needs?
-sometimes, heart to heart talk
4. What do you do when he is not successful in something?
-allowed them to play outside with his friends
How do you discipline you children?
1. Do you have rules in the house? What are they?
-yes, do first the house hold chores, assignment`s, then they can played outside after
doing their task
2. How do you impose the rules?
-telling them everyday so that they can always remembered
3. What are the consequences of breaking the rules?
-punishment like squat and they cant play outside
Learner’s Cognitive Aspect:

1. What are the child’s interests?
-interest in playing with his friends
2. What is he good at in school?
-doing some artworks
3. In what subject/s does he have difficulty?
-math
4. How do you monitor his performance in school? How do you motivate him?
-communicate with his teacher, I motivated it by saying good things.
5. Do you have rules at home to help him develop good study habits?
-yes it really help them
6. What are these rules? How are they implemented?
-do first the household chores and doing modules before anything else.
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
Name of the Learner: ___________________________________________________________________

School: ___________________________________________________________________________________
Date of Home Visit: _____________________________________________________________________
Date of Birth: __________________________________________ Age: ____________________________
Grade/Year Level: ____________________________________ Gender: ________________________
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.
3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?
 Yes, because the effects of this is to the learners and the
learning that they needed to developed is the abilities and
skills. The learners who benefits the most from the
communication between home and school, is theirs a lot of
advantages, enhanced academic achievement and improve the
skills of the learners.
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
1. Reflect on your own development as a child. What type of parenting

did you experience? How did it affect you?
 The parenting that I experience during my childhood, is

have discipline, respect and focusing on studying. It affect
me well because it helps me and it`s really serve as a guide
to pursue in reaching my goals. When I don’t follow them
they gave me a punishment and if I don’t do my outputs and
assignments they also give me another punishment. Even my
parents giving me a punishment it is ok for me because I
understand them that they doing this to me so that I will
focused on my studying, and because of this I learned a lot
and I continue in reaching my goals.
2. As a future teacher, how would you establish good home-school

collaboration? How can you work well with the parents? How can you
help them? How can they help you?
 For me as a future teacher this isn`t easy for me but I will try
my very best to teach and to guide the students and have
cooperation and be patience all the time with the parents to
have a good home school collaboration so that the learners
will learned even it is really hard I will teach the learners
properly and I give them a time for teaching them because
this is for them to developed their abilities, skills and fulfil
their knowledges.

Directions: Read the items given below and encircle the correct answer.
1. Which are most likely the kind of children raised by authoritarian

parents?
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. Relates well to class

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children
who have low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive

1.
2.
H- C- L-
O- O- I-
M- M- N-
E- M- K-
U-
N-
S- I-
C- T-
H- Y-
O-
O-
L-
Evaluate your work task Field Study 1, Episode 4 – Learner Diversity:

The Community and Home Environment
Learning Outcomes: Describe the influencing factors in the home environment
that affects the students’ learning; • seek advice concerning strategies that build
relationships with parents/guardians and the wider community (6.2.1); and •
identify effective strategies on how teachers can work together with the family.
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)
TRANMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
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.
3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?
 Yes, because the effects of this is to the learners and the
learning that they needed to developed is the abilities and
skills. The learners who benefits the most from the
communication between home and school, is theirs a lot of
advantages, enhanced academic achievement and improve the
skills of the learners.
REFLECT
1. Reflect on your own development as a child. What type of parenting

did you experience? How did it affect you?
 The parenting that I experience during my childhood, is

have discipline, respect and focusing on studying. It affect
me well because it helps me and it`s really serve as a guide
to pursue in reaching my goals. When I don’t follow them
they gave me a punishment and if I don’t do my outputs and
assignments they also give me another punishment. Even my
parents giving me a punishment it is ok for me because I
understand them that they doing this to me so that I will
focused on my studying, and because of this I learned a lot
and I continue in reaching my goals.
3. As a future teacher, how would you establish good home-school
collaboration? How can you work well with the parents? How can you
help them? How can they help you?
 For me as a future teacher this isn`t easy for me but I will try
my very best to teach and to guide the students and have
cooperation and be patience all the time with the parents to
have a good home school collaboration so that the learners
will learned even it is really hard I will teach the learners
properly and I give them a time for teaching them because
this is for them to developed their abilities, skills and fulfil
their knowledges.
FS 1 5 Creating an Appropriate Learning

Environment
SPARK YOUR INTEREST
This learning Episode provides an opportunity to examine how

classrooms are structured or designed to allow everyone’s maximum
participation for effective learning. You should be able to examine how
classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subject such as
Facilitating Learner-Centered Teaching and The Child and Adolescent Learners
and Learning Principles.

 Plan how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and
conducive to learning.
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning
outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I
remember; what I do, I understand”
REVISIT THE LEARNING ESSENTIALS
The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where, when creating audio-
visual presentations, the following are observed:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of
the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are
established and negative consequences for such are communicated.
 Classroom practices are democratic.
Managing Time, Space and Learning Resources

Activity 5.1
Resource Teacher: _______________ Teacher’s Signature: ____________ School: _________

Grade/Year Level: ______________ Subject Area: ____________________ Date: _____________
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.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
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?
5. Is there a seating arrangement? What is the basis of this arrangement?

Does this help in managing the class?
6. Observe the noise level in the Classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the

Resource Teacher do? Describe the behavior strategy used.
8. What does the Resource Teacher do to reinforce positive behaviors?

(behavior strategies)
REFLECT
Reflection as a future Teacher.

1. Why do you need to enforce positive discipline?
 It really needs to enforce positive discipline, because Positive
discipline guides children away from danger, demonstrates
self-control, and teaches them how to make appropriate
choices. It also develops positive relationships between children
and caregivers helps build confidence and self-esteem.
Identifying the Different Aspects of Classroom Management

Activity 5.2
Resource Teacher: Rechelle Suarez Teacher’s Signature: ____________ School:

_________
Grade/Year Level: _____________ Subject Area: ____________________ Date: _____________
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.
3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
 By allowing the entire class to participate in setting behavior
expectations, students feel greater ownership over the set of rules
they live under. Students are also more likely to hold one another
accountable. This method can be particularly effective with older
students, especially high schoolers. These students already have an
inclination to dismiss what they see as arbitrary authority, but
have a desire to gain control over their day-to-day responsibilities.
While motivating students can be a difficult task, the rewards are more
than worth it. Motivated students are more excited to learn and
participate. Simply put: Teaching a class full of motivated students is
enjoyable for teachers and students alike. Some students are self-
motivated, with a natural love of learning.
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade
level do you see yourself? What routines and procedures would you
consider for this level why?

2. Make a list of the rules you are likely to implement in this level. Why
would you choose these rules?

3. Should learners be involved in making the class rules? Why?

 Yes, the learners should involve it is helpful because it fosters
student ownership in the classroom and responsibility among the
students for their behaviors. When used appropriately, rules provide a
sense of predictability and consistency for children, thereby promoting
physical and emotional safety. Rules help guide actions toward
desired results.
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
Paste pieces of evidences of classroom rules that work in class. You

may also put pictures of the physical space and learning stations which
contribute to the effective implementation of classroom management.
Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate

Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide
a learning environment appropriate to the learners and conducive to learning.
Name of FS Student: ______________________________Date Submitted: ___________________
Year and Section: _________________________________Course: _____________________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs
Improve
3 ment
4 2
1
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.
Scores (Based on
Transmutation)
FIELD STUDY 1 LEARNIN
G
EPISODE
FS 1 6 Classroom Management and Classroom Routines
SPARK YOUR INTEREST
This Episode focuses on the classroom structure and routines performed

by teachers in class to provide a safe, friendly non-threatening and caring
environment. Effective classroom routines ensure order and discipline to help
the students to stay calm and focused on their daily tasks.

 Identify the classroom routines set by the teacher; and
 Observe how the students execute the various classroom routines.


Routines are the backbone of daily classroom life. They facilitate teaching
and learning Routines don’t just make the life of the teacher easier. They save
valuable classroom time. Efficient routines make it easier for students to learn
and achieve more.
Establishing routines early in the school year:
 Enable you to run your daily activities run smoothly;
 Ensure you to manage time effectively;
 Helps you maintain order in the classroom;
 Makes you more focused in the teaching because you spend less
time in giving directions/instructions; and
 Enables you to explain to the learners what are expected of them.
Observing Classroom Management and Routines

Activity 6.1
Resource Teacher: ____________ Teacher’s Signature: _______________ School: ________

Grade/Year Level: ______________ Subject Area: ___________________ Date: _____________
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
Resource Teacher: ______________ Teacher’s Signature: _______________ School: ________

Grade/Year Level: ____________________ Subject Area: ___________________ Date: _________
OBSERVE
Observe a class and list down rules formulated by the Resource

Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’
safety and security. Rules also teach discipline and self-control. Rules eliminate
stress and will provide a more pleasant, secured and non-threatening
environment. Rules ensure the students’ engagement and focus on their
classroom activities.
Classroom Rules Importance
1. Share new ideas Improving your understanding
2. Raise your hands to speak Improving your speaking voice and
even constructing ideas
3. Listen to all teachers Getting ideas through the task given
by the teachers
4. Having good attitude Respect others
5. Be proud of your work Developing of your works
6.
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,
Take some snapshots of the classroom routines employed by the

Resource Teacher which are worth emulating. Tell something about the
pictures.
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:
____________________
3 1
4 2
d. hed.
grammatical/spellin
g errors.
analyzed.
outcome.
Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
1. What term applies to the established ways of managing a classroom into a

more organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the classroom
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routine?

A. To ensure order
B. To eliminate stress
C. To be fair all times
D. To control the class
4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually
D. Set the do’s and don’ts in every activity.
Physical and Personal Aspects of
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.

 Identify the two (2) aspects of classroom management; and
 Determine the classroom management strategies that the Resources
Teacher employed in his/her class.
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
Two aspects of Classroom Management.

1. Personal Classroom Management consist of managing your own self to
ensure order and discipline in your class. Includes:
1.1 Voice
1.2 Personal grooming
1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your

class.
2. Physical Classroom Management consists of managing the learning
environment.
Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
3.1 Ventilation
3.2 Lighting
3.3 Acoustics
3.4 Seating arrangement
3.5 Structure/ design of the classroom
3.6 Physical space/ learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com
Identifying Personal and Physical Aspects of Classroom Management

Activity 7.1
Resource Teacher: _____________ Teacher’s Signature: __________ School: ___________

Grade/Year Level: _____________ Subject Area: ___________________ Date: _____________
Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.
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.
Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from

the learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?

1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space / learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom

management and answer the following questions?
1. How does the voice of the teacher affect classroom instruction?

 The teacher's tone of voice is a powerful instrument. It sets the tone
and environment for the entire classroom in terms of engagement,
behavior, and rapport with students. It contains some valuable insights
from teachers who have experimented with how their tone of voice
affects the functionality of their classrooms. Teachers think a lot about
tone; they know that children take what they hear as a model for the
way they use own voices. .Teachers evolve powerful ways of talking
with children that may not be immediately clear to those coming into
the classroom.
2. How does the punctuality of the teacher affect classroom discipline?

 Being punctual and on time eliminates stress from your life and
removes the anxiety of being late and helps you in being calm and
organized. There are no forgotten items. Punctuality improves others'
Perception of you and people start seeing you as a matured, serious
and devoted individual.
 It is the teacher's job then to structure "the environment to facilitate
students control over their own behavior. When misbehavior occurs
the teacher helps students see the problem and guides them in
making an appropriate decision to resolve the problem" instead of
punishing, controlling and intimidating.
3. Why do we need to check on the physical aspects of classroom

management?
 The physical atmosphere of the classroom can help prevent behavior
issues as well as promote and improve learning. The physical
arrangement of the classroom can affect both student and teacher
behavior, and a well-structured classroom management plan of design
has the ability to improve learning and behavior. The physical
environment is crucial to classroom management because it
influences teacher and student behaviors. This intricate and
detailed planning makes some behaviors possible and
eliminates others.
REFLECT
Reflect on the aspects of personal and classroom management.
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.
2. What are your plans in ensuring effective classroom management?

