FS 1 Angel

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Field Study 1 Observation of Teaching-Learning in Actual School Environment

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FS
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LEARNING
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EPISODE
THE SCHOOL
ENVIRONMENT
INTENDED 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 learning.
The Learning Essentials
1. A physical environment conducive for learning is one that has consistent Practices that:
o keep the school safe, clean, orderly and free from distraction, o
maintain facilities that provide challenging activities; and
o 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 upholds.
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.

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• 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 boards 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 learning
4. The set of criteria for evaluating bulletin board displays includes effective communication.
Attractiveness, balance, unity, interactivity, legibility, correctness, and durability.
Exploring the School Campus

ACTIVITY 1.1
Resource Teacher: Maricar G. Antonio Teacher’s Signature:

School: Bitabian National High School Grade/Year Level: Grade 7
Subject Area: Science Date: 11/17/2022
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas on 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 school environment through any of these
a) Descriptive paragraph b) Photo essay

c) Sketch or drawing d) Poem, song or rap
As you move around the campus, observations forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school 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
Familiarized yourself with the different areas and facilities of the school. Check the
column for their availability. Give a brief description of those that are available, and say
how each will contribute to the student’s learning and development.
Facilities Date Description Will it contribute to

the student’s learning
development? Why?

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Upon entering the school Yes. The principal’s office

Office of the Principal 11/17/202 site, the principal’s office is plays a vital role in the
2 located at the back of their school, especially for the
mini-gym. The office of students; this is the
the principal is clean, administrative functional
organized, and free from unit of the school. This is
pollution. The papers not only a place for
appear to be properly students to submit their
organized. Also, there is a requests if they have any,
corner for the head but it is also a place to
teachers and other staff establish something about
inside. The principal's the teacher-learner
office is a bit small, but it relationship and the
can accommodate all the principal-teacher
people. And also, on relationship.
display in the office are
the photos of DepED
leaders, the governor, and
other leaders of
municipalities.
11/17/2022 There is a mini library in Yes. Although the school
Library the principal's office, right did not have a library to
next to their filthy mini accommodate all their
kitchen and right next to learners’ materials, the
the 7th-grade room. But mini library is a big help to
this library was not the student’s learning and
available for all; they will development. It is a quiet,
get some books and give peaceful, and perfect
them to students. place to study and review
lessons.
Their counseling room is Yes, it will aid in the
Counseling Room 11/17/202 at the principal’s office; in student’s learning and
2 short, the office they are development. This is an
in is all-purpose. area where kids with
behavioral or academic
issues can get
reinforcement. Because it
addresses the student’s
needs, this is a great aid
and will contribute to their
learning and growth.
There is a canteen inside Yes. When students and
Canteen/Cafeteria 11/17/202 the school, but it’s a little faculty and staff cannot
2 bit small and can’t get food at home, the
accommodate all of the school canteen provides a
students and teachers of lunch service. Having a
the school, but it’s clean clean school canteen and
and organized, and the selling healthy foods can
food is good too. help not only the students
become safe and healthy,
but also the faculty and
staff of the school.
Their medical clinic is at Yes. This facility is
Medical Clinic 11/17/202 the principal’s office; in extremely beneficial
2 short, the office they are because accidents occur
in is all-purpose. unexpectedly, making a
school clinic or medical
clinic required.

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Furthermore, the person in

charge of this office
should constantly be
available to assist and
reply, as well as be
knowledgeable enough to
provide health
information.
N/A
Audio Visual/Learning 11/17/202
Resource Center 2
Their science laboratory is Students may learn to
Science Laboratory 11/17/202 located in the grade 7 apply scientific tools and
2 room. conventions during
laboratory experiences.
They may, for example,
learn how to use scientific
equipment appropriately
and safely, make
observations, take
measurements, and carry
out well-defined scientific
procedures.
The gymnasium is not The gymnasium is not
Gymnasium 11/17/202 wide enough due to its wide enough due to its
2 location; their gym is also location; their gym is also
where they conduct flag where they conduct flag
raising. They can’t raising. They can’t
accommodate all the accommodate all the
students; they use big students; they use big
umbrellas to cover their umbrellas to cover their
gym. gym.
Because of the building's
Auditorium 11/17/202 lack of space and its
2 location, its gymnasium
also serves as auditorium.
The outdoor school garden Yes, because this is
Outdoor/Garden 11/17/202 is found at the back and where the students learn
2 side of the ICT Room, how to do plant activities,
where they can plant and this is how they
different kinds of perform best when doing
vegetables, but when we gardening tasks by
looked at it, only various demonstrating the
grasses and plants were camaraderie quality that
living. they have in order to
achieve on their own.
N/A
Home Economics 11/17/202
Room 2
N/A
Industrial Workshop 11/17/202
Area 2
N/A
PTA Office 11/17/202
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The boys' and girls' Yes. This will allow the
Comfort Room (boys) 11/17/202 comfort rooms are located students to practice proper

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2 near the grade 8 and hygiene while also

grade 10 rooms. providing them with
privacy.
Comfort Room (girls) 11/17/202

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An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report in the
space provided.
Guide Questions Classroom Observation Report
The school is located at Brgy. Bitabian, San Mariano,

1. Describe the community or Isabela. The school's community or neighborhood is
neighborhood where the peaceful because there are many trees and it is free of
school is found pollution; it is the only school in that area. The school
is also clean and safe. The area of the school is not
that wide, but it’s also spacious.
The school has a cool ambiance and a peaceful
2. Describe the school campus. environment. It is surrounded by many trees. The
What colors do you see? What school is well-fenced. There is one building or
are the conditions of the classroom that is damaged. There are only five
buildings buildings or classrooms—two for the seventh grade and
one for the rest of the students. The foundation of
some buildings is in good condition; however, some of
the classroom roofs, chairs, and tables have been
damaged, maybe because they were built years ago.
The flagpole is surrounded by many plants.
When entering the campus, the condition of the
3. Pass by the offices. What offices’ buildings is fine, imbued with green and white
impression do you have of paint and coated with artistic educational arts. The
these offices head of DepED and also the leaders of the
municipalities are there, as is their organizational
diagram. There are educational posters on the walls of
the offices. It is well-organized and clean.
The school doesn’t have a PTA office, a home
4. Walk through the school halls, economics room, or an industrial room. When I walked
the library, and the cafeteria. through the school halls, I found a bulletin board where
Look around and find out the they post important information. The school has no
other facilities that the school huge library, but there is a mini-library where they get
has some books to give to students. The school has only
one office, which includes the principal's office, clinic,
guidance room, and others. In short, their office is an
all-purpose office. They also have a bin for plastic
bottles, which I found very good for an environmentally
friendly school. The school has a lot of CCTVS, and
that's good for me in order to monitor if something
happens. Also, a handwashing area was provided for
the safety of everyone who entered the room.

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Resource Teacher: Maricar Antonio Teacher’s Signature_______________

School: Bitabian National High School
Grade/Year Level: 7- NARRA Subject Area: Science Date: 11/17/2022
1. Look at the walls of the classroom. What is posted on the walls? What heroes,
religious figures, lessons, visual aids, and announcements, do you see posted?
A lot of learning materials were posted on the classroom wall such
as classroom rules, proper hygiene, IPED corner, cleaners, health
education, and classroom officers.
2. Examine how the pieces of furniture are arranged. Where is the teacher's table
located? How are the tables and chairs/ desks arranged?
The furniture is properly arranged. Two teachers' tables are located at the
back, and one teacher’s table is located in the front of the room. There is also
science equipment at the back. The learner’s chair was organized; there are 4
rows of chairs, each separated by 5, and at the back, there is a long table for the
learners to use because the chair they use is damaged.
3. What learning materials/equipment are present?

Learning materials that are present are charts, pictures, visual aids, science
equipment, and reading materials like books.
4. Observe the students. How many are occupying one room?

There are 36 students in one room. Each student have comfortable seat.
5. Is the room well-lit and well-ventilated?

The room is well-lighted and well-ventilated. This character of a room plays
an important role in the process of learning .
Be Guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description

(Location, number, arrangement, condition)
On every corner; many; are well-arranged; some are

1. Wall display posted a long time ago
Center, front and back; organized; old and new

2. Teacher’s Table

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Center; 36; wood-made; good

3. Learner’s Desk
Front; one; strongly nailed; old but clean

4. Blackboard
On every corner; many; well-organized; old and

5. Learning Materials/Visual newly posted
Aids
6. Science equipment Back; many; unorganized; good but not all are clean
7.Educational Tv Front; one only; center; good as new
Write your observation here.

Name of the School Observed: BITABIAN NATIONAL HIGH SCHOOL
Location of the School: BITABIAN, SAN MARIANO, ISABELA
Date to visit: 11/17/2022
The room where we were assigned was indeed conducive and well-ventilated.
The rooms are located in an area where the students can concentrate on the
discussions. Despite the lack of school facilities, the faculty is finding creative ways to
deliver their lessons.
As I entered the Bitabian NHS, I was amazed by their environment. The
ambiance was so peaceful that it hit different notes. It is because the school was
surrounded by threes. I was amazed at the students of this school because they are all
courteous and responsible.
Meanwhile, the faculties were so accommodating and kind. They entertained us
as we entered the school campus. They let us do what we needed to do during our
observation, which was indeed heartwarming.
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
The school campus and the classroom have an impact on every student's life.
Having a child-friendly school and a nice, clean classroom will benefit the students in a
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variety of ways. The majority of kids experience a pleasant educational atmosphere that
can motivate and inspire them.
The state of each building and the school environment had a significant impact on
the children's learning growth. Students will be unable to concentrate in class if their
school environment does not support their learning adaptability. As a result, when
educating pupils, we must consider the optimal atmosphere for them.
In this activity, I saw that having pleasant and comprehensive facilities can help
or contribute to students' learning and growth. It plays several roles and serves various
purposes in every student's learning, particularly the teachers’ role in which they will
impact every student.
How does this relate to your knowledge of child and adolescent development/How does this
relate to your knowledge of facilitating learning?
A child's environment has a significant impact on his development. Children learn

easily if they are exposed to a friendly atmosphere free from distractions and noise.
Knowing this fundamental information will help us understand the significance of the
environment in a child's learning process. Hence, school can indeed develop a child’s
ability, skills, knowledge, and manners. They can manage and improve the child’s
cognitive, psychomotor, and other skills and abilities by letting them conquer and see
new worlds.
1. Would you like to teach in the school environment you just observed? Why?
Yes. The school's facilities and classrooms were lacking, but that doesn't mean I
don't want to teach there. My passion to communicate, sharing my knowledge,
and assisting pupils whom I know are in need of assistance will always be my
motivation for teaching at whatever school I am destined to attend. I will not
change my mind because pupils in public schools require greater attention to
direct their educational experiences. I've seen how difficult it is for kids to study
in that kind of setting, yet their determination to learn has piqued my interest.
2. What kind of school campus is conducive to learning?
A safe and child-friendly school environment that helps nurture kids is a learning-
friendly school. where students' learning processes are free of distractions and
hindrances from their surroundings as a result, the environment should be one of the
factors considered in the kids' learning process.
3. What kind of classroom is conducive to learning?
A classroom conducive to learning must be clean, well-organized, free from
pollution, properly ventilated, and safe, which will help the students learn and
study without any disturbances.

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

As a future teacher, I may achieve my answer in number 3 not only by accepting
my responsibilities as a teacher, but also by serving as a positive role model. My
room will be appropriately and properly organized. I will establish rules and
processes to help pupils become responsible. I will demonstrate the originality of
teaching materials in order to make pupils eager, interested, and driven to learn.
I will assist them in every way I can to help them grow and develop; I will guide
and teach them positive things that they can implement in their daily lives or in
the future, if that is possible.
5. Write your additional learning and insights here.
This observation taught me that the environment of the school campus is critical in
pushing pupils to learn. The conduciveness of both the school campus and the school
classroom must be considered in the learning process of kids. During this exercise, I
learned a lot, particularly the value of the school site and classroom for every student,
why it is favorable to learning, the importance of having complete facilities, and how
these facilities will help every student's learning and growth. It also increases my
awareness of the environment around the school site and classroom.
OBSERVE, ANALYZE, REFLECT
ACTIVITY 1.2
Observing bulletin board displays

Grade/Year Level: 7 Narra Subject Area: Science Date: 11/17/2022
The display board, or what we more commonly refer to as bulletin board, is one
of the most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at the
entrance, lobby, hallways and classrooms
2. Pick one and evaluate the display.
3. Propose enhancements to make the display more effective
As you look around and examine board displays, use the observation guide and
forms provided for you to document your observations.

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An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. 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 it get your attention?
8. Take a photo of the display boards (if allowed ).
Base on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.)
There are lots of board displays posted around the school, such as the educational management
information system (EMIS), which includes a locator's chart, key indicators, activities, and
memoranda; their organization chart; school-based management; a transparency board; and the
board display found in the room where we observed: students' corner, NDEP board, vision,
mission, and core values of the school; an instructional board; classroom officers; group
cleaners; educational quotes and readings, among others.
From among the board displays that you saw, pick the one that you got most
interested in.
Evaluate it using the evaluation form below.
THE BOARD DISPLAYS EVALUATION FORM
The topic of the Board Display: Transparency Board and Health Board
Location of the Board Display in School: At the center of gymnasium
Check the column that indicates your rating. Write∕ comments to back up
your ratings
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

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Criteria NI VS S O 4 Comments
1 2 3
Effective ∕ The messages of the announcement
Communication It posted are clear and direct to the point,
conveys the the information is printed and encoded.
message quickly
and clearly.
Attractiveness ∕ The sizes are not properly arranged and
Colors and arrange the color is too lame. It needs to be
ment catch and hold fixed
interest.
Balance ∕ Objects or photos and posters are well-
Objects are ar- arranged.
ranged, so stability is
perceived.
Unity ∕ The designs especially the shapes and
Repeated shapes colors are combined well but it does not
or colors or use of look attractive.
borders hold display
together.
Interactivity The ∕ The style is well-appreciated and it has

style and the capacity to entice learners.
approach entice
learners to be
involved and
engaged.
Legibility ∕ Some of the posters or information are

Letters and illustra- not readable due to the sizes of fonts.
tions can be seen
from a good
distance
Correctness ∕ Grammars, spelling and ambiguity are
It is free from all perfect.
grammar errors,
misspelled words,
ambiguity.
Durability ∕ Items are securely attached.
It is well-constructed;
items are securely
attached.
Bulletin Board Evaluated by: Angeli Faye F. Casauay
Location: In front of the principal’s office
Brief Description of the Bulletin Board:
School’s bulletin board is important because announcements, school
activities/events, important school information, etc. were posted there for the
information of both students and teachers.
Evaluation
Strengths Weaknesses
Description of the Bulletin The layout of the bulletin is As I mentioned above,
Board Layout well-arranged because it is the board is so colorful.
written with a brief description

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to make it easy to read and

understand. All-important
announcements are indicated
and displayed.
Evaluation of Educational All posted information in the The cleanliness of the board
content and other aspects bulletin was intended for both display. I have seen that the
the students and teachers. board where they posted the
posters was not in good
condition. It needs to be
repainted.
Recommendations/Suggestions for improvement:
The boards were nice and attractive. It has a simple design that can attract people’s eyes.
However, I recommend adding more design to make students feel more motivated.
Furthermore, I recommend using long-lasting glues or covering the posters with a metal
cover to prevent them from being blown away by the wind.
Signature of Evaluator over Printed
ANGELI FAYE F. CASAUAY
Name:
Based on your suggestions, make your board display layout. You may present your
output through any of these:
• A hand-made drawing or layout
• An electronic (computer) drawing/illustration or layout  A collage
MY BOARD DISPLAY
What do you think was the purpose of the board display?

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The purpose of the board display is to disseminate information for both the
students and the teachers, as well as for visitors. Thus, proper and accurate information
and a neat and nice design should be considered when creating a board display .
Did the board display design reflect the likes/interests of its target audience? Why? Why
not?
Yes, because the board display is in the interest of the students, the
(Transparency Board), in order for them to see the budgets or where the funds go, and
the (Memorandum Board.)
Was the language used clear and simple for the target audience to understand? Why?
Why not?
Yes, the language used is clear and simple for the students and teachers to
understand.
Was the board display effective? Why? Why not?

Yes, the board display is effective because it serves as a reminder to students to
take care of themselves and informs them about the school's finances.
What suggestions can you make?

I suggest putting more design, which is of course related to the topic of the
display, on it so that it can attract people’s eyes.
1. Name at least five skills that a teacher should have to be able to come up with
effective board display. Elaborate on why each skill is needed.
1. Communication skills are one of the most important skills a teacher must have.
That is why the teacher must be on point and direct in conveying messages and
information to the readers.
2. Creative Skills: The teacher must be creative in doing or making the bulletin
board; this will attract everyone and motivate them to see what is posted on the
board.
3. Organization: A teacher must know how to organize, arrange, and group the
information or the content of the display into a coherent, meaningful, and
attractive form.
4. Correctness: the board displays or the information posted must be free from
grammar errors, misspelled words, and ambiguity.
5. Visual Skills: The board displays must be seen clearly; they can be visualized
properly because they are important.
2. Which skills do you still need to develop?

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Communication and correctness are two skills that I still need to work on.
As a potential educator and teacher, these two skills are crucial because
instructors are known for their exceptional communication and grammar skills. I
needed to enhance these skills because I am still not proficient in English, and I
need to build and improve my writing skills in order to eliminate grammar errors,
misspelled words, and ambiguity.
3. What concrete steps will you take on how to improve on or acquire these skills
I believe that reading books and practicing speaking and writing in English
are the best ways to enhance or acquire these skills; thus, all of the information
or stuff put on the board is correct.

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FS
1
LEARNING
2
EPISODE
LEARNERS DIVERSITY:
DEVELOPMENTAL, CHARACTERISTICS,
NEEDS, AND INTEREST

At the end of this episode, I must be able to describe the characteristics needs, interests
of learners from different development.
Here are major principles of development relevant to, this Episode:
1. Development is relatively orderly. The development follows directional patterns such as, from
the head to the toe (cephalocaudal), and from the center of the body then outwards
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)

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ACTIVITY .1
2
Observing learner characteristics at different stages

To realize the Intended Learning Outcomes, I will work your 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 observations.
Step 3 Validate my observation by interviewing the learners. Step
4 Compare them in terms of their interests and needs.
Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learners' Characteristics
Read the following statements 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,
and run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors 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 learners. (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?

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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 there opportunities for 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 are by no means exhaustive. These are
just sample indicators. You may add other aspects which you may have observed.
Development Preschooler Elementary High School

Indicate the age range of Indicate the age range of Indicate the age range of
Domain
children observed: 5-6 children observed: 7-8 students observed: 15-16
Physical
Gross-motor skills Children are They are very They can walk, run
clumsy and alert, energetic, and move
brisk. and active. appropriately.
Fine-motor skills They can write They can write They can write well,
and read letters. and read words. draw and read.
Self-help skills Can dress their Can dress their Dress appropriately
selves without selves without the with styles.
the assistance of assistance of
others but is not others.
proper.
Social
They interact with They interact They interact actively

Interaction with Teachers
their teacher with without hesitation. and confidently
self-confidence.
Interaction with Love to play with They interact They interact with
Classmates/friends their classmates, together with their the teachers with
then easily got classmates joyfully confidence.
into trouble. and actively.
Interests They love to play, They become They like hands-on

draw and write interested in an Experience and drill
anything. enjoyable activity, activities.
especially
storytelling.
Emotional
Moods and temperament, They like hands- There is a shifting They become moody
expression of feelings on Experience in their moods. when they are
and drill activities. Often time they depressed and they
are weak, become happy when
sometimes they they do

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are lively and accomplishments.

active.
Emotional independence They feel happy They express their Their emotions are
when they play emotions through more mature than in
with their crying. preschool and
classmates. elementary.
Cognitive
They are not
fluent in Can communicate Can communicate
Communication Skills
speaking. with their teacher with their teacher
either in either in vernacular
vernacular or or English with
English. proper grammar.
Thinking skills They are not They can figure They can think
Problem-solving fluent in out small things. logically.
speaking.
Others It’s hard for them Can solve easy Can solve problems
to solve the and some difficult following the right
problems. problems. solutions.
Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:
Level Salient The implication to the

Characteristics Teaching-Learning Process
Preschooler  Therefore, teachers
Age range of learners  They like to move should not expect
observed: 5-6 a lot and play preschoolers to stay
 they like to draw seated for a long period of
 they like to sing time.
and dance  Therefore, the teacher
should let the pupils draw
and assist them.
 Therefore, teachers should
find ways to develop their
talent. He or she should
allow them to show it and
encourage them to
participate in different
activities where they can
show their talent.

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Elementary  Therefore, the teacher

Age range of learners should plan a variety of
observed: 7-8
activities for them. - He or
 Elementary school
pupils have she should also adapt to the
different learning kids' various learning abilities.
abilities, such as  Therefore, the teacher
dancing, singing, must be aware of what he or
and drawing, and she is teaching and mindful of
are hungry to how he or she communicates
learn. it.
 Therefore, the instructor
should always grasp his or
her subject matter before
teaching the next day.
High School  As a result, teachers
Age range of learners  High schools should provide a variety of
observed: 15-16 have developed minds teaching approaches and teach
and are competent in in an age-appropriate manner.
different learning
abilities.
College
Age range of learners  College  As a result, teachers
observed:19-20 students have a should provide a variety of
developed mind, a teaching approaches and teach
growth mindset, in an age-appropriate manner.
discipline, and
productivity.
1. While you were observing the learners, did you recall your own experiences
when you were at their age what similarities or differences do you have with the
learners you observed?
While observing the students, I recalled of my own experiences when I was their age.
I learned to read and write on my own in elementary and high school. I learned on my own,
without the assistance of my parents. The similarities I have with the learners I have
witnessed are that I can learn on my own, whereas they are studying through modules.
They had the opportunity to experience this new normal of learning that I did not have when
I was their age.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
My high school teachers were the teachers who helped me the most with my
studies. I was being judged by their co-teacher, but they were there and encouraged me
to study harder. I was about to give up that time due to personal and family problems,
but they became my inspiration and motivation to strive harder. Having someone who

21
believes in your abilities is everything. They help in many ways, through motivation,
inspiring others, and giving sweet and heartwarming motivational words.
3. Share your other insights here.
Changes and developments occur at every stage of a learner's skill and capacity.
Teachers, parents, classmates, and friends all play a significant role in each learner's learning
process. That is why it is up to instructors and parents to motivate, inspire, lead, and assist
each learner in order for them to focus, learn, and grow. Because each child is unique, he or
she has distinct qualities and needs. It is our obligation as teachers to nurture them
appropriately.
FS
1
LEARNING
3
EPISODE
FOCUS ON GENDER, NEEDS, STRENGTH,
INTEREST, EXPERIENCES
LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-
ECONOMIC STATUS, DIFFICULT CIRCUMSTANCES
AND INDIGENOUS PEOPLES
At the end of this Episode, I must be able to:

22
• 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 and
• demonstrate openness, understanding, and acceptance of the learners' diverse
needs and backgrounds.
REVISIT the Learning Essentials
Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well
as at uneven rates across different areas of the child's functioning. (NAEYC
2019)
b. Development and learning are maximized when learners are challenged to
achieve at a level just above their current level of mastery, and 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 Leaners 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 the 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 Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen awareness
of one’s own identity, including one's beliefs 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. Similarly, learners from indigenous

23
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 ethno-linguistic 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 peoples groups which have several smaller
ethnic groups within them, the nonmuslim 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 8371 (1997), the Indigenous Peoples' Rights Act, recognizes
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 still has to be done prove
the lives of millions of people from indigenous groups. (Reyes, Mina and
Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework, Most useful
for you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (DO 32, s.2015
enclosure.pp.1518):
1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning systems (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 institutions.
b. Includes and respects. The community's expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
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' rights 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
the broader society.
2. 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.

24
3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived, and learned is the primary learning environment and learning space of
indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources shall be

developed and utilized in line with the described curriculum content and
teaching- learning processes
5. 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.
ACTIVITY 3.1
Observing differences among learner’s gender, needs, strengths, interest,

and experiences; and differences among learners’ linguistics, cultural,
socio-economic, and religious backgrounds and difficult circumstances.

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 observations.

25
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 there groups that interact
more with the teacher than others?
Interactions among students, including the teacher, are visible. Apart from
the lesson discussion with the teacher, students communicate with their
classmates when they have activities. They also interact with one other when
they have their own business.
2. Observe the learners seated at the back and the front part of the room.
Do they behave and interact differently?
The students seated at the back and front interact differently.
Students in the front are engaged and participating, whereas students in
the back are passive, maybe because the teacher's attention is more
focused on those who are in front.
3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?
The learners usually compete with each other, but there was also an
instance where they cooperated.
4. Who among the students participate actively? Who among them ask for most
help?
The students who are seated in front are the ones who participate the
most, and the students at the back are the ones who ask for more 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?
Yes, there are times when the teacher asks one student to answer
a question, but he or she is unable to do so, and the student next to him
or she tries to assist.
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age?
by gender? by racial or ethnic groups? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.
26
I notice that when I observe them outside of the classroom, they

organize themselves into groups based on their home location, that is,
where they live. Also, perhaps they have had this group of friends since
then. But I also observe that some students group themselves with their
classmates.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Some students interact with other students by bullying, playing with
them, or chit-chatting with them.
Interview the teachers and ask about their experience about learners in difficult
Circumstances. Request them to describe these circumstances and how it has affected
the learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors:
• Gender, including LGBT
• Language and cultural differences
• Differences in religion
• Socio-economic status
OBSERVATION REPORT
Name of the School Observed: BITABIAN NATIONAL HIGH SCHOOL
School Address: Bitabian, San Mariano, Isabela
Date of Visit:
 Gender, including LGBT
- There is a strong sense of belonging. In some of my lessons, I also use the LGBT
community as an example.
 Language and cultural differences
-To the best of my ability, I accommodate students' various communication

preferences and encourage them to embrace who they truly are.
 Differences in religion
- Regardless of their beliefs, teachers must ensure that religious discussions are
respectful. Make them understand that it isn't about religion. It all boils down to
our trust in the Lord.
 Socio-economic status
- Equality is essential. Students should be treated equally regardless of their age,

gender, beliefs, or socioeconomic status.

27
The teacher I interviewed was extremely nice. She considered all of the learners' needs and
differences. She has her own techniques and ideas for dealing with her students fairly. She
is really nice and has her own approach to becoming an excellent instructor for her kids.
This new normal of learning is tough; yet, one of the ways teachers deal with it is to treat
all of their pupils equally. We are all aware that this form of learning is challenging and
requires extra tolerance and understanding from both teachers and students as they adjust
and cope.
1. Identify the persons who play key roles in the relationships and interactions in the
classroom What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker an attention seeker, a little teacher, or a
doubter/pessimist?
The student that I have observed is optimistic and studious. Despite the
number of their school assignments or activities, as well as the household chores
assigned to him, he believes he will complete them on time.
2. Is there anyone you observed who appears left out'? Are students who appear
"different?" Why do they appear different? Are they accepted or rejected by
others? How is this shown?
No, he is not different, and he is accepted by his classmates and teachers
every time they meet since he knows how to listen intently.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher influences the class's engagement by asking students
questions about their teachings and their needs after the talks, keeping in mind
their particular differences. Equality is also required. Despite their differences in
many ways, the teacher treats all students equally.
4. What strategies does the teacher use to maximize the benefits or diversity in the
classroom? How does the teacher leverage diversity?
The teacher usually asks questions about previous lessons to evaluate if the
students grasp them. It is an excellent method that demonstrates equality since the
teacher treats them all equally, regardless of their differences.
1. How did you feel being in that classroom? Did you feel the sense of oneness or
unity among the learners and between the teacher and the learner?
Upon entering the classroom, I feel a sense of oneness or unity among the learners
and between the teacher and learner because that's the positive quality they have, and I
really noticed it during their interaction, the way they speak and greet the teacher, as
well as the way they answer the questions of the teacher. Hence, the harmonious
relationship they have is the key to their camaraderie.

28
ACTIVITY 3.2
Observing differences among learners with disabilities, giftedness and talents

Grade/Year Level: 7 Narra Subject Area: Science
Date: 11/18/2022
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.
Use observation guide provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your 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 dispositions, 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

29
The class is composed of students with intellectual disabilities. There is a student

who’s not paying attention to the teacher; he was sitting at the back and talking with
his seatmate. When the teacher was presenting a video, everybody became excited
and started clapping their hands. They were a bit noisy. One student is very energetic,
as she keeps on clapping her hands and stomping her feet while she is watching the
video. While some are watching the video, others are just looking at their classmates
and doing their own stuff, like playing with their pens. When the teacher was asking a
question, one student raised her hand to answer, and the rest of the class raised their
hands too. When the student correctly answered the question, she was overjoyed and
laughed at her small accomplishment. Even though there is only one student who’s
actively participating in the class, the teacher tries to encourage others to at least
share their answer or let them read. The students interacted well with their teacher
and classmates during the discussion. According to the teacher, her students have
difficulty understanding new information, have slow cognitive processing times, and
have difficulty comprehending abstract concepts. To respond to the learners’ needs,
the teacher uses clear and simple language, uses visual aids and employs various
teaching strategies.
1. Did your observation match the information given by the teacher?

Some of my observations appear to match the information provided by the
teacher, while others appear to contradict it. Because there are certain
observations of the teacher that I did not notice during my observation, the
data he/she supplied me is the greatest foundation for me to know what I
would include in my observation report.
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
The ability levels of the students in the class are highly exposed to their
level of ability in performing tasks or activities. Practices or strategies that
should be used to differentiate instruction to meet the needs of the students
include individual performance in tasks and activities, new motivation, and
learning games that challenge their skills and abilities in performing the things
that are given to them.
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 the differentiated instruction? If yes, described how
The teacher's approaches for dealing with the students' variances in skills
are well-executed, since they are quite effective in bringing out the unknown
abilities of each student in accomplishing such jobs and activities. The

30
children actively responded to the teachers by having fun while following

stages or procedures to complete each activity. Of course, the teacher
employed diverse instruction since he or she was aware of the disparities in
the capacities of the students. As a result, he or she included it into such
tasks and/or activities solely to meet their requirements.
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?
Some of my classmates struggled to read fluently in English throughout

elementary school in Grade 6.My teacher assigned me a study partner for
each student who is having difficulty reading, and let their study buddy assist
them. Every recess or lunchtime, as one of the study partners, I assisted a
classmate in reading a book. My teacher is continuously monitoring us and
the improvement of my classmates. It works really well for me. She assists
low-achieving kids in improving their deficiencies while allowing them to
High achievers help their students and share their knowledge and talents.
2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?
As a future teacher, the dispositions or traits I will need to satisfy
the needs of the learners include being a good assessor of their needs as
well as an effective evaluator. Based on the results, I can determine what
has to be done as I incorporate important things as ways of meeting the
demands of my future students.