 My plans in ensuring effective classroom management, let one
another speak uninterrupted, raise concerns about one another`s
statements in respectful manners. Let students helps establish by
encouraging all students to help you build classroom expectations
and rules. Don’t let your mutually-respected guidelines go
forgotten, similar to handling out of syllabus, print and distribute
the list of rules that the class discussion generated. Avoid
punishing the class, address isolated discipline problems
individually, Instead of punishing an entire class, as the latter can
hurt your relationship with students who are on task and thereby
jeopardize other classroom management efforts. Encourage
initiative, promote growth mindset and inject variety into your
lessons, by allowing students to work ahead and deliver short
presentation. Offer praise, praise students for job well done, as
doing so improves academic and behavioral performance, inspire
the class, improve a student`s self -esteem, reinforce rules and
values you want to see. Use non-verbal communication,
complement words with action and visual aids to improve content
delivery, helping student`s focus and process lesson`s. Reward
specific student`s at the end of each lesson, in front of the class, as
another motivational and behavioral reinforcement technique.
Activity 7.1 Identifying Personal and Physical Aspects of Classroom

Management
Resource Teacher: ___________ ____ Teacher’s Signature: ______ School: ___________
Grade/Year Level: _____________ Subject Area: ______________________ Date: _____________
OBSERVE
Observe the classroom management strategies that your Resources

Teacher employs in the classroom. You may also conduct an interview to
substantiate your observation.
Check the management strategies employed by the Resources Teacher.
Check (√) observed, put an (×) if not observed and о for no opportunity to
observe.
Effective Classroom Management Strategies Observed Not No
Observed opportunity
to observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Other (please specify)

16.
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
As a future teacher, reflect on the observations then answer the given

question.
1. What classroom management strategies do I need to employ to respond
to diverse types of learners?
 Communicate your vision and goals for the school to your teachers.
Encourage them to come to you with any questions or concerns, and
work with them to promote diversity in the classroom. Show some
school spirit. Participate in school events and visit different clubs or
after-school activities. Ensuring that cultural awareness is promoted in
the classroom starts with the teacher understanding each individual
student. Aside from getting to know your students, teachers
should also continue to maintain ongoing communication
throughout the semester or school year. Scheduling 1-on-1
meetings with students to “check in” every so often will allow you
to consistently improve how accessible the classroom is to
everyone. Students can talk about whether they felt included in
the classroom culture. This can help identify issues or ways to
improve the overall experience.
Show piece(s) of evidence of learning to capture the classroom

management strategies used by your Resource Teacher.
Evaluate Your Work Field Study 1. Episode 7. Physical and Personal
Aspects of Classroom Management
provides social, psychological and physical
environment supportive of learning.
Name of FS Student ___________________________________ Date Submitted_____________
Year and Section ________________________________________Course_______________________
3 1
4 2
d. hed.
grammatical/spellin
g errors.
analyzed.
outcome.
Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them.
B. Refer the matter to the guidance counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class.
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.
5. To discipline unruly students, teacher Helen always tells her students

“Remember I am the person in authority here. I have the power to pass or
fail you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum
FS 1 8 Close Encounter with the School

Curriculum
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

At the end of this episode. I must be able to:
 Identify the different curricula that prevail in the school setting;
 Describe how the teacher manages the school curriculum by planning,
implementing lesson through different strategies and assessment of
learning outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.
School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning
process and outcomes as in lifelong learning. However, school curriculum in this
course limits such definition of total learning outcomes to com fine to a specific
learning space called school. School are formal institutions of learning where the
two major stakeholders are the learners and the teachers.
Basic education in the Philippines is under the Department of Education
or DepEd and the recommended curriculum in the K-12 or Enhanced Basic
Education Curricula of 2013. All basic education schools offering kindergarten
(K) elementary (Grades 1 to 6) and secondary (Grades 7-10, Junior High School
and Grades 11to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the
features. It is a curriculum that:
1. Strengthen the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the leaners. The use of contextualized
lessons and addition of issue like disaster preparedness, climate change and
information and communication technology (ICT) are included in the
curriculum. Thus, in-depth knowledge, skills and values, attitude through
continuity and consistency across every level and subject.
3. Builds skills in literacy. With the use of mother tongue as the main language
in studying and learning tools from K to 1Grade 3, learners will become
ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a
spiral progression where the students learn first the basic concepts, while
they study the complex ones in the next grade level. The progression of
topics matches with the development and cognitive skills. This process
strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finished education in
Grade 12 will be ready for college or tech voc careers. Their choice of careers
will be defined when they go to Grade 11 to 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner
will be ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to
Grade 12 in the country.
 The enhanced curriculum K to 12 curriculums is the
Recommended Curriculum. It is to be used nationwide as
mandated by Republic Act 10533.
 When the curriculum writers began to write the content and
competency standards of the K to 12 Curriculum it became a
Written Curriculum. It reflects the substance of RA 10533 or
enhanced Basic Education Act of 2013. In the teacher’s class it is
the lesson plan. A lesson plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is
putting life to the written curriculum, which is referred to as the
Taught Curriculum. The guidance of the teachers is very crucial.
 A curriculum that has been planned, and taught needs materials,
objects, gadgets, laboratory and many more that will help the
teacher implement the curriculum. This is referred to as the
Supported Curriculum.
 In order to find out if the teacher has been succeeded in
implementing the lesson plan, an assessment shall be made. It can
be done in the middle or end of the lesson. The curriculum is now
called the Assessed Curriculum.
 The result of the assessment when successful is termed as
Learned Curriculum. Learned curriculum whether small or big
indicates accomplishment of learning outcomes.
 However, these are unplanned curriculum in schools. These are
not written, nor deliberately taught but they influence learning.
These includes peer influence, the media, school environment, the
culture and tradition, natural calamities and may more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.
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.
Activity 8.1 Curricular in the School Setting

It’s time to look around. Discover what curriculum is operating in
the school setting. Recall the types of curriculum mentioned earlier. Can you spot
where these are found? Lets do a hunting game!
Resource Teacher: __________ Teacher’s Signature: ______________ School: ___________
Grade/Year Level: ___________ Subject Area: ___________________________ Date: ______
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?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Which is difficult to observe? Why?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Are these all found in the school setting? How do curricula relate to one another?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Draw a diagram to show the relationship of one curriculum to the other.

REFLECT
Make a reflection on the diagram that you have drawn.
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
This activity requires a full lesson observation from Motivation to

Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a
particular grade/year level.
2. Keep a close watch on the differenr components of the miniscule
curriculum: the lesson
3. Follow the three major components of a curriculum (Planning,
Implementing and Evaluating/Assessing). Observe and record your
observation.
Observe and Record Observation on the following Aspects
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.

Activity 8.3 Comctructive Alignment of the Components of a Lesson Plan
Resource Teacher: _________________ Teacher’s Signature: __________ School: ________

Grade/Year Level: ________________ Subject Area: ___________________ Date: _____________
OBSERVE
Using the diagram below fill up the component’s parts of a lesson

I. Title if the Lesson:
II. Subject area:
III. Grade Level:
Outcomes Teaching Methods Assessment
Fill this up Fill this up Fill this up
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?
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What component would tell if the outcomes have been achieved?

____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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?
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, 3.
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: ________________________________________
Lesson Outcomes Teaching Methods Evaluation

Evaluate Your Work Field Study 1. Episode 8. Close Encounter with the
School Curriculum
provides social, psychological and physical
environment supportive of learning.
Name of FS Student ____________________________________ Date Submitted_____________
Year and Section _______________________________Course__________________________________
3 1
4 2
d. hed.
grammatical/spellin
g errors.
analyzed.
outcome.
Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculums.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the
need for a curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in
technology, though not deliberately taught in the lesson, will influence the
curriculum. This is referred to as ____________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson (as a miniscule curriculum) should
be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Method
III. Outcomes and Teaching Method
A. I only
B. B. II only
C. C. III only
D. D. I, II, III
5. What is the most important reason why there should be constructive
alignment of the components of the curriculum?
A. For ease of correcting by the school principal
B. To assure that each components contributes to the attainment of the
learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.
FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum

FS 1 9 Preparing for Teaching and
Learning
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.

At the end of this episode, I must be able to:
 Identify the teaching-learning practices that apply or violate the
principles of teaching learning;
 Determine the guiding principles on lesson objectives/learning outcomes
applied in instruction;
 Judge if lesson objectives/intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved
at the end of the lesson.
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.
These are the time-tested principles of teaching and learning

3. Effective learning begins with setting clear expectations and learning
outcomes.
4. Learning is an active process. “What I hear, I forget; what I see, I
remember; what I do, I understand”
5. Learning is the discovery of the personal meaning of ideas. Students are
given the opportunity to connect what they learn with the other concepts
learned, with real world experiences and with their own lives.
6. Learning is cooperative and a collaborative process.
A teaching method consist of systematic and orderly steps in the teaching-
learning process. It is the practical realization of an approach. All methods of
teaching can be classified either deductive (direct) or inductive (indirect).
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.
Demonstrating an Understanding of Research-Based

Activity 9.1
Knowledge Principles of Teaching and Learning
Resource Teacher: __________________ Teacher’s Signature: _____________ School:
_________
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________
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.
Principles of Learning What did the Resources Teachers do

to apply the principle of learning
1. Effective learning begins with the Summative test/assessment test
setting of clear and high
expectations of learning outcomes.
2. Learning is an active process Power points
3. Learning is the discovery of worksheets

personal meaning and relevance of
ideas.
4. Learning is cooperative and Interactive resource and courses

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? Least applied?

Most Applied
 The learning principle that is applied most is the “learning is

cooperative and collaborative process”, because the teacher
always grouped the class for the students to feel free to share their
ideas and with that they will discuss the topic that was given to
them and afterwards, there will be a exchanging of thoughts.
Least Applied
 The learning principle that is least applied is the “Learning is

sometimes a painful process”, because the teacher doesn’t
discourage a certain student if he/she answered wrong, thus she
still appreciate it and say “at least you try” but not all times, so the
child doesn’t really get hurt. Most of the time the teacher used up
by explaining and sharing thoughts regarding the topic. Mostly of
the class was being done by the teacher herself. This situations
somehow contrast to a teacher who mostly facilitates with the
learning for the students and they, the students, are the one who
gives some ideas about a certain topic.

Give instances where this/these principle/s could have been applied?

 The applications are generally defined as any instructional method
that engages students in the learning process. In short, it requires
students to do meaningful learning activities and think about what
they are doing. While this definition could include traditional
activities such as homework, in practice, active learning refers to
activities that are introduced into the classroom. The core
elements of these learning principles are student activity and
engagement in the learning process. Active learning is often
contrasted to the traditional lecture where students passively
receive information from the instructor. Interacting with content
through active learning has some compelling advantages over
‘delivery mode’ lectures. It helps to maintain student concentration
and deepens learning towards the higher-level skills like critical
thinking. It also helps to engage students who might otherwise
struggle. This does not mean doing away with spoken lectures,
rather it means integrating different ways of engaging with the
material at regular intervals throughout the lecture.
REFLECT
From among the principles of learning, which one do you think is the most
important?
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.
Learning Outcomes (SMART Objectives) Achieved
Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
Do SMART objectives make the lesson more focused?

 In my own perspective, SMART objectives really help the lesson
become more focused because with the utilization of such SMART
learning objectives, teachers are guided with regards to achieving
the intended learning outcomes or what they are expecting from
the students. SMART is an effective tool that provides the clarity,
focus and motivation you need to achieve your goals. It can also
improve your ability to reach them by encouraging you to define
your objectives and set a completion date.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.