31
ACTIVITY 3.3
_____________________________________________________________
OBSERVING THE SCHOOL EXPERIENCES OF

LEARNERS WHO BELONG TO INDIGENOUS GROUPS
Grade/Year Level:7 Narra Subject Area: Science Date:11/18/2022
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
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 Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (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. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission

from these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit" through social media.
And if still not feasible consider a "virtual" field study through watching
Indigenous Peoples in the Philippines videos. There are several available at
Youtube. You can start with this video by Dep Ed:

32
DepEd Indigenous Peoples Education Office. National Indigenous Month (October)

Video,
2013. Retrieve from: https://
www.youtube.com/watch?v=FsMigONz2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
Use the observation guide provided for you to document your observation.
AN OBSERVATION GUIDE FOR INDIGENEOUS PEOPLES EDUCATION

Read the following carefully before you begin to observe. Then write your
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 and 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
Learners?
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 questions found on the Analysis part of this activity
Curriculum Design, Answer each question based on your

Competencies, and Content observation and interview data
1. Does the school foster a sense of belonging to Yes, since creating a sense of belonging in
one's ancestral domain, a deep understanding of kids can produce an environment conducive
the community's beliefs and practices? Cite
examples to learning. Learners might feel safe
expressing ideas and confidently applying

33
their knowledge or skills because they are

open and collaborative. When kids believe
that everyone knows and believes in them,
they are more motivated to succeed.
2. Does the school show respect of the Accepting spiritual variations is one
community's expression of spirituality? how? approach to showing respect for the
community's expression of spirituality. The
most essential thing we can do is understand
the significance of this part in their lives and
respect their rights and beliefs, even if not
everyone has religious or spiritual beliefs,
which is great with them.
3. Does the school foster in the indigenous Yes, by wearing the famous IP national
learners a deep appreciation of their identity? costumes, they foster in indigenous learners
How?
a deep appreciation of their identity. Every
time there is an event on campus, there are
dance students wearing the IP's national
costumes.
4. Does the curriculum teach skills and Yes, there are numerous strategies to build
competencies in the indigenous learners that will and protect indigenous learners' ancestral
help them develop and protect their ancestral
domain and culture? domains and cultures, which are included in
the curriculum that teaches them skills and
competencies that we can normally see or
read in most high school textbooks.
5. Does the curriculum link new concepts and Yes, since it provides them the concept of
competencies to the life experience of the providing students with direct experience
community?
with certain current concerns they are
learning in the curriculum as well as ongoing
attempts to examine and solve community
problems.
6.Do the teaching strategies help strengthen, Yes, because it is important when teaching
enrich, and complement the community's all kids, regardless of cultural identity, that
indigenous teaching-process ?
the teaching tactics employed are relevant
and effective for the pupils. We should value,
ensure, and treat each student as an
individual with unique educational needs,
rather than grouping their learning courses
based on their cultural identity.
7.Does the curriculum maximize the use of the Yes, curriculum can make the best use of
ancestral domain and activities of the community ancestral domain and community activities as
as relevant settings for learning in combination
with classroom-based sessions? Cite examples. relevant learning contexts alongside
classroom-based sessions. For example,
when their tribes have big gatherings, those
pupils who have studied and enhanced their
talents in traditional art will perform for the
community.
8. Is cultural sensitivity to uphold culture, Yes, since cultural awareness in the
beliefs and practices, observed and applied in classroom is a key factor in good teaching.
the development and use of instructional
materials and learning resources? How? (For Because there are various students with
example, Culture bearers of the Indigenous diverse cultural origins and values,
Peoples are consulted.) Application of higher

34
order thinking skills? instructors must examine the cultural clusters

to which the students belong in order to
facilitate effectively.
9 Do assessment practices consider community Yes, assessment techniques take into
values and culture? How? consideration community values and culture
by ensuring that teachers are aware of the
main themes to address and how to address
pupils without offending them in any
manner.
10. Do assessment processes include application Yes, because in new or different settings,
of higher order thinking skills? learners can relate their learning to things
other than those they were taught to
associate with in more complex ways.
Reflect based on your actual visit or the video that you watched.
1. What new things did you learn about indigenous peoples?

After watching the video, we can say that Indigenous people are still
valued and that their existence is still important. Indigenous peoples are still
blessed because the ILO has been working to protect indigenous peoples' rights
all over the world since then, and their work continues to evolve as we
collaborate with their communities, which is why we should support the
implementation of their rights.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
What I appreciate most about my school experiences with indigenous
people is how straightforward and lovely they were. They are nice and know
how to mingle.
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 be open to and respect indigenous peoples by avoiding stereotypes
and by protecting their human rights, because they deserve
them.
3.2 Uphold and celebrate their culture, belief, and practices by ensuring
their transmission to the next generations.
3.3 Advocate for indigenous peoples’ education by exploring how

indigenous education and the traditional knowledge they have.

35
FS
1
LEARNING
4
EPISODE
LEARNER DIVERSITY: THE COMMUNITY AND

HOME
ENVIRON
MENT

• 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; and
• identify effective strategies on how teachers can work together with the family.
1. Urie Bronfenbrenner’s biological model presents the learner within the context of
layer of relationship system that make up the learner’s environment. The layers
are:

36
Microsystem Mesosystem Exosystem Macrosystem Chronosystem

includes the the connection the bigger social Outermost layer the element of
structure between the system which which includes time, patterns of
Such as one's structures in the includes the city cultural values, stability and
family, school microsystem government, CustomS and pacing of the
and the workplace laws child's everyday
neighborhood and the mass life.
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. Baumrind'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 of
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.

37
OBSERVE,ANALYZE, REFLECT
OBSERVING THE LEARNER’S COMMUNITY AND

ACTIVITY 4.1
HOME ENVIRONMENT

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.
USE THE ACTIVITY FORM FOR YOU TO DOCUMENT YOUR OBSERVATIONS
An Observation/Interview Guide for Home School Link
Read the following carefully 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 of the

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.)

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The learner I observed is thin but not underweight, and

he engages in fast or active physical activity. He is pleasant
and gregarious with her peers and other classmates. He
sometimes loses his temper and cries easily when he is
scolded, but he is usually upbeat. Furthermore, he can grasp
and keep up with her lessons, despite the fact that he is not
as quick a learner as others but is doing his best.
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 adjustment)
Based on my class, the most noticeable characteristics of my
learners are their being emotional (during the announcement of the
deadline for their activities and ) Sensibility (They were very active and
participatory in all activities assigned to them.)
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?
We communicated with our students' parents through printed
letters, Messenger messages, and some text messages. We talked about
the performance of their children and asked them to guide and monitor
their output.
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?
Based on our interview with the teacher, she utilizes resources in the
community to support the teaching-learning process by always facing the task of
pulling together the diverse understandings their students bring to the classroom.
Through this, a shared memory for the class can provide new experiences for
learners, and at the same time, they acquire new learning in subsequent lessons.
Thus, with this undertaking, the teacher helps to address the needs of his or her
students more effectively, thereby perpetuating an ongoing process of community
development.
Interview with Parents
1. Conduct a home visit. Once there, observe the 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.

39
Suggested Parent Interview Guide
Name of Learner: Kurt Amiel Nicholas Garza

Date of Birth: February 9, 2010
Grade/Year level: Grade 7- Narra
Number of Siblings: 3
Birth Order: Youngest
Parents:
Father: Roger Carza Age: 49 Occupation: Farmer
Mother: Martha Carza Age:47 Occupation: Goods Seller
Learner’s Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner:
The mother's health was normal and in good health during her
pregnancy with the learner.
2. Ailments or health problems of the learner as a child:

There is no health problem with the learner as a child.
3. Age of the learner when he started to walk/talk:

The learner started to walk when he was 1 year old and started to talk
when he was 1 year and 5 months old.
4. Food preferences of the learner as a child and at present:

The learner liked to eat chocolate candies when he was a child and
prefers to eat apples, bananas, etc. at present.
5. Who took care of him/her as a child?

His mother, father, and siblings.
Learner's Social Aspect:

1. Describe your child's sociability (friendly, outgoing or shy, loner).
He is sweet. He is also a social person. He spends his free time playing
and socializing with his friends.
2. Who were the learner's playmates?

The learner’s playmates are his brothers, his cousins, his neighbors, his
friends, and his classmates.
3. As a child then, was he/she allowed to play outside?

Yes, he is allowed to play outside but must first finish the household
chores that were assigned to him.
4. Is he/she allowed to go out with friends?

Yes, he is allowed to go out with his friends as long as he tells them
where they are going and what time he will come home.
5. Do you have rules for him/ her to follow regarding going out?
We have no rules as long as we know who his companions are and where
they go.
Emotional-Moral
1. What are your expectations of your child?
To be a good person. He will become successful and have a better future

40
and life.
2. How do you provide a nurturing environment for your child?

I am making sure that our house is clean and orderly.
3. Does your child go to you when she/he feels down or has a problem? What do
you do to meet his/her emotional needs?
No, he never told me about his problems; as a mother, I simply observed
them. I will go to her and ask what is wrong, and I will give him advice.
4. What do you do when he/she is not successful in something?

I talk to him and motivate him not to quit, saying that he can overcome it.
How do you discipline your children?

1. Do you have rules in the house? What are they?
Yes, students should complete their assignments or modules once they
have completed their allotted household chores. They should not play
with their friends while doing their assignments.
2. How do you impose the rules?

I am setting a specific time for studying, doing household chores, and
playing with friends.
3. What are the consequences of breaking the rules?
I scold them and do not allow them to play with friends or go out.
Learner's Cognitive Aspect:

1. What are the child's interests?
Aside from studying, the student enjoys dancing and creating videos for
TikTok, an online video platform where you can watch and share your
recordings.
2. What is he/she good at in school?

He excels in physical education. He is an average learner, but he is doing
great in his studies.
3. In what subject/s does he/she have difficulty?

He struggles with answering math problems and has also had difficulties
constructing English essays.
4. How do you monitor his/her performance in school? How do you motivate

him/her?
I monitor his performance in his studies by asking him how his studies
have been. and encourage him whenever he became tired of answering
his modules
5. Do you have rules at home to help him develop good study habits?
Yes, he should review and complete his modules after dinner and before
going to bed. I'm watching him and her siblings complete their modules
to ensure that they actually complete them.
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.

41
THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)
The Learner’s Development Profile
Name of the Learner: Kurt Amhiel Nicholas Carza

Date of Home Visit: November 21, 2022
Date of Birth: February 9, 2010 Age: 12
Grade/Year Level:7 Narra Gender: Male
Family Profile
Number Of Siblings: 3
Birth Order: Youngest
Father: Robert Carza

Age: 49
Occupation: Farmer Educational Attainment: Elementary
Mother: Martha Carza
Age: 47
Occupation: Goods seller Educational Attainment: High School
Physical Development in paragraph form, describes the physical development of the learner.
Combine the teacher's, and parents' responses, and your own observations.
The mother was in good health, and the child was born normally. The student began
walking at the age of one year and five months and began talking at the age of one
year and five months. He used to like chocolate chocolates as a child, but now he
prefers apples, bananas, and other fruits, and he enjoys fried dishes.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher's,
parents' responses, and your own observations.
The student is sociable, and he knows how to socialize. They allow him to go out on
occasion, but he must be aware of his own limitations. When he's outside, he's
constantly with her pals, but he's only permitted to go outside after completing his
modules and some home duties.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher's, parents' responses, and your own observations.
He has a short temper and cries quickly when you say something to him that irritates
him. Our parents, on the other hand, do not put any pressure on him because they
believe in him. He is an average learner; he has never received an honor or placement
in her studies, but he is working hard to improve .

42
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher's,
parents' responses, and your own observations.
Before moving on to the next lesson, the learner should concentrate on one subject
and ensure that he fully knows it. His parents are going over his notes. They make
certain that he studies his lesson.
Findings
Write here your salient findings about the learner.
The learner has both strengths and weaknesses that need to be developed. In terms
of academic performance, he is doing well, but he still has to improve his study
habits.
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.
The learner is an average learner and he needs support and motivation from his
Parents to do better and improve her weaknesses and turn it into his strengths.
Recommendations
Write your recommendations.
The learner still needs to develop himself in terms of understanding his lesson to
improve his study habits. Moreover, in terms of speaking and writing skills, he needs
practice to improve her communication skills. Also, he needs to practice proper time
management since he studies until late night and he uses the tiktok over an hour.
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 parenting
experienced by the learner? Explain your answer?
Based on what I have observed, her style of parenting is not strict,
and she does not pressure her child on their studies, which is one of her
parenting methods that I like. She will not force them to get the highest
grade; rather, she will motivate them. She will not compare her child to
anyone who has a good or high school grade; instead, she will let her
children do whatever they want as long as it does not interfere with their
studies.

43
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 school?
The family plays an important role in the growth and overall
adjustment of the learner in school. Parents act as their children's first
instructors and role models. They believe that home is the first classroom
because it is where an individual's physical, mental, emotional, and spiritual
development occurs. It is also where the learners developed their particular
self-confidence, demeanor, and attitude, which acts as the foundation for
standing on their own and meeting new people.
3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?
Yes, communication between home and school has an impact on the
learner's growth. Outside of the classroom, the instructor will be aware of and
comprehend the learner's conduct, and parents will be aware of their children's
deficiencies in a given subject. Parents also teach their children at home and
make certain that their children develop study habits order for them to continue
learning.
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 students?
The teacher works with the community to assist students develop and learn
by allowing them to participate in a variety of activities that allow them to
develop, improve, and explore what is beyond their will and skills. Furthermore,
the people the teacher can turn to for assistance in student development and
learning are their parents, because only their parents know them well and know
what they can and cannot do.
1. Reflect on your own development as a child. What type of parenting did you
experience?
I already know about my mother's parenting style because I've observed
her. My mother is not strict about academics; rather, she will inspire you; but,
you must be conscious of your limitations and duties as a daughter and student.
They rarely come to my school when there is a meeting. This is not to say that
they are not supportive; they are. And, yeah, it bothers me, but I don't allow it
impair my study habits; instead, it motivates me to work more.
2. As a future teacher, how would you established good homeschool collaboration?

How can you work well with the parents? How can you help them? How can they
help you?
44
As future teachers, we may encourage and support effective home-school

collaboration by working with their guardians and parents. We may collaborate
effectively with parents by discussing the needs of the students, and teachers
should aid the students in their academics. Children's moral and emotional
development should take place at home. We can always help pupils by offering
advices, moral support, and inspiration to motivate them. They can help us by
learning from us, and their school and home experiences are valuable. It aids in
the development of their senses, self-esteem, comprehension of the world around
them, and beliefs.
FS
1
LEARNING
5
EPISODE
CREATING AN APPROPRIATE LEARNING
ENVIRONMENT
• Plan on how to manage time
• Provide a learning environment appropriate to the learners and conducive
learning.

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.

45
• 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 employed.
• Clear limits for unacceptable behavior are established and negative
consequences for such are communicated.
• Classroom processes are democratic.
ACTIVITY 5.1 MANAGING TIME. SPACE AND LEARNING

RESOURCES

School: Bitabian National High School Subject Area: Science
Grade/Year Level: 7 Narra Date: 11/22/2022
Observe and use the observation sheet provided for you to document your
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 already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
According to my observations, the students in the class I am

observing are between the ages of 13 and 15. There are a total of 36
students, 19 male and 18 female. At some point, the students will be able to
manage their own behavior. Based on my observations, the students are
unable to work independently; they must rely on the efforts of their peers. In
terms of attention span, they have a greater span of attention than the lower
levels. However, they require guidance from their teachers in order to
correct their mistakes. Based on their concentration in class, they also
require guidance because some of them do not understand the task assigned

46
Reflection as a future teacher
1. Why do you need to enforce positive discipline?

Enforcing positive discipline is critical for effective classroom management. Even if
the children are well-mannered, there are unforeseeable scenarios that might test the
patience of the teachers. Positive discipline must be enforced among students in order
to positively address issues that may develop in the classroom without being too harsh
on them. Students will not have negative thoughts about themselves, which will result
in fewer unpleasant behaviors or reactions from students. This will also assist the
teacher in instilling positive ideals in the children. Furthermore, pupils will be
accountable for their actions, reasonable and critical, and capable of making sound
decisions in a variety of situations.
IDENTIFYING THE DIFFERENT ASPECTS OF

ACTIVITY 5.2 CLASSROOM MANAGEMENT

Grade/Year Level:7 Narra Date:11/22/2022
CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect of the Learners
Management (to be filled out after you answer
the analysis question)
1. Specific Areas in the There is a table for the The mini bookshelves make
classroom teacher at the back and it much easier for students
front, as well as mini- to get and put away their
bookshelves in order for books. The science
them to put their given equipment, as well as the
books and the science informational charts, will aid
equipment beside the mini- them in their work.
bookshelves.
2. Classroom Rules The classroom rules are The effect of these is to
displayed on the bulletin teach students to obey and
board, the wall, and the give respect of such rules
classroom door. These are being posted inside their
readable and visible from a classroom.
distance.
3. Classroom Procedures The classroom processes The students would not be
are planned properly by bored as a result, but they
following certain steps, would begin the lesson
particularly when it comes to actively and joyfully in order
introducing activities as to put them in a good
47
energizers as they begin the attitude.

session.
4. Daily Routines These are the most common Its main effect on the
methods or scenarios for the students is that it gives them
class. They do prayer first a good idea of what they
before checking attendance, need to do in the time left in
and then the lesson proper their class.
follows.
5. Seating arrangement Their seating arrangement is It can help them become
either alphabetical or acquainted with their
according to their own assigned seat and feel at
choices. ease in the location or row to
which they belong.
6. Handling misbehavior/off- This is a difficult task for a The teacher's disciplinary
task behavior teacher. It is not an easy action will cause the students
undertaking, but it is not to behave appropriately in
impossible. Those students response to their misbehavior
are disciplined by the in class.
teacher.
7. Reinforcement of Positive It is usually done in the It can benefit them in
Behavior motivation part or at the becoming obedient and
beginning of the class. It has learning from it. The
two kinds: classical students will become more
conditioning and operant active, participative, and
conditioning. competitive in order to win
the prize for following the
instructions given to them.
1. How did the classroom organization and routines affect the learners’ behavior?
It makes the pupil more aware of their surroundings. They are
also organized; they will be able to prioritize the things that they
need to do in order to follow the schedule and be attentive to what
they will do.
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?
The effects on the learners, as well as the outcome of those items, should
be considered by the instructor while developing the classroom organization and
routine to decide whether or not they are effective. In this regard, John Dewey's
learning-by-doing theory can help with the design of classroom organization and
routine. We can use this notion to help our pupils work or learn independently
because we do not always have a partner to assist us with our duties. They must
learn to confront the world without the assistance of others.

48
3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
What students need right now is a teacher who leads, guides, appreciates,
and motivates. Based on personal and vicarious experiences, the teacher's
strategies for managing learner behavior include efficient classroom management,
reinforcement, and motivation. These were a huge help in dealing with the
behavior of the students. In motivating them, it is best to motivate them
intrinsically by applying operant and classical conditioning to reinforce positive
behavior. They were effective because these behavior strategies are appropriate
yet efficient ways to handle them holistically .
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what level do you
see yourself? What routines and procedures would you consider for this level?
Why?
If I am soon organizing my classroom, I would like to handle students in
grades 11 and 12. With God's grace and if it is God's will, I would like to handle
students in grades 11 and 12. For me, this level is easy to manage because
students at this level are mature enough to do the tasks and work assigned to
them. I'll practice having them work without being told to. If ever I will be
organizing a classroom, the routines that I will practice are first the prayer and
then checking the attendance. I would also do different exercises to measure
their learning and check all their activities.
2. Make the list of the rules you are likely to implement in this level. Why would you
choose these rules?
EXAMPLE RULES:
 Come to class on time.

 Do your daily routine assignments voluntarily.
 Always wear ID.
 Wear the proper uniform.
 Punctuality in accomplishing requirements
 Proper hair cutting, proper hygiene
 15 minutes of tardiness means being late.
These rules will mold students into responsible, self-disciplined, and well-rounded
individuals.
3. Should learners be involved in making the class rules? Why?

Yes, students should be involved in the creation of class rules so that they
are aware of the dos and don'ts in the classroom as well as their own limitations.

49
SHOW Your Learning Artifacts
Paste pieces of evidence 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.

50
FS
1
LEARNING
6
EPISODE
CLASSROOM MANAGEMENT AND CLASSROOM
ROUTINES
• 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:

• enables you to run your daily activities run smoothly;
• ensures you to manage time effectively;
• helps you maintain order in the classroom;
• makes you more focused in teaching because you spend less time in giving
directions/instructions; and
• enables you to explain to the learners what are expected of them.

51
ACTIVITY 6.1
OBSERVING CLASSROOM MANAGEMENT AND ROUTINES

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
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/ emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.

52
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, because these routines are faithfully followed by students and help to
maintain order in the classroom. Without these daily routines, the teacher will
struggle to maintain discipline and order in the classroom.
2. Which of those routines were systematic and consistently implemented?

Explain your answer.
Passing of papers, working in groups, submitting projects, asking questions
during lessons, participating in classroom activities, lining up, and checking
attendance are some of the routines that were implemented in order to sustain
the learners' learning process.
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
Transitioning between classroom activities, asking questions during lessons,
seeking assistance, and participating in classroom activities are some of the
routines I would like to implement in my future class because these routines are
critical to the learners' learning process. It boosts their self-esteem and
confidence while also strengthening and expanding their learning abilities and
study habits.
Listing Down Classroom Rules

ACTIVITY 6.2

School:Bitabian National High School Subject Area: Science
Observe a class and list down the classroom 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

53
provide a more pleasant, secured and non-threatening environment. Rules ensure the
students' engagement and focus in their classroom activities.
Classroom Rules Importance
1. E.g. Read directions well. - Ensures fewer errors in answering

the activity.
2. Ask a question The art of questioning facilitates the

learning of students about the lesson or
lessons.
3. Be prepared for class Being well-prepared always has a
positive impact on the part of the teacher
and students as well.
4. Speak when asked To avoid distraction and ensures that
students are listening.
5. Open forum after discussion To accommodate the students concerns,
needs, and understood the lesson.
1. Analyze each given rule. What circumstances led to the formulation of the rule?
I believe that the circumstances within the classroom scenarios led to the
formulation of the rule as being implemented by the teacher in order to
consistently maintain the relationship between the teacher and the students
around content and to ensure a good learning environment.
2. Are classroom rules really important?

Classroom rules are essential in the class because they not only eliminate
possible misconduct by students but also shape their behavior and discipline and
improve their learning. It also helps the m become responsible and aware of the
dos and don'ts in the class.
Reflect on the various classroom rules set by the resource Teacher. Will you have
the same rules? What rules are you going to employ? Explain your answer.
If I were in the shoes of the teachers, I would also impose the same rules set by
my resource teacher because, as a future teacher or educator, there should be rules
that the students should follow. I would wear a proper uniform and I.D., submit
requirements before the deadline, always practice punctuality, and inside the classroom,
I would set rules such as maintaining the cleanliness of the room and doing the assigned

54
works voluntarily. There are rules set by the teacher to make the classroom child-
friendly and to avoid chaos inside the classroom. These rules will also help those
students become responsible, well-rounded students.
Take some snaphots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.

55
The teacher gave an

activity to the grade
10 students in her ESP The teacher discussed
class. the different types of
cells.
FS
1
LEARNING
7
EPISODE
PHYSICAL AND PERSONAL ASPECTS OF
CLASSROOM MANAGEMENT

56
• Identify the two aspects of classroom management; and

• Determine the classroom management strategies that the Resource Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques that the
teacher use to keep students organized, orderly, focused, attentive on task and
academically productive in class.
Importance of Effective Classroom Management
• increases chance of student success
• paves the way for the 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
• decreases misbehavior in the classroom
• gives student boundaries as well as consequences
Ref: http://www.ehow.comn
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure

order and discipline in your class. It 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

57
Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document 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
ACTIVITY 7.1
IDENTIFYING PERSONAL AND PHYSICAL ASPECTS OF CLASSROOM

MANAGEMENT

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.

58
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 the different elements of personal/physical classroom management and

answer the following questions
1. How does the voice of the teacher affect the classroom instructions?
A teacher's voice is a valuable asset. The voice, when used correctly, can
captivate the student's attention and initiate participation with the teacher and
subject matter. A teacher's clear, good voice and reasonably loud voice are two of
the most important aspects of personal classroom management. In terms of
classroom instructions, the teacher's voice should be clear and loud enough to be
heard throughout the room, so that all students pay attention and listen
attentively throughout class discussion. A teacher must also speak authoritatively
in order to be respected by the students.
2. How does the punctuality of the teacher affect classroom discipline?

The teacher's punctuality and behavior reflect on the students because if
the students see that their teacher is punctual, they will try their hardest to follow
suit. But if the teachers are always late and show laziness in the classroom, then
it will negatively affect classroom discipline and management.
3. Why do we need to check the physical aspects of classroom management?

We must examine the physical features of classroom management so that
both the teacher and the students can enjoy a seamless flow of discussion and
learning activities. The presence of the best of these physical classroom aspects
in the learning environment would assure the class's safety and order.
Reflect on the aspect of personal and classroom management.

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1. What does the statement mean to you as a future teacher? Explain. “No
amount of good instruction will come out without effective classroom
management”
Classroom management is required for instruction to produce positive
outcomes or results. As a future teacher, it is my responsibility to implement
classroom management in order to keep my students organized, orderly,
focused, attentive, and productive in class. If there is no management inside
the classroom or wherever we are, it will be problematic and make us feel as
if we are in a negative learning environment, which will reduce our
productivity, especially in the classroom. If we believe that everything is well
organized and managed, our minds are in a good state to learn, and we will
be able to absorb the lessons that the teacher is discussing more easily. This
includes how I dress and interact with my students. It is critical that I appear
professional and approachable to my students. In this way, I can set a good
example for them to follow.
2. What are your plans for ensuring effective classroom management?

To ensure efficient classroom management, we must first possess all of the
attributes of a competent teacher and have accomplished all of the personal
classroom management features such as personal grooming, timeliness, and so
on. In addition, guarantee physical classroom management, such as proper
ventilation, lighting, and learning stations.

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DEMONSTRATING KNOWLEDGE OF POSITIVE

ACTIVITY 7.2
AND
NON-VIOLENT DISCIPLINE IN THE MANAGEMENT OF LEARNER BEHAVIOR
Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher.
Check ( ) Observed, put an (x) if not observed and O for no opportunity to
observe.
Effective Classroom Management Strategies Observed Not No
Observed Opportunity
to Observed
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3 Document 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.
Others (Please specify)
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 the better classroom management? Explain your answer.
All the items that are marked as observed are the strategies that the
teacher employs during the class. Yes, these strategies contribute to better
classroom management to have an organized classroom and responsible and
active learners.
2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.

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All of the said strategies are observed.
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?
As a future teacher, I would employ "Get to Know Your Students" as a
strategy to respond to diverse types of learners. Hence, to ensure that cultural
awareness is promoted in the classroom, the teacher must first understand each
individual student. Learn about each student's cultural background, hobbies,
learning styles, and what makes them unique. A genuine interest in learning
about each student and their culture will help you establish trust and form a bond
with them, making them feel valued. If students feel appreciated and at ease with
the teacher, they are more likely to feel at ease talking with and respecting their
classmates, and communication is at the heart of a culturally aware and inclusive
classroom. Fostering inclusion and awareness about multicultural education, as
well as teaching in a culturally responsive manner, benefits all students. It also
encourages acceptance and prepares students to thrive in an increasingly diverse
world.
Show piece(s) of evidence of learning to capture the classroom

management strategies used by your Resource Teacher.

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FS
1
LEARNING
8
EPISODE
CLOSE ENCOUNTER WITH THE SCHOOL
CURRICULUM
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• identify the different curricula that prevail in the school setting;

• describe how the teacher manages the school curriculum by planning,
implementing lessons 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 confine to a specific learning space called
school. Schools 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 is 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 11 to 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 to12 Curriculum? Here are the features. It
is a curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of
contextualized lessons and addition of issues like disaster preparedness,
climate change and information and of 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 Grade 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 developmental and cognitive skills. This process strengthens
the mastery and retention.
5. gears up for the future. It is expected that those who finish basic 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 and 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.

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• The enhanced curriculum K to12 curriculum 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 the 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 teacher 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 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, there are unplanned curriculum in schools. These are not
written, nor deliberately taught but they influence learning. These include
peer influence, the media, school environment, the culture and tradition,
natural calamities and many 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, specifically in the K to 12 or the enhanced curriculum for basic
education? Teachers then should be multi-talented professionals who:
• know and understand the curriculum as enumerated above;
• write the curriculum to be taught
• plan the curriculum to be implemented;
• initiate the curriculum which is being introduced;
• innovate the curriculum to make it current and updated;  implement the
curriculum that has been written and planned; and  evaluate the written,
planned and learned curriculum.
OBSERVE, ANALYZE, REFLEC

T
ACTIVITY .1
8 CURRICULA 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?

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Locate where you can find the following curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix
below. Describe your observation.
Type of Curriculum Where Found Description

1. Recommended Curriculum The Ministry of It identifies the skills,
(K to Education, the concepts, and content
12 Guidelines)
Commission on Higher that will be emphasized
Education, or any throughout the learning
professional organization process. A suggested
can recommend and curriculum, complete with
implement a curriculum. a list of objectives and a
material sequence that
proposes graduation
criteria, is frequently
presented to schools as a
policy suggestion.
2. Written Curriculum Lesson plan or syllabus This curriculum is
(Teacher's written by teachers considered to be more
Lesson Plan)
concrete, comprehensive,
and specific than the
recommended curriculum.
This type of curriculum
includes various
documents that are
handed down to the
schools for
implementation of
the recommended
curriculum.
3. Taught Curriculum This can be found in When the written
(Teaching whatever is being taught curriculum is
Learning Process)
or done in the classroom. implemented and being
For instance, the teachers taught, it is called the
might give a lecture, "taught curriculum." This
initiate group work, or ask curriculum stresses the
students to do a plans that are put into
laboratory experiment action in the classroom.
with their guidance.