Distinguishing Between Inductive and Deductive
Activity 9.3
Methods of Teaching
Resource Teacher: ______________ Teacher’s Signature: _____________ School: _________
Grade/Year Level: ____________________ Subject Area: ____________________ Date: ________
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.
Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline subjects?
What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed
new lesson meanings
b) Inquiry-based
c) Developmentally appropriate – learning activities fit the developmental stage of

children
d) Reflective
e) Inclusive – No learner was excluded; teacher taught everybody.
f) Collaborative – Students work together.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for

mastery and for the test?
 The possible consequences of teaching purely subject matter
for mastery and for the test, would most likely be the loss of
your teaching license, coaching of your students to be able to
pass the test will be punished. The student-teachers mastery
of the subject matters influences the learners understanding
of the subjects they learn, performance and eventual
attainment of national goals.
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
Reflect on Principles of teaching worth applying

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning
outcome of her lesson. She proceeds to her learning activities at once
without letting them know what they are supposed to learn for the day.
Principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning
outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drill out of context. She gives-world Math problems for
students to drill on. Teacher Lil is very much convinced of which principle
of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning
outcomes.
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
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.

Evaluate your work task Field Study 1, Episode 9. Preparing for Teaching and
Learning
Learning Outcomes: Plan on how to manage time, space, and resources • Provide
a learning environment appropriate to the learners and conducive to learning.
Name of FS Student: ____________________________________ Date Submitted:
__________________
Year and Section: _______________________________________ Course:
____________________________
3 1
4 2
d. hed.
grammatical/spellin
g errors.
analyzed.
outcome.

Scores (Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________

The Instructional Cycle
FS 1 10
SPARK YOUR INTEREST
V
This Episode centers on the guiding principles in the selection and use of
teaching methods. It will also tackle lesson development in the OBTL way. The K
to 12 curriculum and teacher education curriculum are focused on outcomes.
Likewise, this Episode dwells on types of questions, questioning and reacting
techniques that teachers make use of. The type of questions that teachers ask
and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Episode strengthens the theories learned in the
course, Teaching Methods and Strength and in other professional subjects in
Education.

 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
outcomes-based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome teaching-learning.
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
2. Divergent/Open-ended/High- Open-ended; has more than one

level/Higher-order/Conceptual 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”
\
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.
4. Emotion has the power to increase To have an attention, the teachers

retention and learning. should make a way to encourage the
learners, so that the learners will learn
and listen during class discussion.
5. Good teaching goes beyond recall of The learners will always remember
information. what they learned in class, it will serve
as a guide and memories to them
because they applying the learnings
that they learned from their teacher.
6. Learning is meaningful when it is When the learners applying in their life
connected to students’ everyday life. the learnings that they gain and shared
it to the others so that they have a
connection because the learnings that
they get during their class they will
applied it in their everyday life.
7. An integrated teaching approach is You can see the actual learning aside
far more effective that teaching from that, the teachers teach the
isolated bits of information. importance and explained well. Than
isolated teaching they will not know if
the statements they are reading is true
or not.
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
Reflect on this question.
How do we select the appropriate strategy for our lesson?
 Start with the objectives, before selecting appropriate teaching

strategies, then determine the learning objectives for the lesson
 Align your teaching strategies to the objectives it should be related
 Know your students background
 Having Visualization
 Cooperative learning
 Using technology In the classroom
 It should be related to the lesson that you`ll teach
 Professional development to teach properly
 Having appropriate materials
 Make modifications to the teaching strategies and assessment`s as
you get to know your students.
Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: ______________ Teacher’s Signature: ____________ School: __________
Grade/Year Level: ____________ Subject Area: __________________ Date: __________________
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
1. What are your thoughts about Outcomes-Based Teaching and Learning

(OBTL)?
 For me, the outcomes based learning was really important to the
learners, it will the learnings of the students if they gain and
understand the lessons that was tackled, and it is also important to
the teachers because they will be the one who make the lesson plan
and the teachers is the one who teach the lesson.
REFLECT
Reflect on the use of OBTL.

 By using the OBTL the teachers will know if the students have
knowledge from the lesson by giving a assessment task so that it will
know if the learners have learnings form the lessons and it help the
teacher to recognize the weaknesses of the learners and because of
this the teacher will help the learners to develop or improve the
skills of the students.
Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: _______________ Teacher’s Signature: ____________ School: __________
Grade/Year Level: _______________ Subject Area: __________________ Date: _______________
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
1. Factual/convergent Are the lesson is understand?

Closed/low level
2. Divergent/ higher- What part of the lessons didn`t understand?

order/open- Did you understand the lessons?
ended/conceptual Do you remember the last topic that we tackled?
a. Evaluation Did you get and understands the lessons?
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
e. Problem solving What are the lessons all about?

3. Effective It may related to your life?
Or it might happened in real life?
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and

leave school as periods!” Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques
that they employ?
 I thinks it means that the children go to school have lack of
knowledge then when they leave the school they gain more ideas
and fulfill their knowledge because they learned somethings new in
the school.
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 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.
Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
Direction: Encircle the letter of the correct answer. Episode 1

1. Learning is an active process. Which one is an application of this
principle?
A. Avoid drills which are out of context
B. Teach your content from a multidisciplinary perspective
C. Group students for work or project, that way project becomes less
expensive
D. Let students learn the steps in opening a computer by making
them follow the steps.
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
SPARK YOUR INTEREST

V
With the lightning speed by which technology is involving, and now with 4.0,
technology continues to be an ever significant part of the learning environment.
This episode provides an opportunity for students to examine a Learning
Resources Center or Multi-Media Center and learn about its collection, service,
equipment, observe how a teacher utilizes technology for instruction, and
explore resources in the virtual learning environment. Students will analyze and
reflect on how technology, including artificial intelligence, supports the teaching-
learning process.

 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; and
 Demonstrate motivation to utilize ICT for professional development goals
based on the PPST (PPST 7.5.1)

The Information and Communication Technology Competency
Framework for Teachers (ICTCFT) version 3 is a comprehensive framework
guide teachers’ development on the effective and appropriate use of ICT in
education. It highlights what teachers should know and do clustered in six
aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and
Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and
Administration, 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels
which guide teachers as they develop their ICT skills from Level 1, Knowledge
Acquisition, to Level 2, Knowledge Deepening, and Level 3, Knowledge Creation.
The Communication on Higher Education Teacher Education Curricula (2017)
includes the UNESCO ICT CFT so most likely you have tackled this in your
Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work
in this episode. The activities here are meant for you to observe, analyze and
reflect about the competencies discussed in the framework.
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of this center has
evolved. Some of the names are Audiovisual Center, Media and
Technology Resource Center, Teaching-Learning Technology Department,
Or Simply Learning Resource Center.
2. With the swift development of ICT, the natural outcomes was the ever-
expanding interface between the traditional library and ICT both in term
of hardware and software system and application.
3. School may have different set-up when it comes to a Learning Resource
Center (LRC). Some have replaced the term library with LRC. Some have a
separate library, LRC, and Audio Visual or Media Center. Some only have
the LRC both for teachers and students. Still some have combined their
learning resource center with maker space.
4. The common purpose among these centers is to provide print, audio
visual and ICT resources to support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the
use of audiovisual and ICT resources, working with teachers and
administrators in producing instructional materials, making available
useful resources to the students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center
must fulfill the following function: center of resources, laboratory of
learning, and agent of teaching, service agency, coordinating agency,
recreational reading center, and a link to other community resources.
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.
Observing technology integration in the classroom

Technology Levels Of Technology Integration Into The Curriculum
Integration Matrix Adoption: the teacher Adoption: the teacher Infusion: the teacher Transformation: the
directs students in the encourages adaptation creates a learning teacher creates a rich
Entry: the teacher uses conventional use of tool- of tool-based software environment that learning environment
technology to deliver curriculum based software. If such by allowing students to infuses the power of in which students
content to students. software is available, this select a tool and technology tools regularly engage in
level is the recommended modify its use to throughout the day activities that would
entry point. accomplish that task at and across subject have been impossible
hand. areas. to achieve without
technology.
Active: students are Students use technology for drill Students begin to utilize Students have Throughout the school Given ongoing access
actively engaged in and practice and computer-based technology tools to create opportunities to select day, students are to online resources,
using technology as a training. products, for example using and modify technology empowered to select students actively select
tool rather than a word processor to create a tools to accomplish appropriate and pursue topics
passivelyCharacteristics
receiving of the Learning Environment report. specific purposes, for technology tools and beyond the limitations
information from the example using colored actively apply them to of even the best school
technology. cells on a spreadsheet the task at hand. library.
to plan a garden.
Collaborative: students Students primarily work alone Students have opportunities Students have Throughout the day Technology enables
use technology tools to when using technology. to utilize collaborative tools, opportunities to select and across subject students to collaborate
collaborate with others such as email, in and modify technology areas, students utilize with peers and experts
rather than working conventional ways. tools to facilitate technology tools to irrespective of time
individually at all times. collaborative work. facilitate collaborative zone or physically
learning. distances.
Constructive: students Technology is used to deliver Students begin to utilize Students have Students utilize Students use
use technology tools to information to students. constructive tools such as opportunities to select technology to make technology to
build understanding graphic organizers to build and modify technology connections and construct, share, and
rather than simply upon prior knowledge and tools to assist them in construct publish knowledge to a
receive information. construct meaning. the construction of understanding across worldwide audience.
understanding. disciplines and
throughout the day.
Authentic: students use Students used technology to Students have opportunities Students have Students select By means of technology
technology tools to complete assigned activities that to apply technology tool to opportunities to select appropriate tools, students
solve real-world are generally unrelated to real- some content-specific and modify technology technology tools to participate in outside-
problems meaningful to world problems. Without the activities that are based on tools to solve problems complete authentic of-school projects and
them rather than support of technology tool real-world problems. based on real-world tasks across problem-solving
working on artificial issues. disciplines. activities that have
assignments. meaning for the
students and the
community.
Goal Directed: Students Students receive directions, From time to time, students Students have Students use Students engage in
use technology tools to guidance, and feedback from have the opportunity to use opportunities to select technology tools to set ongoing metacognitive
set goals, plan activities, technology, rather than using technology to either plan, and modify the use of goals, plan activities, activities at a level that
monitor progress, and technology tools to set goals, plan monitor, or evaluate an technology tools to monitor progress, and would be unattainable
evaluate results rather activities, monitor progress or activity. facilitate goal-setting, evaluate results without the support of
than simply completing self-evaluate. planning, monitoring, throughout the technology tools.
assignments without and evaluating specific curriculum.
reflection. activities.
(Reproduced with permission of the Florida Center for Instructional Technology,

College of education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The World Wide Web is like an endless network of information, ever-
expanding and almost limitless. Electronic resources come in different forms like
websites, web quests, blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the
ability not only to search for information but to make decisions, as to which ones
you will take internet resources. You will be able to choose the best resources
that will help you attain you teaching-learning objectives.
Below is a set of criteria which you can use to evaluate:

1. Accuracy- the resource material comes from a reliable source and is
accurate, free from error and is up-to-date.
2. Appropriateness- the resource is grade/level-appropriate. The
content matches what is needed by the teacher.
3. Clarity- the resource clearly addresses the instructional goals in mind.
4. Completeness- the content is complete. It has all the information
needed to be able to use them.
5. Motivation- the resource is engaging the rewarding to learners. It will
encourage the active participation of the learners.
6. Organization- the resource is logically sequenced. It clearly indicates
which steps should be taken. The procedures or processes flow
smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, and Branch, Robert
Maribe (2003). A gateway to Educational Materials: An Evolution of an Online
Resource for Teachers and an Exploration of User Behaviors. Journal of
Technology and Teacher Education. 11 (1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The
unprecedented speed at which technology is involving has disrupted many vital
processes that involve how we run production, businesses and consequently
how we teach and learn. The following Technology trends have huge
potential to transform the ways teach and learn (UNESCO, 2018):
1. Open Educational Resource (OER). OERs are materials that can be used
for teaching and learning that do not require payment of royalties nor
license fees. There is an abundance of OERs in the form of textbooks
course materials, curriculum maps, streaming videos, multimedia apps,
and many others. They can have a significant impact on education as they
are made available and easily accessible in the internet. Be sure to explore
them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we
interact, learn about things and share information. Sites and apps such us
facebook , twitter, Instagram provide a virtual venue for teacher and
learners to work together interact among themselves and with other
classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the
internet, and also one who send the most number of text message per day.
This indicates the high number of mobile device users. These devices can
also be used as a learning tool by allowing teachers and students more
opportunities to learn inside and even outside the classroom.
4. The Internet of Things. Lot is a system of computing mechanism that
built-in into many everyday things, that allow sending and receiving data
through the internet. A lot of things have turned “smart”. We have smart
cars that can navigate on its own. Smart houses that monitor temperature
and light. Smart TVs that interface with the internet. Watches that send
our vital signs to our doctor. All of these development can influence the
way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated
when computers or machine simulate thinking and behavior of humans
such as talking, learning and solving problems. Virtual assistants such as
Siri, Alexa, Bixby and Google assistant are near samples of AI. Among
others, uses of AI in Education can be in the areas of gamification and
adaptive instruction for learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an
environment by a computer program that allows a person to visit and
experience the environment virtually. In AR, images form computer
programs interlay with the actual views of the real-word, resulting in an
extended, expanded, or altered view of a real-world environment. In
education, among others, VR and AR programs and apps allow more
exciting ways of seeing and experiencing things that add to the motivation
and engagement of learners.
7. Big Data. Through the billions of interaction and transaction are done
electronically, and through the internet, an enormous amount of data is
generated and sorted. The challenge is how sense of this data, through
analytics and research pertinent questions about how to make teaching
and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and
websites. Today, there are learning programs that introduce coding
activities as early as kindergarten. Robotics programs in the elementary
and secondary programs introduce and hone the skills of young learners.
Coding helps learners develop novel ways of exploring and trying out
ideas, especially when done with the problem or project-based learning
approaches.
9. Ethics and privacy protection. We have repeatedly heard about how
quickly technology is changing and impacting our lives. Through all this, It
is crucial to ensure that human values and principles govern or guide our
use of technology. Ethical practices that protect the rights of every person
need to be upheld.
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big
group of people. Below are the basic information about MOOCS. Let us focus on
each word:
Massive
 MOOCs are on-line courses designed for large number of participants,
usually larger than the number of students that can fit a regular
classroom. There can be hundreds or even be a thousand or more.
Open
 There is mostly freedom of place, pace and time.
 Courses can be accessed by anyone anywhere as long as they have
internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Online
All aspects of the courses are delivered online.
Course
The MOOC of offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations,
social media and animation
 Facilitation interaction among peers. Builds a learning community
through opportunities to internet
 Some interaction with the teacher or academic stuff
 Activities/tasks, tests, including feedback. Participants are provided with
some feedback mechanism. Can be automatically generated like quizzes,
feedback from peers or the teacher
 Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and the most likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may
learn from the materials and interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under

Creative Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Ivercity.
You will have a chance to explore them as you go through this Episode.
\
Activity 11.1 Visiting the Learning Resource Center
Resource Teacher: ______________ Teacher’s Signature: _____________ School: __________

Grade/Year Level: ____________ Subject Area: __________________ Date: __________________
To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school’s Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some
equipment or facilities are used
3. Make an inventory of its available resources and classify them
according to their characteristics and function.
OBSERVE
As you visit and observe the Learning Resource Center, use the observation
guide provided. Ask the assistance of the Center Staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for
easy access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take photos of the
center (if allowed).
After you are through with your observation, classify the resources available that
you believe are most useful. Use the activity form provided for you.
Name of Center Observed: _______________________________________________
Date of Observation:______________________________________________________
Name of Observer:________________________________________________________
Course/Year/School:______________________________________________________
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches
Resources Unique Capabilities where the Resource is
(Enumerate in bullet form) Most Useful
1. Print Resources



2. Audio Resources



3. Non-electronic
Visual Resources



4. ICT Resources



Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center in-charge:
ICT Competency Standards for Teachers (CHED Teacher Education Programs

(2017)):
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
1. Which of the materials in the Learning Resource Center caught you

interest the most? Why?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________
2. Which gadgets/materials are you already confident to use/operate?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________
3. Which ones do you feel you need to learn more about?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________
Activity 11.2 Observing Technology Integration in the Classroom
Resource Teacher: _______________ Teacher’s Signature: ________________School: ____

Grade/Year Level: _________________Subject Area: _______________________Date: _________
To realize my Intended Learning Outcomes, I will work my way through
these steps: Observe a class for three meetings. Video-tape, if allowed. Step 2.
Describe how technology was integrated in the lesson and how the students
were involved. Step 3. Reflect on what you have learned.
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?
OBSERVATION SHEET NO. _____

REPORT
Date of Observation:
____________________________________________________________________
School:
___________________________________________________________________________________
Subject: _______________________________ Topic:
___________________________________________
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:
Teaching Aids Strengths Weaknesses Appropriateness

used of the Teaching
(Enumerate in Aids used
bullet form)
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?
Activity 11.3 Exploring Education 4.0

Resource Teacher: _____________________ Teacher’s Signature: ________________School:
____
Grade/Year Level: ____________________Subject Area: _______________________Date:
_________
Explore Education 4.0 through these steps:
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri/Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from
ope-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson? What are the teacher’s objective?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________
2. Note the important concepts that teacher is emphasizing.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________
3. Note the skills that the teacher is developing in the learners.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________
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
1. Describe your experience in surfing the internet for appropriate electronic

for the class? What made it easy? Difficult?
2. How did you choose which electronic resources to include here? What did
you consider? Explain. Which of the new trends in Education 4.0 would you
like to explore more for your work as a teacher? Why?
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?
Activity 11.4 Professional Development through MOOCS
Resource Teacher: __________________ Teacher’s Signature: ________________School:

____
Grade/Year Level: __________________Subject Area: _______________________Date:
_________
OBSERVE
To realize my Intended Learning Outcomes, I will work my way

through these steps.
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
1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the
competencies you identified. You may try these sites:
4. Indicate the MOOC provider. You might need to create an account
in the different MOOC providers to explore their MOOCs.
PPST Domain Competencies I MOOCs related MOOC
want to work to the Providers
on competency/ie
s
(include a short
description)
1. Content
knowledge
and
Pedagogy
2. The learning
Environment
3. Diversity of
Learners
4. Curriculum
and Planning
5. Assessing
and
Reporting
6. Community
Linkage and
Professional
Engagement
7. Personal
Growth and
Professional
Developmen
t
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:
Why did you pick this MOOC?
2. MOOC Title: __________________________________________________________________

Provider:
Content Outline:
3. MOOC Title _________________________________________________________________

Provider:
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
4. A Science teacher uses a PowerPoint presentation to show the classification

in kingdom Animalia. The teacher then teaches them how to use a software in
making graphic organizer. Students then use this to create their own graphic
organizers to classify animals. This shows technology integration which is
_____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive
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
7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational

Technology Center of a school EXCEPT___________.
A. Make available technology equipment for the use of teachers
and students
B. Conduct training for teachers in instructional materials
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them
8. The Learning Resource/ Audio-visual/ Educational Technology Center

regularly provides the teachers a list of websites, apps and instructional
materials available in the city which are relevant to the different subjects
they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of Learning
D. Center of resources
9. The learning Resource/ Audio-visual/ Educational Technology Center

sponsors a seminar-workshop for teachers and administrators on the use of
the latest presenter applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because______________.

A. They need a big amount of computer storage to be able to avail
of a course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because____________

A. All courses are offered for free
B. Courses can be accessed by anyone anywhere as long as they
are connected to the internet
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because_________________.
A. They have a guide or a syllabus that indicates content,
objectives, activities, and assessment
B. They are always given by a fully-recognized university in the
world
C. They are a requirement for a Bachelor’s degree
D. They are graded
1. Include here pictures/illustration of the materials used by the teacher. Put

your comment annotations about what you observed
2. Visit www.technology.com or other teacher resource websites. Print useful

instructional materials (worksheet, visual aids, flashcards, rubrics, etc) and
include them here. Indicates how they might be useful considering your
major or area of specialization.
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
5. Paste an article about an example of technology gadget/material that you

want to learn more about. How can this gadget/material be useful in
instructional/teaching?
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:
Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
3 1
4 2
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
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
Artifacts in the context of the in the context of the on in the context of the on in the context of the
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 or
deadline. deadline. deadline. more after the deadline.
Scores (Based on
Transmutation)
Assessment FOR Learning and

FS 1 12 Assessment AS Learning
(Formative Assessment)
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.

At the end of this episode. I must be able to:
 Demonstrate knowledge of the design and use of formative assessment;
and
 Explain the importance of formative assessment.
DISCOVER THE LEARNING

ESSENTIALS
 In Outcome-based Teaching-Learning/Competency-based
Teaching/Teaching by Objective, we ensure that the intended
outcome/competency/objective is attained at the end of the lesson and so
while we are still in the process of teaching, we do check learners’
understanding and progress.
 If we found out that the learners failed to understand prerequisite
knowledge and skills we reteach until learners’ master them. This is called
FORMATIVE assessment, assessment while the learners are being formed
or taught. It is assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning.
Assessment for learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood
the lesson or not because if it is only at the end of the lesson that we
discover that the learners did not understand the lesson, we have wasted so
much time and energy teaching presuming that everything was clear, only to
find out that end of the lesson that the learners did not understand the
lesson at all. This means that we have to reteach from the very beginning
something that we could have saved ourselves from doing had we given
time to find out if the lesson was understood while still teaching.
 Assessment for learning encourages peer 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
1. Observe what Teacher does or listen to what Teacher says to find

out if the students understood the lesson while teaching-learning is in
progress.
What Teacher Said Tally Total
What Teacher Did Tally Total
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
Others, please specify
7. If she engaged himself/herself in re-teaching, how did she do it? Did

he/she use the same teaching strategy? Describe.
 It will change the strategy and make it short to clarify what they
really want to know by the students.
8. While re-teaching by himself/herself and / or with other students-turned
tutors, did teacher check on students’ progress? If yes, how?
 Yes, because before teachers started to teach the students they
all know that the students background so that they adjust to
make their students learned in the process that they needed.
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?
 Yes, because this is important and to know the weaknesses of

the students that need to develop.
4. Based on your observations, what formative assessment practice worked?
 Base from my observation, the formative assessment practiced
worked, because of this teachers know if the students
understand the lesson.
5. For formative assessment, why is peer tutoring in class sometimes seen to be
more effective than teacher himself/herself doing the re-teaching or
tutoring?
 Because it helps the students to develop their skills and
abilities, and they have an interest to study so that when they
had an assessment they can answer it properly.
6. Could an unreasonable number of failures at the end of the term/grading
period be attributed to the non-application of formative assessment? Why or
why not?
 I think no, because there is another way to fulfill their failure
and to develop by making projects or taking again of the exam.
REFLECT
 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.
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative
assessment in practice.
\
OBSERVE, ANALYZE,
Activity 12.2 Observing Assessment AS Learning Practices (Self-

Assessment)
Resource Teacher: ________________ Teacher’s Signature: _____________ School: ________
Grade/Year Level: _______________ Subject Area: _______________ Date: __________________
TARGET Your Intended Learning Outcomes
At the end of this Episode, 1 must be able to:

 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment.
 Assessment as learning means assessment is a way of learning

 It is the use of an ongoing self-assessment by the learners in order to
monitor their own learning.
 This is manifested when learners reflect on their own learning and make
necessary adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their
own learning.
 It requires students to ask question about their learning.
 It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning.
 It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as

learning. Record your observations.
Teacher My Observation
1. Did teacher provide Yes, based on my observation
opportunities for the learners teacher provided opportunities for
to monitor and reflect on their the learners to monitor.
own learning?
2. What are proofs that students When they are sharing their ideas
were engaged in self-reflection, about the subject matters.
self-monitoring and self-
adjustment?
3. Did students record and report Yes, because the teacher asked
their own learning? them after the discussion.
4. Did teacher create criteria with Yes, to know if the students
the students for tasks to be accomplish the given task, and to
completed or skill to learned? know if the students have failures.
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.
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
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 _______________
3 1
4 2
d. hed.
grammatical/spellin
g errors.
analyzed.
outcome.
Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
1. The primary purpose of assessment is to ensure learning. Which assessments

are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an

assessment, and have a deeper understanding of what they are expected to
learn before they take the assessment, they take a greater responsibility of
their own learning. Which assessment is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to

keep track of learners’ progress in relation to learning standards…., to
promote self-reflection and personal accountability among students about
their own learning…
Which assessments are referred to by the DepEd memo?