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4. Supported Curriculum This curriculum is This curriculum evolves

(Subject textbook) supported and found by on the idea of supporting
available resources, which the teaching and
include both human learning process through
(teachers) and physical print & non
(such as textbooks, -print materials which
workbooks, audio-visual include books, charts,
aids, teacher guides, movies, power point
grounds, buildings, library presentation, models,
books, and laboratory mock-ups, realias,
equipment). electronic illustrations and
more and facilities like
audio-visual room, speech
laboratory, and science
laboratory.
5. Assessed Curriculum It is reflected in the This includes paper tests
(Assessment Process) assessment or evaluation and performance tests. It
of the learners, which is usually done at the end
includes both formative of the teaching-learning
and summative process, wherein a series
evaluations of learners of evaluations are being
conducted by teachers, conducted to find out the
schools, or external extent and success of
organizations. teaching and the progress
of learning.
6. Learned Curriculum This is usually found in This curriculum is the
(Achieved the teaching-learning bottom line that boils
Learning Outcomes)
process, where down the learning
knowledge, attitudes, and outcomes achieved by the
skills are acquired by the students. It denotes shifts
students due to their in people's values,
school experience. perceptions, and
behaviors. as a result of
their school experience
7. Hidden Curriculum (Media) Hidden curriculum is This is the unintended
often found within the curriculum which is not
formal curriculum of a deliberately planned but
school; this may be has impacts on the
partially in what is not behavior of the students
taught.
1. Which of the seven types curriculum in the school setting is easy to find? Why?

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The K-12 curriculum is the most recent and has been adopted by DepEd; it is
also the easiest to locate in a school setting when compared to the other curricula.
2. Which is difficult to observe? Why?
A curriculum that is hidden due to the fact that it is the most difficult to observe.
3. Are these all found in the school setting? How do curricula relate to one another?
The curriculum is organized in such a way that the outcomes build on one
another. This ensures that students have the skills they need to succeed in the next
unit or class level.
Draw a diagram to show the relationship of one curriculum to the other.
Make a reflection on the diagram that you have drawn.
The diagram I have drawn above that shows the

relationship between one curriculum to the other is how
I can illustrate their connection, as can be seen from my
drawing. The arrow represents the process of each and
every curriculum that has a significant impact on
students' learning and is included in learned curriculum.
The six curricula there, I understood, pointed out the
learned curriculum as the main purpose of such
curricula and how they were created. Thus, each of
these has a key role to play in the development of the
other for the best outcome of the teaching and learning
process.

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THE MINISCULE SCHOOL CURRICULUM: THE LESSON, A

ACTIVITY 8.2 CLOSER LOOK

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 different 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 lesson?
b. What procedure or steps were followed?
c. How did the teacher engage 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 class period?
c. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
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.

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Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics
or competencies of global quality teachers?
When analyzing local, national, and human issues, the instructor employed
real-life global examples, materials, and resources, which is one of the
characteristics of a globally competent teacher. The ideal features or skills of the
teacher I observed as a global teacher were that she had excellent expertise on
her topic, from which the students gained a great deal.
2. Was the lesson implemented as planned? Describe.

Yes, the class was carried out as planned, but the main difference I saw
was the additional information she offered, which was beneficial to the
discussion because the student clearly grasped the topic under discussion. This is
effective and efficient since the teacher implemented it well and the students got
the learning outcomes, they should have absorbed from it.
3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
I would describe the teacher's disposition after the lesson as satisfied and
contented, and also happy. As I noticed, the objectives she presented at the
beginning of the lesson were accomplished at the end of the session, which was a
job well done for her and the learners, as they learnt what they needed to know
about the subject.
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
Some students reacted happy and contented only few of them got
confused however, the teacher did her best to address their inquiries and explain
the lesson well.
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan?
Make a short paragraph on the topic.
A lesson plan is an important part of the teaching process. It assists

teachers in becoming more organized, confident, and goal-oriented. Writing
the lesson plan is an essential step in the process. because it is the road plan
that directs and governs the practices of teachers A lesson plan can be an
excellent teaching tool to help your students learn and improve. As a result, I
would make my lesson plan as simple as possible because I want to ensure
that my students understand and apply what we have discussed, and I will
ensure that my learning objectives are met.

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CONSTRUCTIVE ALIGNMENT OF THE

ACTIVITY 8.3
COMPONENTS OF A LESSON PLAN

Using the diagram below fill the component part of s lesson plan
I. Title of the Lesson: Plant and Animal Cell

II. Subject Area:Science
III. Grade/Year level: 7
OUTCOMES TEACHING
ASSESSMENT
METHOD
At the end of the

discussion, the -The students are
students are asked to share their
expected to: understanding of
the piece—what it is
a. Describe a plant all about and what
cell. The teacher will they learned from it.
b. Describe an be using Mixed
animal cell. They are also given
Methods (Peer-
c. Distinguish the chance to raise
Mediation and
between plant and Deductive questions for
animal cells. Method). clarification.
d. Create a Venn - The students will
diagram comparing
create a Ven
the two types of
cells. diagram comparing
the two types of
c. cells
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.

Yes, the three components are constructively aligned because the
assessment task showed that the learning objective was achieved.
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, because it is a step-by-step method for high achievers as well as low
achievers.

71
3. What component would tell if the outcomes have been achieved?

In order to characterize the desired outcomes of a learning experience,
learning objectives specify the expected outcomes of a learning event. Thus,
assessing a learner's mastery of the objectives offers a measure of the
effectiveness of a course. Some of the most frequent evaluation tools are
questionnaires, surveys, interviews, observations, tests, and participant portfolios
of current work. Evaluation strategies should be included into a learning
experience so that both trainers and participants are aware of whether or not the
learning objectives were met.
What lessons have you learned in developing or writing a lesson plan?
When creating or drafting a lesson plan, I learned to consider the classroom

setup. It is significant for it to assist students in focusing on the lesson. No matter
how fascinating your subject is or how well-prepared you are, if the classroom
environment is not encouraging, they will not listen or engage.
What will it give to the teacher if the three components are aligned?
If the three components are aligned, the teacher will get the value of success.
success in effectively delivering classes and effectively teaching lessons to
learners
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, documents or others.

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Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
Present a matrix to show the constructive alignment of the three components of
a lesson plan.
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a. Example:
Lesson Title: _____________________________________________________
Subject Area: _____________________________________________________
Grade Level: _____________________________________________________
Lesson Outcomes Teaching Methods Evaluation
At the end of the lesson,

the students should be
able to:
The class will be given a

a. define the organ short quiz about the
system The teacher will be using topic
b. identify different Mixed Methods (Peer-
organ systems Mediation and Deductive
c. Explain the structure Method)
and functions of
different organ
systems.
FS

74
1
9
LEARNING
EPISODE
PREPARING FOR TEACHING AND LEARNING

• 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:

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."
3. Learning is the discovery of the personal meaning of ideas. Students are given
the opportunity to connect what they learn with other concepts learned, with
real world experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching

learning process. It is the practical realization or application of an approach. All methods
of teaching can be classified either as deductive (direct) or inductive (indirect).

75
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concreate, experience,
generalization, of details, examples
abstraction and ends Teaching and ends with a rule,
with concreate, generalization,
experience, details, abstraction
examples
ACTIVITY 9.1
DEMONSTRATING AN UNDERSTANDING OF RESEARCH-BAESD KNOWLEDGE

PRINCIPLES OF TEACHING AND LEARNING
School: Bitabian National High School Subject Area:Science
Grade/Year Level: 7 Narra Date:11/29/2022
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 Resource Teacher do to

apply the principle of learning?
1. Effective learning begins with the The teacher used PPT and TV LED to
setting of clear and high expectations of present her learning outcomes.
learning outcomes.

76
2. Learning is an active process. The teacher encouraged students to fully

participate in class discussions and
educational learning activities.
3. Learning is the discovery of personal The teacher allows students to create
meaning and relevance of ideas. and share their ideas about the topic,
which they then discuss in front of the
class.
4. Learning is a cooperative and a The teacher assigns a group task activity
collaborative process. Learning is in which the students are eager to clarify,
enhanced in an atmosphere of collaborate with one another, share ideas,
cooperation and collaboration.
discuss, and collaborate meaning in order
to comprehend the texts.
1. What principles of learning were most applied? least applied?
MOST APPLIED
The most commonly used learning principle is "learning is a cooperative
and collaborative process," since the resource teacher consistently groups the
class such that students feel comfortable sharing their views. They will be
discussing ideas, and they will now respond by presenting their output.
LEAST APPLIED
The least utilized learning principle is "learning is the finding of personal
meaning and significance of concepts," because the teacher spent the majority of
the time teaching and expressing his/her opinions on the subject.
From one of the principles of learning, which one do yo think is the most
important?
For me, the most fundamental learning concepts are that learning is an
active process and that learning is a cooperative and collaborative process.
Learning is increased in a cooperative and collaborative environment.
Surprisingly, educators' use of the phrase "active learning" has relied on native
comprehension rather than a conventional definition. As a result, many instructors
claim that all learning is inherently active and that students are thus actively
involved in formal presentations in the classroom. Students must read, write, talk,
or work on problem-solving activities in addition to listening. Most importantly, in
order to effectively participate, students must perform higher-order thinking
activities including analysis, synthesis, and assessment. Active learning strategies
are defined in this context as instructional activities that involve students in doing
things and thinking about what they are doing. Best Practices "Learning is a

77
cooperative and collaborative process." Learning entails teaching students about

things they aren't familiar with and having them interpret what they did
understand from the lessons. One teacher was particularly effective in
implementing these principles as a whole, as evidenced by the way she conducts
her class. She can design a perfect classroom that is conducive to learning and
provides effective learning. As an observer and as a person, you can sense that
something is wrong in a given situation. Active learning can take many forms and
be executed in any discipline. Commonly, students will engage in small or large
activities centered on writing, talking, problem solving, or reflecting.
IDENTIFYING LEARNING OUTCOMES THAT ARE

ACTIVITY 9.2
ALLIGNED WITH LEARNING COMPETENCIES

Grade/Year Level: 7 Narra Subject Area: Science
School: Bitabian National High School Date: 11/29/2022
Do a smart objective make the lesson more focused?

It certainly does. Teachers are directed in reaching the targeted learning
outcomes, or what they expect from the students, by the use of such SMART
learning objectives. As a result, the objectives serve to focus the lesson because
they are specific, measurable, attainable, relevant, and timely. If such factors are
taken into consideration when creating the lesson, the outcome or result will
always be on target because the lesson's objectives will be met at the conclusion.
As a result, the evaluation will determine whether the objectives are specific and
measurable enough, while the instructional context will determine the
attainability, relevance, and timeliness of the objectives.
Reflect on the Lesson learned in determining SMART learning outcomes.
SMART goals are set up for the success of the development of lessons
learned by making goals specific, measurable, achievable, relevant, and timely.
Truly, the SMART method helps push the teacher further, gives him/her a sense
of direction, and helps organize and reach his/her target outcomes. Additionally,
establishing SMART goals allows teachers to clarify their ideas, focus their efforts,
use their time and resources wisely, and increase their chances of achieving their
future career and life goals.
In determining SMART learning outcomes, we will always encompass what should

be learned by the students about the lesson being discussed. The teacher is the

78
key figure in making the learning outcomes of his or her lessons specific,
measurable, attainable, relevant, and timely. If he/she seriously considered it, I
am confident that these will be realized by the end of the lesson because it is
extremely effective. As a future teacher, it is really important for me to apply such
things to determine the learning outcomes of my lessons soon.
ACTIVITY 9.3
_________________________________________________________________
DISTINGUISHING BETWEEN INDUCTIVE AND DEDUCTIVE METHODS
OF TEACHING

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 the teacher lecture all the time? Were students involved in the teaching
learning process? How? Or were they
mere passive recipients of instruction?
Yes, the teacher discussed the lesson
with the class and, at the same time, Yes, the students were involved in the
gave them activities related to the lesson teaching-learning process because they
being discussed. were active learners, participating in class
discussions and learning exercises
provided to them.
What was the emphasis on the mastery Was the emphasis on the students’
of the lesson ? application of the lesson in real life? Give
proofs.
The parts and functions of the two types
of cells were the emphases of the Yes, she indeed explained the topic
lesson. accurately, and it gives an example or
relates to a real-life situation, like, for
instance, the function of every part of
the cell.
Was class atmosphere competitive? Was class atmosphere collaborative?
Why? Why?
Yes, she encourages her students to As I observed, the class was

participate in class. collaborative because she integrates
different teaching strategies in order for
the students to easily understand and

79
participate.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/ subjects?
Yes, the teacher clearly used the

behavioral approach, as she emphasized the teacher did not incorporate other
discipline before, during, and after the disciplines or subjects into the subject
lesson. She concentrated on one subject matter of the class, instead focusing on
only to integrate her lesson in such a adding numerous exercises to help the
way that her students could easily students comprehend their learning and
understand and find it interesting. apply it to the assignments set to them.
What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of a learners; learners constructed
new lesson meanings
When learners actively participate in a process of meaning and knowledge

production rather than passively receiving information, they are learning.
Learners are the ones who create knowledge and meaning.
b) inquiry-based
It is a learning and teaching style that promotes students' questions, ideas,

and observations. Students are now encouraged to discuss concepts with
their peers rather than memorize data and take notes, which increases
comprehension.
c) developmentally appropriate - learning activities fit the developmental stage of children
The teacher delivers activities that are appropriate for the student's
developmental stage, taking into account the subject's learning objectives and
content standard.
d) reflective
Students were able to submit or send feedback to the teacher after analyzing
and comprehending the topic or issue.
e) inclusive No learner was excluded; teacher taught everybody.
The teacher always treated the learners equally and teach them all and no
one was left behind and let the learners actively participate uncooperating.
f) collaborative - Students worked together.
The students are helping each other when one of their classmates can't
answer the given question and one of them will volunteer to answer .

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8) integrative- Lesson was multidisciplinary - e.g. In Science, Math concepts were taught
The teacher made the conversation multidisciplinary by connecting the subject to

other disciplines that are inextricably linked.
1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
The following are some potential consequences of teaching only for
mastery and the test: Learning will not expand to the actual world since it will be
contained within the four walls of the classroom. As a result, students are
overwhelmed with concepts but receive no application. As a result, they will study
just for the purpose of exams, and what the teacher has taught will be readily
forgotten.
2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
If I were to recreate the class I observed, I would prefer to use a teacher-
centered approach in which I could encourage and motivate the entire class to
actively participate in the teaching-learning process and in learning activities that
allow them to apply the knowledge they will gain from the lesson. In that case, I
would provide positive reinforcement by recognizing their responses, which may
encourage them to participate more the next time I see them in my class.

81
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes
and the method used in class.

82
FS
1
LEARNING
1
EPISODE
0
THE INSTRUCTIONAL CYCLE

• 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.
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
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

83
(TESDA) has been ahead of DepEd and the Commission on Higher Education (CHED) in
the practice of Competency Standards-Based teaching and Assessment. CHED requires
all higher education institutions in the country to go outcome-based education (OBE) in
its CHED 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
ILO's.
In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities
we use to teach and the AT's are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL
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
instruction.
These are the types of questions that teachers ask.
Types of Questions that Teachers As
1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions

With one acceptable answer
2. Divergent /Open-ended/High-level Open-ended; has more than one acceptable

/Higher- answer
order/Conceptual
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 reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
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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

Grade/Year Level:7 Narra Date: 12/01/2022
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, the e.g. Teacher used video on how
more and the better the learning. digestion takes place and a model of the
human digestive system.
2. Learning is an active process. The teacher presented a video clip on
the subject. She conveyed to the
students what she expected them to
study and teach them. The teacher
encourages students to interact by
allowing them to discuss their opinions
concerning prior knowledge of the topic
matter in class.
3. A non-threatening atmosphere The teacher is considerable because he
enhances learning always asks first if the learners' internet
connection is fine before proceeding to
their lessons.

85
4. Emotion has the power to increase Students learn quickly in their own time.
retention and learning. They were able to complete the lesson
with the help of technology and a
teaching strategy in which the teacher is
approachable when dealing with all of
the students' questions. A feedback
period will bridge the gap between each
learner and help them troubleshoot their
learning deficiencies.
5. Good teaching goes beyond recall To assure the enhancement of
of information. students' learning, the key role of the
teacher is to maintain a good
atmosphere or environment inside the
classroom, as this is the most important
and influential thing or factor needed to
consider. The good things begin when
the classroom is in good physical
condition.
6. Learning is meaningful when it is Emphasizing and recognizing the power
connected to students' everyday life. of emotion to increase the retention and
learning of learners should be
overpowered by the students' emotions
in the classroom, as this must be
addressed by the teacher to bring them
out. As a result, it has no effect on the
learners' concentration.
7. An integrated teaching approach is far Teachers must teach not only what is in
more effective than teaching isolated the books, but also what is in their
bits of information minds or opinions in order to connect
the topic to real-life situations.
What is the best method of teaching? Is there such a thing?

Yes. There is such a thing as the best teaching method. The finest
teaching technique, in my opinion, integrates a number of strategies with
students' multiple intelligences, student-centered learning, and a dash of
discovery learning. A teacher should start a session with something important
that will catch the students' interest and encourage them to want to learn more
before drawing them into the heart of the lesson. Following some basic
information and instructions, the teacher discontinues direct instruction (teacher-
led lecture) and hands over power to the students, allowing them to direct their
own learning.
The teacher now walks around and guides the facilitation, only asking
prompting questions to further their investigation. Learners are challenged both
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socially and emotionally in the collaborative learning environment as they listen to

different perspectives and are required to articulate and defend their ideas. As a
result, the learners begin to develop their own distinct conceptual frameworks
rather than relying solely on the framework of an expert or a text. Thus, in a
collaborative learning environment, learners can converse with their peers,
present and defend ideas, exchange diverse beliefs, challenge other conceptual
frameworks, and be actively engaged. It is extremely crucial for educators to
assist students in regrouping to share, whether it is a think-pair-share or a whole
group discussion in which everyone participates.
Reflect on this question.

How do we select the appropriate strategy for our lessons?
We select the appropriate strategy for our lessons by considering the
differences between the students and their strengths and weaknesses. Know the
language of your lesson's content as well, because some students may know the
word but not its exact meaning or another meaning; ensure they understand the
word and any possible multiple meanings associated with it. Also, be aware of the
students' needs because, as a teacher or a future teacher, our task does not stop
at the four corners of the classroom. You have to understand each student’s
background and current situation.
ACTIVITY 10.2
DETERMINING OUTCOMES BASED TEACHING AND LEARNING

Observe a class and answer the following questions.
1. Did the Teacher state the learning obiectives/intended learning outcomes

(LOs) at the beginning of the class? Did he/she share them with the class?
How?
She presents her class objectives by presenting the particular targeted
learning outcomes to the subject matter in class. She opens her lecture by
describing how she asked questions to the students and how she conducted
her discussion.

87
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.
In class, she used a PowerPoint presentation containing questions.
She asked the students to share their thoughts or ideas about the text
presented in the flash cards. I believe she has met some of her objectives
because the students can answer her questions.
3. What assessment task/s did teacher employ? Is/Are these aligned to the
lesson objectives/ ILOs?
The teacher develops a written exam. It is relevant to her objectives
since it corresponds to the lesson she is discussing. Her entire teaching
strategy is linked with the targeted learning outcomes, or objectives, when
it comes to learning activities and evaluation .
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?-
Outcome-based Teaching and Learning (OBTL) is a student-

centered education approach in which the program’s intended learning
outcomes for students to achieve are explicitly defined. Then, teaching and
learning activities are carefully designed to help students achieve these
outcomes. This means that everything teachers do must be crystal clear in
terms of what they want students to know, understand, and be able to do. In
other words, teachers should focus on assisting students in developing the
knowledge, skills, and personalities that will enable them to achieve the
clearly articulated intended outcomes. When creating an OBE syllabus, we
usually use a process called “constructive alignment.” which refers to the
process of creating a learning environment that facilitates the learning
activities necessary to achieve the desired learning outcomes. The term
“constructive” refers to what the learner does to create meaning through
relevant learning activities. The term “alignment” refers to what the teacher
does. The key to alignment is that the components of the teaching system,
particularly the teaching methods used and the assessment tasks, are aligned
to the learning activities assumed in the intended outcomes.
ACTIVITY 10.3
APPLYING EFFECTIVE QUESTIONING TECHNIQUES


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Observe 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 questioning.
Types of Question Examples of Questions that the

Resource Teacher Asked
1. Factual/ Convergent Closed/ Low level Do you any idea about cell?
2. Divergent/ Higher -order/ Open-ended/ How many cells do we have? any idea?
Conceptual
a. evaluation What is cells ls made of?

What are their functions?
b. inference Can you give me some parts and function
of plant cell?
c. comparison Differentiate the two cells by their
functions and parts
d. application Create a model of the cell, choose of the
two.
e. problem-solving NONE
3. Affective What is the importance of cell in our

body?
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?
For me, I would say yes, as there is something connected to what Neil Postman
said. When compared to the children, the question marks indicate that they are very
curious about the lessons being discussed because they have no prior knowledge of or
any idea at all. That is why they approached the teacher with questions. As a result,
they leave school with a great deal of learning and knowledge about the lesson.
Similarly, the types of questions that teachers ask, as well as the questioning and
reacting techniques that they use in the classroom, enable them to impart and instill
knowledge and learning in their students.
Reflect on

89
The importance of using various reacting techniques
Teacher questions are defined in the classroom as instructional cues or stimuli

that convey to students the content elements to be learned as well as directions for
what they are to do and how they are to do it. The teacher must always remember that
the knowledge and skills used in asking various types of questions in a classroom are
one important but critical aspect of the teaching and learning process. Why are
questions important? Questions are significant factors in both the teaching and learning
processes because children's achievement and level of engagement are dependent on
the types of questions teachers formulate and use in the classroom (Keiry, 2002).

Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on their thoughts on OBTL.

90

91
FS
1
LEARNING
1
EPISODE
1
UTILIZING TEACHING-LEARNING RESOURCES
AND ICT
• 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
• show skills in the evaluation, selection, development, and use of a variety
learning
• resources, including ICT to address learning goals;
• analyze the level of technology integration in the classroom; and
• demonstrate motivation to utilize ICT for professional development goals.
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications Technology Competency Framework for Teachers
(ICT
CFT) 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, and 6. Teacher Professional Learning.

92
Similar to the PPST, the ICT CFT also articulated competencies in levels which
guide teachers as they develop their 1CT skills from Level 1, Knowledge Acquisition, to
Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on
Higher Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so
most likely you have The activities here are meant for you to observe, analyze and
reflect about the competencies
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. discussed in the framework. (Access it at
https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency%20Framewor
%20V3. pdf)
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 outcome was the ever-
expanding interface between the traditional library and ICT both in terms of
hardware and software systems and applications.
3. Schools may have different set-ups 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 centers with maker spaces.
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
fulAl the following functions: center of resources, laboratory of learning, 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, collaborative, constructive, authentic, and goal-
directed.

93
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. Go to http:/fcit. usf.edu/matrix/matrix.php
Observing Technology Integration in the Classroom

Levels of Technology Integration into the curriculum
Adoption: The teacher Adaptation: The Infusion: The Transformation: The
directs students in the teacher encourages teacher creates a teacher creates à rich
conventional use of adaptation of tool- learning learning environment In
Entry: The teacher uses
Technology technology to deliver
tool- based software.
If such software is
based software by
allowing students to
environment that
infuses the power
which students
regularly engage in
Curriculum content to
Integration students.
available, this level is
the recommended entry
select a tool and
modify its use to
of technology tools
throughout the
activities that would
have been impossible
Matrix point. accomplish the task at
hand
day and across
subject areas
to achieve without
technology.
Students have Throughout the

opportunities to school day,
Given ongoing access
Students begin to utilize select and modify students are
Active: Students are actively engaged in to online resources,
technology tools to technology tools to empowered to
Characteristics of Learning Environment
using Students use technology for students actively Select

create products, for accomplish specific select appropriate
technology as a tool rather than drill and practice and and pursue topics
example using a word purposes, for technology tools
passively receiving information from the computer based training. beyond the imitations
processor to create a example using and actively apply
technology. of even the best school
report. colored cells on a them to the tasks at
library.
spreadsheet to plan a hand.
garden
Students have Throughout the day

Technology enables
Students have opportunities to and across subject
students to collaborate
Collaborative: Students use technology opportunities to utilize select and modify areas, students
Students primarily work alone with peers and experts
tools to collaborate with others rather than collaborative tools, technology tools utilize technology
when using technology. irrespective of time
working individually at all times. such as email, in to facilitate tools to
zone or physical
conventional ways. collaborative work facilitate collaborative
distances.
learning.
Students utilize
Students begin to Students have
technology to
Constructive: Students use utilize constructive opportunities to Students use
make
technology tools to build tools such ass graphic select and modify connections and technology to construct,
Technology is used to deliver
understanding rather than organizers to build technology tools to Construct share, and publish
information to students.
simply receive upon prior knowledge assist them in the understanding across knowledge to a
information, and construction of disciplines and worldwide audience.
construct meaning understanding. throughout the day.
By means of
Students have Students have technology tools,
Students select
opportunities to apply opportunities to students participate in
Authentic: Students use technology tools Students use technology to appropriate
technology tools to select and modify outside-of-school
to solve real-world problems meaningful complete assigned activities technology tools to
some content-specific technology tools to projects and problem-
to them rather than working on artificial that are generally unrelated to complete authentic
activities that are based solve problems solving activities that
assignments. real-world problems. tasks across
on real- world based on real-world have meaning for the
disciplines.
problems. issues. students and the
community.
Students have
Goal Directed: Students use Students use
Students receive directions, opportunities to
technology tools to set From time to time, technology tools to Students engage in
guidance, and feedback select and modify the
goals, plan activities, students have the set goals, plan ongoing metacognitive
from technology, rather than use of technology
monitor progress, and opportunity to use activities, monitor activities at a level that
using technology tools to set tools to facilitate goal
evaluate results rather than technology to either progress, and Would be unattainable
goals, plan activities, setting, planning,
simply completing plan, monitor, or evaluate results without the support of
monitor progress, or self- monitoring, and
assignments without evaluate an activity. throughout the technology tools.
evaluate evaluating specific
reflection activities curriculum.
(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 1liké 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
and use and which ones you will put aside, Aim to develop your skills in evaluating

94
internet resources. You will be able to choose the best resources that will help you
attain your teaching-learning objectives.
Below is a set of criteria which you can use to evaluate resources
1. Accuracy. The resource material comes from a reliable source and 1S

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 and 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, & Branch, Robert Maribe (2003). A
Gateway to Educational Materials: An Evaluation 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 evolving 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 we teach and
learn (UNESCO, 2018):
1. Open Educational Resources (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, podcasts, 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 as facebook, twitter,
Instagram provide a virtual venue for teachers 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 sends the most number of text messages 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 mechanisms that
become builtin 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 doctors. 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 behaviors of humans such as talking,

95
learning and solving problems. Virtual assistants such as Siri, Alexa, Bixby and Google
assistant are near samples of Al. Among others, uses of Al in education can be in the
areas of gamificationand 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 from 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 interactions and transactions are done
electronically, and through the internet, an enormous amount of data is generated and
stored. The challenge is how to make sense of this data, through analytics and
research, possibly answer 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 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.
“Fundamental Digital skills for 21st Century Teachers”
Record and edit Create Create audio clips

interactive infographics and video
content posters
 Piktochart.com
• Soundcloud.com  You tube video Editor
• Audioboom.com  Wevideo.com  Canva.com

• Vocaroo.com  Magisgto.com  Drawings.google.com
• Clyp.it  Animoto.com  Thinglink.com
Create PLNs, Use blogs and Create connect,

discover wikis to create engaging
new content and participatory presentation
grow spaces
professionally  Blogger.com  Docs.google.com
• Twitter.com  Wordpress.com  Haikudeck.com
• Facebook.com  Edublogs.org  Zoho.com/docs/show.html
• Plus.google.com  Wikispaces.com  Prezi.com

96
• Linkedin.com
Create digital Curate, organize and Create digital

quizzes portfolio share digital resources
• Flipquiz.me
 Riddle.com
• Web.seesaw.me  Diigo.com
• Silk.co  Scoop.it  Quizalize.com

 .com
• Sites.google.com  Educlipper.net Testmaz  Weebly.com 
Edshelf.com
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 students 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 course are delivered online.

Course
The MOOC course 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 interact
• Some interaction with the teacher or academic staff
• 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 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.

97
ACTIVITY 11.1
OBSERVE, ANALYZE, REFLECT VISITING THE LEARNING RESOURCE CENTER

School:Bitabian National High School Subject Area: Science
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 functions.
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/procedures for borrowing of materials. Are these
guidelines procedures posted are available for the users to refer to?
5. Familiarize yourself with the 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 Centered Observed:

Date of Observation:

98
Name of Observer:
Course/Year/School:
LIST OF AVAILABLE LEARNING RESOURCES
Available Learning Characteristics and Teaching Approaches

Resources (Enumerate in Unique capabilities where the Resource is
bullet form) Most Useful
1. Print Resources It is beneficial not only to
There are books, students but also to
dictionary and teachers because it
encyclopedia that can be contains a wealth of
use by the students for information that can
their studies. assist them.
2. Audio Resources When discussing and These materials can

presenting audio or video assist students in honing
presentations, the tablet and their auditory and visual
LED can be used. skills.
3. Non electronic Visual Teaching aids that aid the These resources can aid
Resources teacher in discussing the the teacher in classroom
lesson. discussions
4. ICT Resources
Impression about the LRC
Their LRC was adequate for meeting the needs of their students in their lessons. It
has greatly aided the students' learning.
Name and Signature of Observer
ANGELI FAYE F. CASAUAY
Name and Signature of the Learning Resource Center In-charge

MARICAR ANTONIO

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ACTIVITY 11.2
OBSERVE, ANALYZE, REFLECT OBSERVING TECHNOLOGY INTEGRATION IN THE
CLASSROOM

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 lessons and how the students were
involved. Step 3. Use the Technology Integration Matrix to analyze the technology
integration done by the teacher. Step 4. Reflect on what you have learned.
As you observe the class, use the observation sheets provided for you to document
your observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources. 4. Closely observe the learners' response to the teacher's use of
learning resources. Listen to their verbal responses. What do their responses
indicate? Do their responses show attentiveness, eagerness, and
understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing
their interest in the lesson and in the materials? Are they looking towards the
direction of the teacher and the materials? Do their actions show attentiveness,
eagerness, and understanding?