I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
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
5. Assessment FOR learning is ongoing assessment that allows teachers to

monitor students on a day-to-day basis and modify their teaching based on
what the students need to be successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?

A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
7. Which form of assessment is crucial in helping students become lifelong

learners?
C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and

making adjustment so that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to
be completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding
questions to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed
in order to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing

the tasks assigned to them by their teacher and so students move from the
passive learners to active owners of their own learning?
A. Assessment as learning
11. Which assessment is likened to tasting the soup while in the process of
cooking the soup?
FS 1 13
Assessment Of Learning
(summative assessment)
SPARK YOUR INTEREST
Episode # 12 dwelt on Assessment for Learning (formative assessment)

and Assessment as Learning (self-assessment). These refer to assessment that
teachers do while still teaching and student’s assessing their own learning.
Episode # 13 will be focused on Assessment of Learning. When teachers have
done everything they can to help learners attain the intended learning
outcome/s, teachers subject their students to assessment for grading purposes.
This is referred to as assessment of learning which is also known as summative
assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-
traditional assessment tasks and tools, 2) assessment of learning outcomes in the
different levels of cognitive taxonomy; 3) construction of assessment items with
content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6)
The K to 12 Grading System and 7 Reporting Students’ Performance.
At the end of this Episode, I must be able to demonstrate understanding of the

design, selection, organization and use of summative assessment strategies
consistent with curriculum requirements by being able to:
 determine the alignment of assessment tools and tasks with intended learning
outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student
learning;
 distinguish among the 3 types of learner’s portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
 explain the function of a Table Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd’s grading policy;
 state the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
Aligning Assessment Task with the Learning Outcome

Activity 13.3
Resource Teacher: ___________________ Teacher’s Signature: ______________ School:

_________
Grade/Year Level: ____________________ Subject Area: ___________________ Date:
_____________

 Determine alignment of assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome

 In accordance with Outcome-Based Teaching-Learning, the learning outcome
determines assessment task.
 Therefore, the assessment tsk must necessarily be aligned to the learning
outcome.
OBSERVE
 Observe at 3 classes – 1 Physical or Biological Science or Math, English, Filipino;

1 Social Science or Literature, Panitikan, EsP and 1 P.E/ Computer/EPP/
Subjects Learning Assessment Is the If not aligned,

Outcomes Task (How assessment improve on it.
did Teacher tool/task
assess the aligned to the
learning learning
outcome/s? outcome/s
Specify.
P.E/EPP/TLE To dance Written quiz- No Performance
tango Enumerate the test – Let
steps of tango students dance
in order tango
Subjects Learning Assessment Is the If not
Outcome/s Task (How assessment aligned,
did tool/task improve on
Teacher aligned to it.
assess the the
learning learning
outcome/s? outcome/s?
Specify.
Social Science,
Literature/Panitikan. EsP
Physical/Biological
Science/Math/English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s Does this affect assessment results? How?
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?
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can

manufacture their own food.
Test item: Can plants manufacture their own food? Explain your answer.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
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?
5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb
1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)\
Is the test aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a lesson objective/s intended learning outcome. “illustrate the law of

supply and demand with your original concrete examples”. For concrete validity,
which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.\\//
B. Illustrate the law of supply and demand with a drawing
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For
content validity which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with
almost any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear
with almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
D. Nietzsche’s was an atheist. Do you believe that he can give this statement “He
who has a why to live for can bear with almost any how”?
8. After teaching them the process of experimenting, Teacher J wanted to be able

set up an experiment to find an answer to a scientific problem. Which will he ask
his students to do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. No te your
observation and present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive
when transferred in soil?
9. Here is an intended learning outcome of a Health teacher. “Identify skill-related

fitness and activities suitable for the individual”. Does her test item measure this
particular outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related ativities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.

B. Yes because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities.
Observing the Use of Traditional Assessment Tools

Activity 13.2
Resource Teacher: ___________________ Teacher’s Signature: ____________ School:

__________
Grade/Year Level: _______________ Subject Area: __________________ Date:
__________________

 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction
 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive
domain
 Traditional or paper-and-pencil tests can be classified either as selected-
response test or constructed-response/supply type of tests.
 Common examples of selected – response type of tests are alternate
response test (True-False, yes-no), multiple choice and matching type of
test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay.
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?
3. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you
find most difficult to construct? Any lesson/s learned?
Here is the learning outcome of this Activity: Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 present the learning outcomes. Column 2 has the assessment tasks.
Determine alignment with learning outcome.
C. Here are 5 items. Evaluate them on the basis of established guidelines in test
construction.
D. In an essay more reliable than a multiple choice test.
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very Smart
B. Not fit for T-F test D. Sweeping
3. In this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Unattractive
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
Activity 13. 3 Observing the Use of Non-Traditional Assessment Tools

and Scoring Rubrics

__________
__________________

 Evaluate non-traditional assessment tools including scoring rubrics
 There are learning outcomes that cannot be assessed by traditional assessment

tools.
 Authentic/ non-traditional /alternative assessment tools measure learning
outcome like performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student’s work that includes descriptions
of levels of performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student work
as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.
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?
Authentic- Learning Sample of How a Comments

Assessment/ Non- Outcome Product/ product/ (is the
traditional/Alterna Assessed performance performance scoring
tive Assessed was assessed rubric
constructe
One Describe d
example of a how the according
product product/ to
assessed. performanc standards?
(Put a photo e was
of the assessed.
product/ Which was
documented used
performanc analytic
e in My rubric or
Teaching holistic
Artifacts. rubric?
INCLUDE INCLUDE
THE RUBRIC THE RUBRIC
IN MY IN MY
TEACHING TEACHING
ARTIFACTS ARTIFACTS
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?
5. Can you essay or other written requirements, even if it is paper-and-pencil test,

be considered an authentic form of assessment? Explain your answer.
6. Can rubrics help make students to become self-directed or independent
learners? Do rubrics contribute to assessment? AS learning (self-assessment)
What if there were no rubrics in assessment?
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.
 Accomplished Observation Sheet

 Observation
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers – one rubric to assess a
particular product and another rubric to assess a particular performance
together with your comment/s and improved version/s, if necessary.
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
Scrutinizing the Type and Parts of a Portfolio

Activity 13.4
 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio
DISCOVER THE LEARNING

ESSENTIALS
 A portfolio is a purposeful collection of selective significant samples of student

work accompanied by clear criteria for performance with prove student effort,
progress or achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But is not a mere
collection of student’s work. The student’s reflection must accompany each
output or work
 A portfolio is different from a work folder, which is simply a receptacle for all
work, with no purpose to the collection. A portfolio is an international collection
of work guided by learning objectives.
 Effective portfolio systems are characterized by clear picture of the student skills
to be addressed, student’s involvement in selecting what goes into the portfolio,
use of criteria to define quality performance as basis for communication, and
self-reflection through which students share they think and feel about their
work, their learning and about themselves.
 There are several types of portfolio depending on purpose. They are: 1)
development or growth portfolio, 2) best work or showcase or display portfolio,
and 3) assessment/evaluation portfolio.
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.
What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives – The
objectives of the
lesson/unit/course are clear
which serve as a bases for
selection
2. Explicit guidelines for selection

– what, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria – the

criteria against which the
portfolio is graded must be
understood by the learners.
4. Selective significant pieces –

The portfolio includes only the
selected significant materials.
5. Student’s reflection – There is

evidence that students
reflected on their learning.
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?
Elements of a _____________________ Portfolio (Which type of portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress
as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
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
Have portfolios made the learning assessment process more inconvenient?

Is the effort exerted on portfolio assessment commensurate to the improvement
of learning and development of learner’s metacognitive process that result from
the use of portfolio?
 Sample/s of Improved Written Tests, both selected-response type and supply

type.
 Sample/s of product and performance and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF

Learning (Summative Assessment)
Learning Outcomes determine the alignment of assessment tools and tasks with
intended learning outcomes; critique traditional and authentic assessment tools
and tasks for learning in the context and established guidelines on test
construction; evaluate non-traditional assessment tools including scoring
rubrics; evaluate a sample portfolio; distinguish among 3 types of portfolio;
construct assessment questions for HOTS blowing Bloom’s Taxonomy as revised
by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy; explain the
function of a Table of Specifications; distinguish among types of learners’
portfolios and their functions, examine different types of rubrics used and relate
them to assessment of student learning ; compute students’ grade based on
DepEd’s grading policy ; state the reason(s) why grades must be reports to parts
and describe what must be done to make grade reporting meaningful.
Name of FS Student: ________________________________________ Date Submitted:
_____________
Year & Section: _________________________________ Course:

___________________________________
Learning Excellent 4 Very Satisfactory 2
Needs
Episode Satisfactory 3 Improvement
1
Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All questions All questions Questions were Four (4) or
were were answered not answered more
answered completely; completely; observation
completely answers are answers are not questions were
answer are clearly clearly not answered;
with depth connected to connected to answers not
and are theories; theories one (1) connected to
thoroughly grammar and to three (3) theories; more
grounded on spelling are free grammatical/sp than four (4)
theories; from errors. elling errors. grammatical/s
grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
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
Activity 13.5 Determining the Level of Teacher’s Questions

__________
__________________
 Construct assessment questions to measure HOTS following Bloom’s and

Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.
Table: 1.4 Example of Cognitive Activities
Cognitive Processes Examples

Remembering – Produce the right information from memory
Recognizing
Recalling Name three 19th – century women English


authors
 Write the multiplication facts
 Reproduce the chemical formula for carbon
tetrachloride.
Understanding – Make meaning from educational materials or
experiences
Interpreting  Translate a story problem into an algebraic
equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with
destiny speech
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness
style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper
species
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day
leader
 Use a Venn diagram to demonstrate how two
books by Charles Dickens are similar and
different.
Explaining  Draw a diagram explaining how air pressure
affects the weather
 Provide details that justify why the French
Revolution happened when and how it did.
 Describe how interest rates affect the
economy.
Applying – Use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 Have a student open house discussion.
The New Taxonomy (Marzano and Kendall, 2007)
Level of Process Useful Verbs, Phrases Definitions

Difficulty
6 Examining The student can analyze how important
Self-System Importance specific knowledge is to them.
Thinking Examining The student can examine how much
Efficacy they believe they can improve their
understanding of specific knowledge.
Examining
The student can identify emotional
Emotional
responses associated with a piece of
Response
knowledge and determine why those
associations exist.
Examining The students can examine their own
Motivation motivation to improve their
understanding or competence in specific
knowledge.
5 Specifying The student can set specific goals
Metacognitio Goals relative to knowledge and develop plan
n for accomplishing the goal.
Process
Cognitive System The student can self-monitor the
Monitoring process of achieving a goal.
Monitoring The student can determine how well
Clarity they understand knowledge.
Monitoring The student can determine how
Accuracy accurate their understanding of
knowledge
4 Investigating investigate; research;
Knowledge find out about; take a
Utilization position on; what are the
differing features of;
how & why did this
happen; what would
happened if the student
generates a hypothesis
and uses the assertions
and opinions of others to
test the hypothesis.
Experimentin experiment; generate
g and test; test the idea
that; what would you
determine if; how can
this be explained; based
on the experiment, what
can be predicted. The
student generates and
tests a hypothesis by
conducting an
experiment and
collecting data.
Problem- solve; how would you

Solving overcome; adapt:
develop a strategy to;
figure out a way to; will
you reach your goal
under these conditions.
The student can
accomplish a goal for
which obstacle exist.
Decision decide; select the best

Making among the following
alternatives; which
among the following
would be the best; what
is the best way; which of
these is most suitable.
The student can select
among alternatives that
initially appear to be
equal and defend their
choice.
3 Specifying make and defend;
Analysis predict; judge; deduce;
what would have to
happen; develop an
argument for; under
what conditions
The student can make
and defend predictions
about what might
happen.
Generalizing What conclusions can be

drawn; what inferences
can be made; create a
principle, generalization
or rule; trace the
development of; form
conclusions. The student
can infer new
generalizations from
known knowledge.
Analyzing Identify errors or

Errors problems; identify
issues or
misunderstanding;
assess; critique;
diagnose; evaluate; edit;
revise. The student can
identify and explain
logical or factual errors
in knowledge.
Classifying Classify; organize; sort;
identify a broader
category; identify
different types/
categories.
The student can identify
super ordinate and
subordinate categories
to which information
belongs.
Matching Categorize; compare &

contrast; differentiate;
discriminate;
distinguish; sort; create
an analogy or metaphor.
The student can identify
similarities and
differences in
knowledge.
2 Symbolizing Symbolize; depict;

Comprehe represent; illustrate;
nsion draw; show; use models;
diagram chart.
The student can depict
critical aspects of
knowledge in a pictorial
of symbolic form.
Integrating Describe how or why;

describe the key parts
of; describe the effects;
describe the relationship
between; explain ways
in which; paraphrase;
summarize. The student
can identify the critical
or essential elements of
knowledge.
1 Executing Use; demonstrate; show;
Retrieval make; complete; draft.
The student can perform
procedures without
significant errors.
Recalling Exemplify; name; list;

label; state; describe;
who; what; where;
when. The students can
produce information on
demand.
Recognizing Recognize (from a list);

select from (a list);
identify (from a list);
determine if the
following statements are
true
The students can
determine whether
provided information is
accurate, inaccurate or
unknown.