100
OBSERVATION SHEET NO. REPORT
Date of Observation: November 28, 2022

Subject: Science
Topic: Plant and Animal Cell
Grade/Year Level: Grade 7 Narra
Brief Description of the Teaching Approach Used by the Teacher:
The teacher uses a diversified teaching approach in handling the class. The
teacher uses the following:
 Actual Video integration via YOUTUBE based on the topic

 Slide show presentation
 Hand-out distribution
 Activity (Printed-for assessment) distribution
 Actual and Fast Feedback on the student’s achievement
UTILIZATION OF TEACHING AIDS FORM

Grade/Year Level of Class Observed: 7
Date of Observation: 12/05/2022
Subject Matter: Science
Brief Description of Teaching Approach Used by the teacher:
The teacher uses diversified teaching approached in handling

the class.
Teaching Aids used Strengths Weaknesses Appropriateness of

(Enumerate in bullet form) Teaching Aids Used
 Power Point Stimulate curiosity It can be Assist in the

Presentation perplexing at facilitation of
times. active and
dynamic learning
situations
 Tv Led Time savers and Expensive Makes use of

user friendly electronic books
and internet

101
material stored on
a computer.
 Laptop Easy to use Expensive Incorporating ICT

Computer into the classroom
requires some
basic equipment.
 Actual Video Interactive and Poor internet YouTube is used

integration via recent connection and as the medium of
YOUTUBE high-cost teaching education in this
aids
audiovisual show
 Activity Saves time Expensive Materials for the
(Printed-for lesson and class
assessment) activity to be
distribution
distributed
Use the Technology Integration Form to analyze the class you observed. Referring to
the Technology Integration Matrix on page 100, in which level of technology integration
do you think the teacher you observed operated? Why?
Based on my observations and the Technology Integration Matrix described on
the preceding pages, I believe the teacher's level of integration of technology is entry
level. She employed technology, mainly a laptop and cellphones, to present her lecture
content to the children, as I've noticed. In reality, as a result of the COVID-19
epidemic, they have adopted the use of technology for the continual development of
the teaching and learning process as the "New Normal" educational system. As a result,
both teachers and students are adaptable and technologically savvy in their use of
technology tools to impart knowledge, skills, and values as the essential job of the
teacher, while the learners are the receivers or absorbers of such useful things they can
obtain along their journey.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observation that justify your
answer.
According to the Technology Integration Matrix, the learning environment in the
class that I observed was "goal-directed," which means that students use technology
tools (handouts, slide presentations) to set goals, plan activities, monitor progress, and
evaluate results rather than simply completing assessments without reflections. As I had
observed, the teacher provided timely feedback following each individual exercise,
forcing the students to defend and explain how they arrived at their findings.
Over-all, were the learning resources used effectively? Why not? Give your suggestions.
Overall, the learning resources are excellent! The teacher is skilled at
incorporating technology into her science class. As seen by the majority of the class
receiving perfect marks and no students receiving a failed score during the assessment,
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the instructor was able to accurately use all materials in such a way that the kids were
able to enjoy, listen to, and cherish the discourse.
Put yourself in the place of the teacher. What would you do similarly and what would
differently if you would teach the same lesson to the group of students? Why?
If I put myself in the shoes of the teacher, it is unavoidable that I would teach
similar and dissimilar things to the same group of students during the same lesson.
Why? I believe that we all have our own dispositions in life for managing and handling
learners, as well as incorporating things from the lesson into our teaching. In terms of
our similar ways of thinking, I think the purpose of teaching the lesson is to meet the
target objectives that should be met at the end of the discussion. On the other hand,
we are not the same in terms of how I incorporate the topic with such motivation to set
the mood and momentum of the class, and other factors or things that may be.
ACTIVITY 3.1
EXPLORING EDUCATION 4.0

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 open-
source
4. Evaluate the materials or programs
5. Reflect on your FS experience.
Class Observation Guide

Read the following statements carefully before you observe.

103
1. What is the lesson about? What are the teacher's objectives?
The lesson is all about plant and animal cells. The lesson objectives are
1. Explain the plant cell.

2. Explain an animal cell.
3. Identify the differences between animal and plant cells.
4. Create a ven diagram comparing the two types of cells.
2. Note the important concepts that the teacher is emphasizing.

The teacher emphasizes the function of each cell, how they work, and what their
importance is to our body.
3. Note the skills that the teacher is developing in the learners.
The cognitive, affective, and psychomotor skills as the 3 important domains to be considered
in formulating the objectives of the lesson were the skills that the teacher wanted to be
developed to her students in relation to the season being discussed.
Electronic Resources Evaluation Form
1. Describe your experience in surfing the internet for appropriate electronic

resources for the class? What made it easy? Difficult?
Surfing the internet for resources connected to your topic is difficult
because there are numerous websites and sources that are relevant but may
not be credible. When searching for appropriate electronic materials for the
class online, I should first study the resource outline supplied by Google. First,
I must determine its relevance to the topic. Yes, it is challenging, but it can be
made quite simple with the help of numerous technologies .
2. How did you choose which electronic resources to include here? What did you
consider?
There are various aspects to consider while picking an electronic resource.
The first characteristic is dependability. It requires the use of resources that
have already been proven and tested. There is also the matter of
appropriateness to consider. There are several other unrelated products that
should not be included if you search online. The next step is to determine
availability. Choose resources that are within your budget and the financial
capabilities of the institution.
3. Explain. Which of the new trends in Education 4.0 would you like to explore
more for your work as a teacher? Why?
As a future educator, the trend that I would like to investigate among the new
trends in Education 4.0 is trend number one, which is more individualized learning
that values each student's uniqueness and pace of learning. A personalized
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approach to teaching will have a greater impact on students' ability to easily

achieve their goals. Thanks to artificial intelligence and cloud computing, there
are several tools available that alter the entire teaching process based on the
needs and rate of learning of the specific learner. Faculty, on the other hand, will
be able to rapidly assess and provide comments on students' strengths and flaws.
4. 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?
My current technical skills include doing PPT presentations, producing
and saving work document files, editing work document and PPT files, and
other similar tasks using my cellphone. Making maps and odd tables for
research purposes, as well as other subjects where I could possibly utilize
them, are skills I would like to continue working on in order to be a better
user of education 4.0 resources. editing movies with text or voice(s)
inserted, and other relevant abilities that I must learn My goal in working
on such things is to become completely aware of how to perform it
comfortably and competently enough to be called someday when needed .
FS
1
LEARNING
1
EPISODE
2
105
ASSESSTMENT FOR LEARNING AND

ASSESSMENT AS LEARNING
(FORMATIVE ASSESSTMENT)

 demonstrate knowledge of the design and use of formative assessment, and 
explain the importance of formative assessment.
• 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 find 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 at the 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.

OBSERVING ASSESSMENT FOR LEARNING
ACTIVITY 12.1 PRACTICES (FORMATIVE ASSESSMENT)


106
1. Observe what the 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
“Naintindihan?” III 3
“Do you have any question III 3

about the topic?”
“Anon ga ulit ang? (Asked

about the lesson) II 2
2. Did the teacher ask the class “Did you understand”? If she did, what was the
class response?
Yes, the response of the class was just like this: “Yes, ma’am.” Afterwards,
the teacher continued the lesson. That is the teacher’s standard question for
assessing the students’ understanding of the lesson. Hence, she did ask if they
really understood in order for her to effectively facilitate the students’ learning.
3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
Yes, the teacher felt or sensed when her students did not understand the lesson
and repeated the topic or lesson and explained it little by little until the students
understood the lesson.
4. If they did, how did the teacher respond?
When the teacher noticed that her students were struggling with the
lesson, she not only repeated the explanation but also made the lecture
experiential so that the students could eventually grasp the lesson .
5. Were the students given the opportunity to ask questions for clarification? How
was this done?
Yes, when instructed or asked by the teacher, students were given the
option to ask questions for clarification at the end of the discussion, or what we
called the assessment. It was done through an interactive method, which is vital
when measuring students’ learning and giving them the opportunity to ask
questions for clarification if they did not comprehend some aspect of the course.
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.
_____∕___ Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates
________ Each- one-teach-one (Students paired with one another)

107
________ 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.
The teacher re-taught but utilized the same teaching method. However,
she employed ice breakers to lighten the mood of her students while ensuring
that the ice breakers remained relevant to the lecture. She also used individual
learning assignments to see if the students understood the material.
8. While re-teaching by himself/herself and /or with other students-turned tutors,

did teacher check on students” progress? If yes, how?
Yes, the teacher checks on students’ progress through an individual
learning task as assessment for their progress. The teacher let the students learn
on their comfortable way to understood the lesson. She is also open for queries
and questions of the students.
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 check to see if students grasp the lesson as it is being
taught in order to improve learning based on student responses throughout
the teaching and learning process and to assess whether the targeted learning
outcome was attained at the end of the teaching-learning process.
2. Why is not enough for a teacher to ask “Did you understand, class?” when
he/she intends to check on learners’ progress?
This is because the development of learners is measured in methods other
than questions and responses. Of course, students are afraid of being scolded
or just do not want to prolong the pain of remaining in class any longer. The
teacher can measure progress through a test or quiz, a performance activity,
project development, and other means. Using these tools, teachers will be
able to track and decide the least and most taught abilities. Statistics should
always be available to support how students’ development is measured. As a
result, the teacher will be able to plan an intervention to help the learner
better understand the content.
3. Should teacher record results of formative assessment for grading purposes?

Why or why not?
Yes, the teacher should identify of formative assessment outcomes
because grades and scores might influence a student’s willingness to continue
studying. Formative assessments provide evidence of our students’ current
development and allow them to actively evaluate and modify their own
learning. This also allows our students to stay on pace with their academic
goals.

108
4. Based on your observations, what formative assessment practice worked?

Formative assessments help teachers identify concepts that students are
struggling with, abilities that they are struggling with, and learning standards
that they have not yet met so that lessons, instructional tactics, and academic
support can be modified.
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?
All assessment should help students learn if we keep the student at the
center of all we do. Assessment for students should include grading, learning,
and incentives. Well-designed assessment techniques provide useful
information about student learning. They reveal what students learnt, how
well they learned it, and where they struggled.
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?
No, because for me, no matter how eager you want your students to learn,
if the students are not willing to improve themselves, the application of
formative assessment is not taken seriously. This only meant that formative
assessment depends on the learners’ willingness to improve and does not
necessarily mean that your assessment failed.
• Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
Before delivering the soup to the customer, the cook may taste it several
times and adjust the seasonings to ensure it is great. As a cook or teacher, we
must stop for a moment to taste the soup before proceeding with instruction; we
must design instruction so that students can press the reset button and go back
to learn what they missed the first time; and we can assess student achievement
and understanding using a variety of techniques.
• Should you record results of formative assessment? Why or why not?

Self-reflection and self-assessment are effective methods for enhancing a
student's learning experience. It is critical to teach students not only about what they
should learn but also about how they should study and what they can do to improve
their learning outcomes. By participating in assignments that challenge them to critically
reflect on their work, methods, and learning style, students can identify gaps in their
knowledge or skill set and achieve increased autonomy, deeper learning, and
metacognition.

109

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

110
OBSERVING ASSESSMENT AS LEARNING

ACTIVITY 3.1 PRACTICES (SELF-ASSESSMENT)
ResourceTeacher: Maricar Antonio Teacher’s Signature_______________


 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 adjustments so that they achieve deeper understanding.
• Assessment as learning encourages students to take responsibility for their own
learning.
• It requires students to ask questions about their learning.
• It provides ways for students to use formal and informal feedback and
selfassessment to help them understand the next steps in learning  It
encourages self-assessment and reflection.
Observe a class and find out practices that reflect assessment as learning.
Record your observations.
Teacher My Observation
1. Did teacher provide opportunities Yes, the teacher provides opportunities for the
for the learners to monitor and reflect learners to monitor and reflect on their own
on their own learning? learning by giving them individual tasks.
2. Did students record and report Students reflect on themselves by completing the
their own learning? assigned task and applying their knowledge to real-
life situations. In terms of self-monitoring, it can be
seen by them while doing their activities that lead
them to use their learning, whether developing or
not. the self-adjustment shown to their behaviors
and performance in the class.
3. Did students record and report their Yes, they documented their own learning by
own learning? storing it in their thoughts so that when the
teacher asks them about their learning from
the prior lesson, they have key information to

111
present as a response.
4. Did teacher create criteria with the Yes, the teacher creates a criterion for the
students for tasks to be completed or students to follow and for her to have basis for
skill to learned?
her grading.
1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?
Yes, I agree since assessments are made to help students grow. Assessments are
used to evaluate students' progress and improvement. It is also done to
determine whether the teacher's teaching strategy should be changed in order for
the students to gain a better understanding.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning
No, they are not the same thing. The reason is that assessment for learning
occurs when teachers use inferences about student progress to inform their teaching
(formative assessment). It is an approach to teaching and learning that creates feedback,
which is then used to improve students' performance. Here, students become more
involved in the learning process, and from this, they gain confidence in what they are
expected to learn and to what standard. On the contrary , assessment as learning occurs
when students reflect on and monitor their progress to inform their future learning goals
(formative assessment). The purpose of this assessment should integrate grading,
learning, and motivation for the students. It seems like a well-designed assessment
method that provides valuable
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?
Yes, I was given the opportunity for self-assessment during my years at school. Self-
evaluation is critical for the development of learners. As for my experience, self-assessment
helped me because I had determined which areas of my life I needed to improve. With
assessment, I can also help myself learn. I can improve myself in the things or areas where I
am in need of improvement. Hence, feedback is also given to me by the teacher. I am glad
that, from those self-assessment tasks, I have improved a lot compared to before.

112
FS
1
LEARNING
1
EPISODE
3
PEOPLES ASSESSMENT OF LEARNING
(SUMMATIVE ASSESSMENT)
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 learners' 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 of 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.

113
ACTIVITY 13.1
ALIGNING ASSESSMENT TASK WITH THE LEARNING OUTCOMES


• 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 task must necessarily be aligned to the learning
outcome.
Observe at least 3 classes - I Physical or Biological Seience or Math, English, Filipino; 1

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

Outcome/s (How did Teacher tool/task aligned to improve on it
assess the learning the learning
outcomes? outcomes?
Specify.
P.E/ EPP/TLE To dance tango Written quiz- No Performance test-Let
Enumerate the steps students dance
of tango in order. tango
Science To explain the Activity task: YES It was

different organ absolutely
system Identify what aligned
organ system is
all about bones,
breathe, think
and pump
bloods.

114
1. Are all the assessment tasks aligned to the learning outcome?

Based on my observations, all assessment tasks that are answered align
with the learning outcome, and the learning outcome provides the perfect topic
that we have in the lesson.
2. What are possible consequences if teacher's assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?
If assessments are misaligned with learning objectives or instructional
strategies, it can undermine both student motivation and learning. Furthermore,
something went wrong, such as the goal for the student to apply analytical skills,
and your assessment measures will be a factual recall.
3. Why should assessment tasks be aligned to the learning outcomes?

Building alignment between assessment and learning outcomes also allows
you to define and convey the learning progression pathway for students. It allows
you to clarify what knowledge and abilities were required upon enrollment and
what information and skills would be developed throughout the course .
• Reflect on past assessments you have been through. Were they all aligned with
what your teacher taught (with learning outcomes?)
There are assessments that are not in line with what the teacher is
teaching or the learning outcomes. But this is really rare. Assessments are
frequently matched with what teachers teach and the learning outcomes.
Perhaps it is difficult for the teacher to link lessons with learning outcomes
because they are so wide.
• How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
Reviews that don't match what you're taught have a big impact because
there is confusion about your performance and the students. Student opinions
on how it answers may be low points that reflect the results of the reviews you
give. As a future teacher, this observation will help me with what to do in the
future. Based on what you taught about the learning outcomes you have, I
learned what all evaluation tasks should be. Always yours. Learn the outcomes
and goals before creating the material and making an assessment of whether it
is an exam, quiz, activity, or task.