__________
__________________
OBSERVE
1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking. You may
also refer to written tests for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
Cognitive Cognitive Tally of

Processes Processes Assessment
(Bloom as Rank (and Kendall Ran Tasks/Question Tota
revised by and Marzano) k s l
Anderson and
Krathwohl)
Self-system 6
Thinking
Metacognition 5
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
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Tally and Example of Rank

Total Score Total Score of Assessmen Base
of Cognitive Cognitive t Tasks/ d on
Processes Rank Processes Rank Questions Use
(Bloom as (and Kendall Given by
revised by and Marzano) Resource
Anderson Teacher
and
Krathwohl)
Self-system 6- e.g. Teacher
Thinking Highes asked
t students.
Why is the
lesson
important
to you?
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?
As a future teacher, reflect on how will you contribute to the development of

learners’ HOTS?


_____________

___________________________________
Needs
1
omplished
spelling are
free from
error.
analyzed.
outcome.
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
1. Which is the percentage contribution of quarterly assessment to the grade of the

student from Grade 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
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%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance Task C. Quarterly Assessment
B. Written Work D. Quarterly assessment and performance tasks
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
7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations
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
11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas –
Music, Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only
12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
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
Activity 13.8 Reporting Student’s Information

__________
__________________
 State the reason(s) why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful
 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.

2. Describe how the Resource Teachers communicated learners’ assessment results

and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their

questions/concerns?

4. How did the Resource Teacher handle their questions and concerns? What
answers did he/she give?
Interview with Resource Teacher
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?

Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?

Interview with Parents
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?
4. Any suggestion on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be

a) maintaining and
b) improved to make grades and reporting meaningful?
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that

it will result to effective learning?


_____________

___________________________________
Needs
1
omplished
spelling are
free from
error.
analyzed.
outcome.
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
1. Why must grades be reported to the parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II, and III
2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according
to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody
fails.
4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance.
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion –referenced grading mean?

A. Grading on the curve C. Comparing grades with average
B. Grading against standards grade
D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean
D. Compare grades of boys and girls
FIELD STUDY 1 LEARNING Knowing the Quality teacher
EPISODE
FS 1 14
The Teacher as a
PERSON and as a
PROFESSIONAL
SPARK YOUR INTEREST
What is really like to be a TEACHER? Why is being a TEACHER considered

as one of the most respected professionals in the Philippines? What makes a
teacher differently better than any other profession? What characterize a teacher
a teacher as a person and as a professional?
This Episode will provide you a chance to observe teachers in their own
workplace at school in order to answer the questions asked.

 Describe the personal qualities and competences of effective classroom teachers;
and
 Enumerate the professional characteristics of practicing teachers observed as
based on the professional standards and code of ethics for the profession.
“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.
Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES
 Lives with dignity that  This teacher is honest, has integrity, self-respect and
exemplifies self- self-discipline. Likewise, respected by students, peers
respect, integrity and and the community.
self-discipline
 Takes care of one’s  This teacher is physically, emotionally and mentally
physical, emotional healthy. Clean and neat, dresses appropriately and
and mental well-being pleasant in words and in action.
 Lives a life inspired by This teacher behaves according to the personal
spiritual principles spiritual beliefs that are not contrary to the norms,
and beliefs mores and tradition of the community.
 Exhibits deep This teacher is mentally alert, makes correct decision,
knowledge and intelligent to be able to acquire new knowledge, skills
understanding across and values needed in order to teach. She/he has the
disciplines ability to learn new things, re-learn old knowledge in
new ways, and un-learn knowledge, skills and values
that are no longer applicable to the current times.
 Recognizes own  This teacher sets high goals for himself/herself, but
strength with humility remains humble and willing to share success. He/she
is confident of doing task but does not consider self to
be better than others all the time.
 Perseveres 
in This teacher is calm in the midst of chaos, remains
challenging situation steadfast under pressure, does not easily give up and
adjust to different situations.
 Demonstrates 
a This teacher volunteers tasks for others, always
natural action to work willing to share, extends help willingly, accepts
together with others responsibility, tolerant of other people, and gives up
time for the group.
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.
Professional Competencies of Filipino Teachers

Professional Competencies What the Teacher DOES
 Abides by the code of ethics for the  This teacher practices the rules and
profession conduct of professional teachers.
 Masters the subject matter to be  This teacher masters and updates
taught himself/ herself with subject matter
content to be taught.
 Updates oneself on educational  This teacher keeps abreast with
trends, policies and curricula educational trends, policies and
curricula by taking up graduate
students, attending seminars and
workshops.
 Uses teaching methods to facilitate  This teacher practices different ways
students learning of teaching appropriate to the
learners and the subject matter.
 Builds a support network with  This teacher engages the cooperation
parents and community of parents and stake holders in
educating the learners.
 Demonstrates knowledge,  This teacher has substantial
understanding of the characteristics knowledge of the characteristics and
and needs of diverse learners. needs of the learners.
 Plans, prepares and implements  This teacher plans. Prepares,
school curriculum responsibly. implements and innovates the day-to-
day curriculum with the view in mind
that learners will learn.
 Designs, selects and utilize
 This teacher designs, selects and uses
appropriate assessment strategies appropriate assessment tools for, as
and tools. and of learning.
 Provides safe, secure, fair physical  This teacher arranges the classroom
and psychological learning to provide safe, secure psychological
environment that supports learning. environment that supports and
encourages learning.
 Serves beyond the call of duty  This teacher does task and works
even beyond the official time when
needed.
So, it is not easy to become a professional teacher. The demand is great. A

qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found
among the teachers you are going to observe.
There are two observation activities in this Episode. Activity 1 will
identify the Personal Characteristics of the Teacher and Activity 2 will identify
the Professional Competencies of the Teacher.
\
Activity 14.1 Teacher Personal Qualities: A View from My

Lenses
Resource Teacher: _______________ Teacher’s Signature: ____________ School: __________

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.
c. Spiritual Observe I’ve found that the teacher also gives

Interview importance in spiritual matter, praying
before discussion is always observed.
d. Knowledgeable Observe I’ve found out that the teacher mastered the
lesson and always prepare for her lesson.
e. Humble Observe I’ve found out that the teacher humbly

Interview corrects her students when there is someone
who had commit a mistake.
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.
Activity 2 will focus on the Professional Competencies of the Teacher. You

may change your sample Teacher in Activity 1 with another teacher or you can
still observe the same teacher. In case you will not change your teacher to be
observed the same teacher will be your sample for both Activity 1 and Activity 2.
Aside from direct observation, you will also do a survey in Activity 2.
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
Good teachers are role models, whether in school, at home or in the

community. From the teachers that you had from elementary to college, did the
personal qualities that they possess help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a
great impact in your life as a learner. Reflect and describe how this quality
influenced you.
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.
Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: _______________ Teacher’s Signature: ____________ School: _______
OBSERVE
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.
Competencies of the Professional Teacher A Special Case

Dear Ma’am/Sir,
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey from about your Co- Teacher , she
has an exceptional talent and knowledge in teach and a unique way of teaching her
students.
I will keep in confidence your identity, however, please allow me to use the data in
my lesson. This is a requirement in our course, Field Study 1.
Thank you very much.
DARYLL G. ROMERO
BEED Student
Name of the teacher: ____________________________________________________________________

PRC License No. ________________________________ Grade Level Taught: __________________
Answer the following statements based on your OBSERVATION of the teacher.
Check Yes or No or Doubtful.
Professional Competencies Does the Teacher exhibit
the competence of a
professional teacher? Check
your answer below.
YES NO DOUBTFUL
1. Practice the Code of Ethics for Professional ✓
Teachers
2. Teachers the subject matter very well with ✓
mastery.
3. Keep yourself updated with educational trends, ✓
policies and curricula.
4. Uses varied teaching methods that facilitate ✓
learning with skill and ease
5. Engage the parents and other stake holders to ✓
cooperate as partners in educating the children.
6. Teachers with compassion based on the ✓
knowledge and understanding of the
characteristics and needs of diverse learners.
7. Prepares curriculum plans, implements these ✓
with innovation in every lesson.
8. Designs or selects and utilizes appropriate ✓
assessment strategies and tools for lessons
taught.
9. Makes classroom atmosphere physically ✓
(arrangement) and psychologically (friendly,
inclusive) safe and secure for learning.
10. Serves willingly beyond teaching work by ✓
participating in other extra-curricular activities
when needed.
Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)
AND
Your Name and Signature (Pre-Service Student)
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
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity
2.
1. As a future teacher, the results imply that I should
 For me to be a good and effective teacher, I need to prepare and

enhance my talents. I must be prepared to deal with a variety of
pupils and be able to meet their requirements as a student. Teaching
is difficult; thus, it will take more time and effort to achieve your
aim. Students look up to us as role models, therefore it's critical that
all of our actions and words teach them valuable lessons and instill
positive attitudes and values.
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.

Show here the artifacts of this Episode
1. Short narrative about the teacher with a description of the personal

qualities and professional characteristics that you have observed. You may
request a picture from the teacher.
(picture of the teacher observed)
Narrative (about the personal and professional characteristics of the teacher)

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)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 belo
w
Grad 1.0 1.2 1.5 1.7 2.00 2.25 2.5 2.75 3.0 3.5 5.00
e 5 5 0 0
99 96 93 90 87 84 81 78 75 72 71-
belo
w
Based on Episode 1, choose the correct answer for each item.

1. Any teacher currently teaching is called a professional because he or she _____
I. Is a licensed teacher
II. Has personal qualities appropriate to be a teacher
III. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, more and tradition of the community
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lesson taught
D. Masters one teaching method and uses it all time
5. The saying goes, “many are called, nut few are chosen.” How is this directly
related to teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
FIELD STUDY 1 LEARNING EPISODE Towards Teacher Quality:
FS1 15
Developing a Global
Teacher of the 21ST Century
SPARK Your Interest

Moving towards teacher quality? Wanted! A global teacher of the 21 st
century!
In 2013, a Global Status Index was determined by Varkey GEMS
Foundation and revealed significant findings. There were 21 countries surveyed
which represented the major continents of the world. In most countries that
participated, it was found out that like the Philippines, teaching is the most
sought profession. It was comparable to being a social worker, librarians,
nursing and even doctors. Majority of the parents asked, answered that they
encourage their children to become teachers. To them, teaching is one of the
most respected and trusted profession.
However, with the change in global landscape, the 21 st century teachers
must have the competence to address the new learning environment, the new
learning contents, the processes of learning and how these are facilitated and the
new types of learners.
Hence, we need the type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
TARGET Your Intended Learning Outcome

 Describe the personal qualities and competencies of a glocal classroom teachers
of the 21st century; and
 Design a learner-centered classroom for the 21 st century learners with learning
spaces that are safe, that allows creativity and use of ICT.

FILIPINO GLOCAL TEACHER
A survey of ASEAN countries and beyond tends to show that there are
three major responsibilities of teachers. These are (1) Actual Teaching. (2)
Management of Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the
world, in our country, teaching in the public schools requires six hours of actual
teaching, That includes administrative work such as management of learning per
da. The two hours of the working day is allotted to administrative work such as
scoring and recording learners’ outputs, making reports, filling forms, preparing
for the next day’s activity and performing other administrative tasks. The
previous episode on the teacher, reminded us of the qualities and competencies
mentioned earlier. Teachers should be multi-literate, multi-cultural, multi-
talented, innovative and creative. The future Filipino teacher like you shall act
locally but think globally.
“Teach local, reach global” means that the teacher brings diverse
experiences in the classroom with the various skills to live and work as citizens
of a global society. What teachers do in the local communities impacts the larger
community. As global citizens, the work begins, where the teachers are, thus a
“global” teacher.
Towards Quality Glocal teachers

Quality teachers are characterized by different attributes and skills
needed in the 21st century education. Partnership 21 identified (1) Global
awareness, (2) Financial, economic, business and entrepreneurial literacy, and
(4) Civic and Health Literacy which require:
1. Learning and Innovative Skills
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can

demonstrate exemplary mastery of knowledge, skills, values and dispositions
relative to the following characteristics:
1. Understand one’s own cultural identity and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourage learners to find appropriate actions to improve local and global the
conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21 st Century

One of the major challenges of quality teachers is to “create a learning
environment that encourages creativity and innovations among learners.” With
it, comes the management of learning in such environment. These are required
skills for a global teacher.
Majority of the current classrooms provides learning spaces that can
hardly prepare the 21st century learners for the development of the 21 st century
skills.
Since the 21st century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they
work on interdisciplinary projects that cover several subject areas. Learning is
no longer for memorizing and recalling of information but on learning how to
learn. Thus classroom designs should respond to the 21 st century learning. More
so, quality teachers should be changing their roles from teaching in isolation to
co-teaching, team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well
as the management of learning. These are the two teacher qualities needed to
address the new roles of teachers.
How should a new classroom be? Here are some suggestions on the sex
elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
7.
With the classroom structure, a quality teacher should be able to manage
learner under a very conducive learning environment. Teacher should use
effective classroom management strategies that will ensure productive learning.
Quality teacher should manage learning in an enhanced classroom by
seeing it to it that learners are:
- Organized,
- Orderly,
- Focused,
- Attentive,
- On task, and
- Are learning.
This will take much of your skills, experience and patience. The two
important factors that may affects learning management are the use of
technology and the diversity of learners.
\
ACTIVITY 15 .1 A Day in the School Life of a Quality Teacher

Resource Teacher:______________ Teacher’s Signature:______________ School__________
Grade/Year Level: _________________ Subject Area:______________________ Date:_________
Observation 1: This activity will require you to stay in school for one
school day. Special arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to you essay.
OBSERVE
Note: observe and record observations on the following aspects as key
guide to observations.
Teacher’s Major Key guide for Observation (carefully look for the
Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts)
A. Actual Teaching This teacher
1. Is learner-centered
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are achieved
5. Is pleasant and fair in dealing with the learners
B. Management of This teacher
Learning 1. Allows all learners to participate in the lesson
2. Considers the needs of the learners in the seating
arrangement
3. Uses instructional support materials to help learners
understand the lesson
4. Sees to it that learning is achieved within the period of
time
5. Dismisses the class on time
C. Administrative This Teacher
Work 1. Keeps records of the learners’ attendance everyday
2. Keeps record of formative and summative test
3. Submits reports and other documents on time
4. Does other tasks as requested by superior
5. Cooperates with peers and staff in the cleanliness and
safety of the school
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.
2. Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
 She always approachable, she always gives time entertaining all
students’ queries. As a future teacher this is the behavior that I need
to practice and improve because it will make my teaching more
effective because I have a strong relationship with my student
through addressing all their needs.
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)
ACTIVITY 15 .2 The Creation and Management of the New Learning

Environment as a Skill of the 21st Century Quality Teacher
Resource Teacher:__________________ Teacher’s Signature:______________ School______
Grade/Year Level: __________________ Subject Area:___________________ Date:__________
This activity will allow you to develop your sense of creativity and
imagination in designing a classroom for the 21 st century and determining how
to manage learning in this classroom.
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
B. My Classroom for the 21st Century
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
Wide space Wide space They are similar because

Clean Clean the classroom design
Good ventilation Good ventilation now is really impressive
Conducive for learning Conducive for learning but I choose this simple
Technology advance but refreshing in the eyes
and good for the
students.
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.
SHOW YOUR LEARNING ARTIFACTS
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.

Based on the Episodes you went through on Glocal Teacher of the 21 st
century, answer the question that follows.
1. Anywhere in the world, when you embrace teaching as a profession, you should
be prepared to do_____________.
I. Actual teaching
II. Manage learners and learning
III. Do administrative work
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
1. Which is one of these descriptors exemplifies a glocal teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global
standards.
D. On-line teacher teaching learners all over the world.
1. One of the fundamental requirements of a 21 st century classroom that will

address globalization is the provision of conditions that allows ________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
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
EVALUATE PERFORMANCE TASK
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
Learning Excellent 4 Very Satisfactory Need

Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation
Sheet questions observation questions/ questions/ tasks
tasks questions/ tasks not not answered/
completely tasks not answered/ accomplished.
answered/ answered/ accomplished
accomplished accomplished
Analysis All questions All questions Questions Four (4) or more
were were were not observation
answered answered answered questions were not
completely, completely, completely, answered. Answers
answers are answers are answers are nit connected to
depth and clearly not clearly theories; more than
are connected to connected to four (4)
thoroughly theories, theories one grammatical/
grounded on grammar and (1) to (3) spelling errors.
theories; spelling are grammatical/
grammar and free from spelling
spelling are errors. wrong
free from
error.
Reflection Profound and Clear but Not so clear Unclear and
clear lacks depth and shallow, shallow, rarely
supported by supported by somewhat supported by what
what were what were supported by were observed and
observed and observed and what were analyzed.
analyzed. analyzed. observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on reflected on not reflected reflected on in the
in the context in the context on in the context of the
of the of the context of the learning outcomes;
learning learning learning not complete, not
outcomes. outcomes. outcomes. organized, not
Complete, Complete Complete not relevant.
well well organized
organized organized very relevant
highly very relevant to the to the
relevant to to the to the learning
the learning learning outcome
outcome. outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 belo
w
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
belo
w
Signature of FS Teacher above Printed Name

Date
FS 1 16
On Teacher’s
Philosophy of
Education
SPARK YOUR INTEREST

One thing asked of teacher applicants in the Department of Education is to
write their philosophy of education. This means that they have to write their
concept of the nature of the learner, how that learner learns and how that
learner ought to live life meaningfully. Based on these philosophical concepts,
the teacher applicants describe how they ought to relate to the learner, what to
teach and how to teach so that the learner learns and lives life happily and
meaningfully.
TARGET YOUR INTENTED LEARNING OUTCOMES

At the end of these Episode, I must be able to:
 Determine prevailing philosophies of education based on DepEd Vision and

Mission statements, core values and mandate, K to 12 Curriculum Framework
and Guide and RA 10533;
 Cite teacher’s teaching behaviors and the philosophies of education on which
these behaviors are founded; and
 Articulate my philosophy of teaching.
We’ are beneficiaries of a rich philosophical heritage passed on to us by

great thinkers of the past and of the present. The way teachers relate to learners
and the way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12
Curriculum as contained in Section 3 of RA 1053 and the K to 12 Curriculum
Guide are manifestations or expressions of the philosophies of education of the
country. They state the standards and the outcomes of education towards which
all curricular activities and teaching-learning should be directed
Analyzing DepEd’s Philosophy of Education

Activity 16.1
Resource Teacher: ____________________ Teacher’s Signature: _______School:___________

Grade/Year Level: __________________Subject Area: _______________________ Date:
________
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.
Philosophies of Education Which Philosophies are Which Philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum and Guide and
Core Values, Mandate? Give Sec 5 of RA 10533?
proof. Give proof.
1. Essentialism-teach mastery of Essentialism- The core values Essentialism- List of standard
the basics; curriculum is of maka-Diyos, maka-tao, maka- that learners are expected to
prescribed; subject matter- kalikasan and mak-bansa show attain is the subject matter
centered there are universal, that DepEd is essentialist. that students are expected to
objective values; inculcate DepEd believes in uncaging learn.
values in subject matter values that need to inculcated. -Essentialist
2. Perennialism- teach those that Any proof of Perennialism? In K-12 Curriculum Framework
last, the classics; there are The Deped Mission in which which is making the Curriculum
universal, objective values Students learn in a child-friendly, Relevant to learners
gender-sensitive, safe, and (Contextualization and
motivating environment shows Enhancement), Students needed
that DepEd applied Perennialism to acquire in-depth knowledge,
to their DepEd Mission as they skills, values, and attitudes
believe that if the learners engage through continuity and
with this kind of environment, it is consistency across all levels and
possible that they become a subjects in order to bring a good
friendly and good citizen of our values and characteristic to their
country in the future as they bring future from what they are
a good value that they learned in learned in schools
schools.
3. Progressivism- very child- Any proof of progressivism? In RA No. 10533 Sec. 5 which is
centered; teach those that The DepEd vision in which, as a Curriculum Development, the
interest the child; one learners learner-centered institution, the curriculum shall be learner-
by experience; learners learn by DepEd continuously improves centered, inclusive and
itself to better serve its developmentally appropriate;
doing so teacher’s teaching is
stakeholders shows that DepEd is which it show that
experiential; values are
progressivism. DepEd believes in Progressivism is applied in this
subjective; no inculcation of law.
learners learn by doing as well as
values since they are subjective; if we teach of what they are
instead teachers help students interested.
clarify their values
4. Reconstructionism- school is Any proof of In K-12 Curriculum Framework
agent of change; schooling is reconstructionism? which is Making the Curriculum
preparing students in discussion The DepEd mission in which, Relevant to Learners
of moral dilemmas administrator and staffs, as (Contextualization and
stewards of the institution, ensure Enhancement), it shows that
as enabling and supportive there is an application of
environment for effective learning Reconstructionism in which
to happen shows that DepEd is there is a discussion on the
reconstructionism. DepEd believes students about the issues such as
in teaching is involving the Disaster Risk Reduction (DRR),
students in discussion of moral Climate Change Adaptation, and
dilemmas in order to understand Information & Communication
the implications of one's action Technology (ICT) are included in
the enhanced curriculum.
5. Existentialism- Teachers teach Any proof of existentialism? In K-12 Curriculum Framework
learners to make a choice, to The DepEd mission in which, which is Gearing Up for The
make decisions and not merely teachers facilitate learning and Future (Senior High School) it
to follow the crowd; one who constantly nurture every learner shows that there is a proof of
Existentialism that use which
does not make a choice and so shows that DepEd is
existentialism. DepEd believes that students may have a freedom to
simply follow others do not
society should not restrict an choose a specialization based on
leave meaningful life aptitude, interests, and school
individual's life or actions and
these restrictions inhibit free will capacity. The choice of career
and the development of that track will define the content of
person's potential. the subjects a student will take
in Grades 11 and 12. SHS
subjects fall under either the
Core Curriculum or specific
Tracks.
6. Pragmatism- That which is The DepEd Vision in which, enable In K-12 Curriculum Framework
useful, that which is practical them to realize their full potential which is Making the Curriculum
and that which works is what is and contribute meaningfully to Relevant to Learners
good; that which is efficient and building the nation shows that (Contextualization and
effective is that which is good. DepEd applied Pragmatism as they Enhancement), it shows also that
E.g. showing a video clip on believe that teaching students a there is an application of
mitosis is more efficient and thing that are practical for life are Pragmatism as students acquire
encourage them to grow into in-depth knowledge, skills,
more effective and therefore
better people. values, and attitudes through
more practical than teacher
continuity and consistency in
coming up with a visual aid by order to encourage them to grow
drawing mitosis on a cartolina into better people across in all
or illustration board. levels.
7. Rationalism- emphasizes the Any proof of rationalism? In RA No. 10533 Sec. 5 which is
development of the learner’s The DepEd Core Values which is Curriculum Development, there
reasoning powers; knowledge Maka-Diyos, Maka-tao, is a proof of application of the
comes though reason; teacher Makakalikasan and Makabansa is Rationalism in which the
the proof that shows that DepEd curriculum shall be relevant,
must develop the reasoning
applied Rationalism in which they responsive and research based
power of the learner
practicing only for believing what as students is acquired through
is based on reason and provides reason without the aid of the
the primary basis for knowledge, senses.
8. Utilitarianism- what is good is Any proof of utilitarianism? In RA No. 10533 Sec. 5 which is
that which is most useful (that The DepEd Vision which is We Curriculum Development, there
which brings happiness) to the dream of Filipinos who is a proof of application of the
greatest number of peoples; passionately love their country Utilitarianism in which the
shows that DepEd are also use curriculum shall be culture-
Utilitarianism which it advocates sensitive in which teacher
actions that foster happiness or approach offers no sense of what
pleasure and opposes actions that ought to constitute an education.
cause unhappiness or harm. It
would be aims for the betterment
of society as a whole when
directed toward making social,
economic, or political decisions.
9. Empiricism – source of Any proof of empiricism? In RA No. 10533 Sec. 5 which is
knowledge is through the The DepEd Vision which is Curriculum Development, it
senses; teacher must involve the Teachers facilitate learning and shows that there is an
senses in teaching-learning constantly nurture every learner is application of Empiricism in
evidence that DepEd use which the curriculum shall use
Empiricism where teaching- pedagogical approaches that are
learning of the students is based constructivist, inquiry-based,
on the human senses wherein it reflective, collaborative and
shares the view that there is no integrative; as teacher involves
such thing as innate knowledge, the senses in teaching-learning
and that instead knowledge is of the students to be able to gain
derived from experience. knowledge.
10. Behaviorism- behavior is Any proof of behaviorism? In RA No. 10533 Sec. 5 which is
shaped deliberately by forces in The DepEd Vision which is Curriculum Development, it
the environment and that the Students learn in a child-friendly, shows that there is a
type of person and actions gender-sensitive, safe, and Behaviorism by which the
motivating environment is one curriculum shall be learner-
desired can be the product of
also a proof that DepEd applied centered, inclusive and
design; behavior is determined
Behaviorism in which the teacher developmentally appropriate;
by others, rather than by we teachers encourage students
provides a positive reinforcement,
person’s own free will; teacher or rewards at the end of the day to perform desired behavior as
must carefully shape desirable for their good behavior. Whenever they giving reward for their good
behavior; drills are commonly students perform a desired performance.
used to enhance learning behavior, they will learn to
rewards reinforce learning. perform the behavior on their
own.
11. Constructivism- learners are Any proof of constructivism? In K-12 Curriculum Framework,
capable of constructing The DepEd Mission which is it shows that there is a
knowledge and meaning; Teachers facilitate learning and Constructivism in which it
teacher does not just “tell” or constantly nurture every learner encourages students to consider
dictate but asks learners for show also that DepEd is using this to share their valuable
Constructivism as they help knowledge and experiences as
knowledge they construct and
learners to construct knowledge the learner.
meaning of lesson
rather than just passively take in
information. As students
experience the world and reflect
upon those experiences, it helps to
build their own representations
and incorporate new information
into their pre-existing knowledge.
12. Other philosophies
Activity 16.2 M Articulating My Personal Philosophy of Teaching
Resource Teacher: ________________ Teacher’s Signature: ___________School:___________

Grade/Year Level: __________________Subject Area: _______________________ Date:
___________
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.
Philosophies of Education Teaching Behavior (State what

the teacher said, taught or did).
1. Essentialism- tech mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter
centered there are universal, objective values; e.g. He/she saw to it that the students
inculcate values; subject mastered basic concepts and skills.
He/she inculcated values

2. Perennialism- teach those that last, the The teachers do not allow the students
classics; there are universal values; inculcate interests or experience to substantially
these universal, objective values dictate what they teach. They apply
whatever creative techniques and
others tried and true methods which
are believed to be most conducive to
disciplining the student`s minds.
Students engaged in Socratic dialogues
or mutual inquiry sessions to develop
an understanding of history most
timeless concepts.
3. Progressivism- very child-centered; teach Teachers stimulate through provoking
those that interest the child; one learns by games and puzzles. The teacher believe
experience; learners learn by doing so teacher that one learns by doing, one
teacher’s teaching is experiential; values are experiential teaching method that
subjective; instead teachers help students progressivist teachers heavily rely on is
clarify their values. the problem-solving-method. Other
hands-on-minds-on-hearts-on teaching
methods used are field trips during
which students interact with nature or
society.
4. Reconstructionism- school is agent of
change; schooling is preparing students for the
social changes; teaching is involving the
students’ in discussions of moral dilemmas
5. Existentialism- Teachers teach learners to Existentialist methods focus on the
make a choice, to make decisions and not individual. Learning is self-paced, self-
merely to follow the crowd; one who does not directed. It includes a great deal of
make a choice and so simply follow others do individual contact with the teacher, who
relates to each student openly and
not leave meaningful life
honestly. To help students know
themselves and their place in society,
teachers employ values clarification
strategy. In the use of such strategy,
teachers remain non-judgmental and take
care not to impose their values on their
students since values are personal.
6. Pragmatism- That which is useful, that
which is practical and that which works is
what is good; that which is efficient and
effective is that which is good. e.g. showing a
video clip on mitosis is more efficient and
more effective and therefore more practical
than teacher coming up with a visual aid by
drawing mistosis on a cartolina or illustration
board
7. Rationalism- Emphasizes the development
of the learners’ reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner
8. Utilitarianism- what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples;
9. Empiricism- source of knowledge is through
the senses;; teacher must involve the senses in
teaching- learning
10. Behaviorism- behavior is shaped Behaviorist teachers ought to arrange
deliberately by forces in the environment and environmental conditions so that
that the type of person and actions desired can students can make the responses to
be the product of design; behavior is stimuli. Physical variables like light,
determined by others, rather than by person’s temperature, arrangement of furniture,
own free will; teacher must carefully shape size and quantity of visual aids have
desirable behavior; drills are commonly used controlled to get the desired responses
to enhance learning, rewards reinforce from the learners. Teachers ought to
learning. make stimuli clear and interesting to
captured and hold the learners
attentions, they could, ought to provide
appropriate incentives to reinforce
positive responses and weaken or
eliminate negative ones.
11. Constructivism- Learners are capable of The teachers role is to facilitate this
constructing knowledge and meaning; process, knowledge isn`t a thing that
teaching –learning therefore is constructing can simply deposited by the teachers
knowledge and meaning; teacher does not just into the empty minds of the learners,
“tell” or dictate but asks learners for rather knowledge is constructed by
knowledge they construct and meaning of learners through an active, mental
lesson process of development, learners are
the builders and creators of meaning
and knowledge. Their minds are not
empty instead their minds are full of
ideas waiting to be midwife by the
teachers with their skillful facilitating
skills. Teachers provides students with
data or experiences that allow them to
hypothesize, predict , manipulate
objects, pose questions, research,
investigate, imagine and invent. The
constructivist classroom is interactive.
It promotes dialogical exchange of ideas
among learners and between teacher
and learners.
12. Other Philosophies
ANALYZE
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)
Accomplished my Observation Sheets

My Philosophy of Teaching
Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of

Education
Learning Outcome: Determine prevailing philosophies of education based on
DepEd Vision and Mission statements core values and mandate the K to 12
Curriculum Framework and Guide and RA 10533. Cite teacher’s teaching
behavior and the philosophies of education on which these behaviors are
founded. Articulate my philosophy of teaching
Name of FS Student _______________________________________Date Submitted_____________

Year & Section: ____________________________ Course: _____________________________________

3 1
observation questions tasks (2) observation observation observation
Sheet completely questions/ questions/ questions/ tasks
answered/ tasks nottasks not not answered/
accomplish answered/ answered/ accomplished.
accomplished. accomplished
Analysis All questions All questionsQuestions Four (4) or more
were answered were answered were not observation
completely, completely, answered questions were
answers are answers arecompletely, not answered.
depth and are clearly answers are Answers nit
thoroughly connected tonot clearly connected to
grounded on theories, connected to theories; more
theories; grammar and theories one than four (4)
grammar and spelling are(1) to (3) grammatical/
spelling are free free from grammatical/ spelling errors.
from error. errors. spelling
wrong
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in the
the context of the context of on in the context of the
the learning the learning context of the learning
outcomes. outcomes. learning outcomes; not
Complete, well Complete well outcomes. complete, not
organized organized very Complete not organized, not
highly relevant relevant to the organized relevant.
to the learning to the learning very relevant
outcome. outcome to the to the
learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

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
3. Field Study 1 which is primarily observation of classes and teachers, is based on

which philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an

offshoot of which philosophy?
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
D. Is empiricist, she used visual aids for her lesson.

6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?
I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students’ body

parts like kind of ear lobes, kinds of hair line or a lesson on classifying. On which
philosophy is teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism
8. The history of curriculum development in the Philippines shows reduction of

units in the humanities but an increase in the natural and physical sciences. On
which thought is this action based?
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

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FIELD STUDY 1

THE SCHOOL ENVIRONMENT

1 SPARK YOUR INTEREST

At the end of this Episode, I must be able to determine the characteristics

REVISIT the Learning Essentials

1. A physical environment conductive for learning is one that has consistent

2. Display boards can be powerful in communicating information about the

3. As a basic part of the school’s visual environment, display boards have

Activity 1.1 Exploring the School

As you move around, observation form is provided for you to document

Medical Clinic Small in space but there`s a Yes, because just

Audio Visual/ / Spacious there are available Yes, because the

Science / Small in space but there are Yes because when

Outdoor/ Garden / Some gardens outside have Yes, because the

Comfort Room for / Small in space but it is clean Yes, because it is

2. Describe the school Colorful campus, it has blue, red, green,

4. Walk through the school’s Playground (slide, monkey bar, seesaw,

3. What learning materials/ equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well- lit and well- ventilated?

1. Wall Display It is near on the door, its only one, landscape

5. Learning Materials/ It`s located at the back and it is organize on

Write your observation report here.

Location of the School Saban, Oas, Albay

Date to Visit October 25, 2021

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board

Read the following carefully before you observe.

3) What are the displays about? What key messages do they

4) What materials were used in making the displays? Are borders

5) Do you notice some errors? (misspelled words, grammar

6) Are the messages clear and easily understood?

8) Take a photo of the display boards (if allowed)

When I go around the school campus, I noticed that every classroom

Check the column that indicates your rating. Write comments to

4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs

Effective The message transmit

Evaluation of The information are It will need some

Recommendations or Suggestions for improvement

Signature of Evaluator over Printed Name:

My Board Display Lay- out

Was the board display effective? Why? Why not?

What suggestions can you make?

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

 Technology Advance, I practice this skills by following

 Multi-tasker, the steps should I need to do to improve this is to

LINK THEORY TO PRACTICE

2. Which facilities are present in a health- promoting school environment?

A. II, III and IV

3. Which physical school environment supports learning?

SHOW Your Learning Artifacts

My Personal Illustration of an Effective

Evaluate Your Work Field Study 1. Episode 1. The School as a learning

TRANSMUTATION OF SCORE TO GRADE/ RATING

Signature of FS Teacher above Printed Name DATE

FIELD STUDY 1 LEARNING EPISODE

1 SPARK YOUR INTEREST

Resource Teacher: ______ Teacher’s Signature: School

Resource Teacher: ______ Teacher’s Signature: School

Resource Teacher: ______ Teacher’s Signature: School