115
OBSERVING USE OF NON-TRADITIONAL

ACTIVITY 13.3 ASSESSMENT TOOLS AND SCORING RUBIRICS


 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
outcomes 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 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?
• Which type of rubric did the Resource teacher use analytic or holistic?

116
Authentic Learning Sample of Product How a product/

Assessment/ Outcome Performance performance was assessed
Non-Traditional/ Assessed Assessed
Alternative Describe how the product
One example of a performance was
product assessed. assessed. Which was used
(Put a photo of the analytic rubric or holistic
product rubric?
documented INCLUDE
performance in My THE RUBRIC IN MY
Teaching TEACHING ARTIFACTS.
Artifacts.
1. Product Economically, Rubrics were Rubrics were

the system is utilized to utilized to evaluate
beneficial to a evaluate the the product, and
wise and product, and the teacher
prosperous the teacher employed holistic
daily lifestyle employed rubrics, which are
holistic single-criterion
rubrics, which rubrics.
are single-
criterion
rubrics.
2. Performance It has been Rubrics were The rubric was
proven that utilized by the made tidy and
the discovery teacher in orderly, and the
and grading and pupils were able to
development rating the meet the criteria for
of one's talents students' how the teacher
and abilities performance, would score their
are important just as they work.
because they were in
are gifts that if assessing the
developed can product. She
shape oneself also employed
to gain self- a single
confidence, criterion
overcome rubric, which
weaknesses, is a holistic
fulfill duties, sort of rubric.
and serve
others.
community.
1. Between analytic and holistic rubrics which one was more used? Why do you
think that type of rubric was used more?
Except for the output and performance rubrics mentioned above, analytic
rubrics with a score scale of 1 to 5 and a description for each point were often
used. It is simpler for students to follow a guide when making outputs or
performances, and it is also simpler to understand what grade you will receive
based on your product or performance.

117
2. Based on your answers in # 1, what can you say about the scoring rubrics
made and used by the Resource Teachers?
My resource teacher's scoring rubrics were mostly holistic rubrics with just
one criterion. However, when it comes to explaining, she also talks over the
rubrics one by one even during activity.
3. Will it make a difference in assessment of student work if teacher would rate

the product or performance without scoring rubrics? Explain.
Yes, there are differences because rubrics guide students in how to construct
and create their product or performance, as well as teachers in scoring and
grading the students' output and performance. If there are no rubrics, students
will be bewildered as to how the teacher judged their performance and output.
4. If you were to improve on one scoring rubric used, which one and how?
If I'm going to change one scoring rubric, it will be the holistic scoring
rubrics. Every criterion will be described. In content creativity, for example, I'll
provide a description of what should be on each page.
5. 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.
Yes, even if the evaluation takes the form of an essay or written
requirements, it is considered authentic because students may apply what they
learned in the previous lesson. It can nevertheless properly measure students'
abilities provided they truly understand the course and apply what they've
learned to complete and finish the activity or essay.
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?
Yes, rubrics help students become self-directed and independent learners
by serving as a guide for how they will finish or what the substance of their
assignment or work will be if you create rubrics for a certain activity or task.
Without a rubric, students will be bewildered, or they will construct an activity or
task that falls short of the standard you desire.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better
output?
Yes, because it directs you on how to do your assignment and what the
content of your work should be, it aids in the development of superior
outcomes. You'll be more prepared for the information and materials needed
for your task or activity.

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Are authentic assessment tools and tasks new? Reflect on your experiences of tests for
all the years as a student.
No, in my experience as a student, it is not new, and while we may not be able
to identify it as an authentic assessment, it is where students can apply their acquired
skills and knowledge to complete the work, according to its definition. Though I had
no idea what authentic assessment was or what it meant, the activity and task we
were given, in which we applied what we had learned in the session, fit the definition.
• 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.

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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 Manzano’ 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.

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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
• 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.
Implementing  Design an experiment to see how plants grow in

different kinds of soil.  Proofread a piece of
writing  Create a budget.
Analyzing - Break a concept down into its parts and describe how the parts relate to the
whole
Differentiating • List the important information in a mathematical
word problem and cross out the unimportant
information.
• Draw a diagram showing the major and minor
characters in a novel.
Organizing • Place the books in the classroom library into

categories.
• Make a chart of often-used figurative devices and
explain their effect.
• Make a diagram showing the ways plants and
animals in your neighborhood interact with each
other.
Attributing • Read letters to the editor to determine the authors'

points of view about a local issue.
• Determine a character's motivation in a novel or
short story.
• Look at brochures of political candidates and
hypothesize about their perspectives on issues.
Evaluating - Make judgments based on criteria and syllabus guidelines
Checking  Participate in a writing group, giving peers feedback

on organization and logic of arguments.
• Listen to a political speech and make a list of any
contradictions within the speech.

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• Review a project plan to see if all the necessary

steps are included.
Critiquing • Judge how well a project meets the criteria of a

rubric.
• Choose the best method for solving a complex
mathematical problem.
• Judge the validity of arguments for and against
astrology.
Creating- Put pieces together to form something new or recognize components of a new
structure
Generating • Given a list of criteria, list some options for

improving race relations in the school.
• Generate several scientific hypotheses to explain
why plants need sunshine.
• Propose a set of alternatives for reducing
dependence on fossil fuels that address both
economic and environmental concerns.
• Come up with alternative hypotheses based on
criteria.
Planning • Make a storyboard for a multimedia presentation on

insects.
• Outline a research paper on Mark Twain's views on
religion.
• Design a scientific study to test the effect of
different kinds of music on hen’s egg production.
Producing • Write a journal from the point of view of

mountaineer.
• Build a habitat for pigeons.
• Put on a play based on a chapter from a novel
you're reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and
assessing, New York: longmans)

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THE NEW TAXONOMY (MARZANO AND KENDALL, 2007)

Level of Process Useful Verbs, Phrases, Definitions
Difficulty
6 Examining Importance The student can analyze how important specific knowledge is to them.
Self-System Thinking The student can examine how much they believe they can improve their
Examining Efficacy
understanding of specific knowledge.
Examining The student can identify emotional responses associated with a piece of
Emotional knowledge and determine why those associations exist
Response
Examining The student can examine their own motivation to improve their understanding or
Motivation competence in specific knowledge
5 Specifying Goals The accomplishing the goal.student can set specific goals relative to knowledge and develop a plan for Metacognition
Process Monitoring The student can self-monitor the process of achieving goal
Monitoring Clarity The student can determine how well they understand knowledge
Monitoring The student can determine how accurate their understanding of knowledge is Accuracy and
defend their judgment.
4 Investigating investigate; research: find out about; take a position on; what are the differing features of; how & why did this happen; what
would have happened if The student knowledge generates a hypothesis and uses the assertions and opinions of others to
test the
Utilization hypothesis.
Experimenting Experiment: generate and test; test the idea that; what would happen if, how
would you test that; how 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 collecting data.
Problem-solving solve: how would you overcome, adapt; develop a strategy to: figure out a way
to, how will you reach your goal under these conditions The student can
accomplish a goal for which obstacles exist
Decision-making decide; select the best 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; predict; judge; deduce, what an argument for; under what conditions would have to happen; develop
Analysis
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 Errors identify errors or problems; identify 1ssues or misunderstandings; 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; represent; illustrate; draw; show; use models; diagramchart
Comprehension
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, make, complete; draftThe student can perform procedures without
significant errors
Retrieval
Recalling Exemplify; name, list, label,; state; describe; who; what; where; when
The student can produce information in demand
recognizing Recognized; select;; identify; determine if the following statement are true The student can
determine whether provided information is accurate, inaccurate or unknown
Figure 10. The New Taxonomy In Detail

Source:
http://www.greatschoolspartnership.org/wpcontent/uploads/2014/06/x3B_Marzano_New_Taxonomy_
Chart_with_verbs_3.16.121.pdf

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School: Bitabian National High School Subject Area:Science
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
Processes Tally of
Cognitive Processes
(Bloom a Assessment
Rank (and Kendall and Rank Total
revised by Task/Question
Marzano)
Anderson and s
Krathwohl)
Self-thinking 6
Metacognition 5
Creating 6-highest
Evaluating 5 ∕∕∕∕∕ 5
Analyzing/An 4 Analysis 3 ∕∕∕∕∕∕ 10

∕∕∕∕
Applying 3 Knowledge Utilization 4 ∕∕∕∕∕ 5
Understanding/ 2 Comprehension 2 ∕∕∕∕∕∕∕∕∕∕ 10
Remembering/ 1-lowest Retrieval 1 ////-example 4
1. Which cognitive skill had the highest number of assessment questions?

Lowest number?
Remembering, understanding, and analyzing are the cognitive skills with
the most assessment questions because the teacher will judge if the students
recalled and understood something that was acceptable for the time provided
to answer the assessment questions in these cognitive skills. The lower the
number, the longer it takes to answer questions and develop something to
assess the students.
2. What do these (lowest and highest number of assessment questions) reveal

about Resource Teacher's level of questions?
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Because most of the questions rely on remembering and understanding,

and the students will only recollect what they discussed and understood, the
level of questions is easy or low, based on the lowest and greatest number of
evaluations made by the resource teacher.
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.
According to Kendall and Marzano's taxonomy, the highest cognitive skills
are metacognitive skills and self-system thinking, in which the teacher will ask
questions that reflect their knowledge and learning during the lesson. and the
students will discuss why learning is important. For example, why is it
important to know or grasp something?
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?
If I'm going to give myself a HOTS rating, I'll rate myself on a scale of one to
three. I'm only in the middle since I haven't been properly trained or informed of
how to use HOTS, and I'm now striving to get it to 5.
As a future teacher, reflect on how will you contribute to the development of learners
HOTS?
As a future teacher, I will help learners develop their HOTS by asking them
questions or providing instances of real-life events to which they can link their lives. It
will help them enhance not just their thinking abilities, but also their ability to make
decisions in reaction to the circumstance.
Read this conversation and reflect on teachers' assessment practices. Write your
reflection here.
StudentA: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang tanong na
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")

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Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
I've also been in situations where there are multiple questions on the exam
that we are unfamiliar with or do not know the solution to since the teacher does
not discuss them. So, in order to finish the exam, we simply replied it with our
stock knowledge, not knowing whether or not it was correct. Perhaps there was
no TOS in place prior to building the test in that circumstance. The TOS is
essential in test development since it assures subject validity and arranges exam
questions. The TOS contains all of the course objectives, allowing us to decide
which questions should be included in the test.
COMPUTING STUDENT’S GRADES BASED ON

ACTIVITY 13.7
DEPED GRADING SYSTEM

 Compute student’s grade based on DepEd’s grading system policy
• With the implementation of the Enhanced Basic Education Program of 2013,

more popularly known as the K to 12 Curriculum, came a new grading system of
the Department of Education.
• The latest grading system in basic education includes students' performance in
written tests and performance tasks, with emphasis on the latter. The quarterly
exam may be a combination of written test and performance task.
A. Sample Students' Report Card

1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and
with a group student regarding the new grading system.
B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked
before?
According to my resource teacher, the grading scale in the new feature of

the grading system has changed from 60:40, where 60% is written output,

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such as quizzes and activities, and 40% is a performance assignment, to

40:60, where 40% is written output and 60% is a performance work
2. Which do you prefer - the old or the new grading system? Why?
According to my resource teacher, the new grading system with the
highest scale for performance activities was chosen because not all students
are good at writing and tests. This scale balances students' grades; if they
have poor written output grades but high and good performance tasks grades,
their grades are balanced, and they can recover their failed written output
grades.
C. Interview of 5 Students
1. What do you like in the new grading system?
The new grading system is preferred by the five students I interviewed
because they are not all good at written activities and cannot achieve high
results in quizzes and examinations, so the performance task allows them to
recover from their failing grades. As a result, their grades stabilize or improve.
2. Do you have problems with the new grading system? If there is, What?
They had no issues with the new grading method; the issue they raised
was how they were going to submit it on time, given we are in a virtual class and
all activities are completed online. However, due to a weak internet connection,
they were unable to pass it on time, and there were other moments when
technical issues arose.
3. Does the new grading system give you a better picture of your performance?
Why or why not?
Their answer is yes, since it is no longer about your knowledge and

intelligence; it is now about your talents, abilities, and skills. Even if you don't do
well in school, if you have talents and abilities that you can put to good use in
performance duties, you can still obtain good scores.
4. Which do you prefer - the old or the new grading system? Why?
They prefer the new grading system, which is not just focused on
intelligence and knowledge. Individuals with abilities can excel in class and
obtain high grades despite their lack of academic competence .
D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to Appendix A. Based on DepEd Order 8,
s. 2015, answer the following
1. What are the bases for grading?
Components of Summative Assessment Summative assessments are

classified into three components, namely, Written Work (WW), Performance Tasks
(PT), and Quarterly Assessment, according to DO 8, s.2015 (QA).

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2. How do you compute grades per quarter for Grades l to 10 and Grades 11 to
12. Give an example.
Steps for Computing Grades
1. Get the total score for each component.

2. Divide the total raw score by the highest possible score then multiply the quotient
by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by
the weight of the component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.
Analyze data and information gathered from the interview and from your review of a
used Student's Report Card and the DepEd grading system.
• Do teachers and students like the new grading system? Why or why not
• What are the good points of the new grading system according to teachers?
according to students?
3. What are teachers challenged to do by this new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks
and quarterly assessment?
5. Did you like the experience of computing grades? Why or why not?
In an era where the emphasis is self-directed learning and demonstration of

competencies - knowledge, skills and values learned (outcomes-based education)- do
grades really matter?
Grades, in my opinion, aren't really important because it's better to see

students' learning based on their performance or possessing the things they've
learned into actions as will be seen to their demonstration of competencies such
as knowledge, skills, and values learned as the three important three domains in
formulating the learning outcomes of certain objectives of the lesson.

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FS
1
LEARNING
1
EPISODE
4
THE TEACHER AS A PERSON AND AS A
PROFESSIONAL

• describe the personal qualities and competences of effective classroom teachers;
• 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 Teachers' 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

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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 or a person. Here are some of
the qualities and attributes that distinctly characterize 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 self-
exemplifies self-respect, discipline. Likewise, respected by students, peers and the
integrity and self discipline community.
Takes care of one's physical, This teacher is physically, emotionally and mentally
emotional and healthy. Clean and neat, dresses appropriately and
mental well-being pleasant in words and in action.
Lives a life inspired by This teacher behaves according to the personal spiritual
spiritual principles and beliefs beliefs that are not contrary to the norms, mores and
tradition of the community.
Exhibits deep knowledge This teacher is mentally alert, makes correct decision,
and understanding across intelligent to be able to acquire new knowledge, skills and
disciplines values needed in order to teach. She/he has the 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 strength This teacher sets high goals for himself/herself, but
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 challenging This teacher is calm in the midst of chaos, remains

situation steadfast under pressure, does not easily give up and
adjusts to different situations.
Demonstrates a natural This teacher volunteers tasks for others, always willing to
action to work together share, extends help willingly, accepts responsibility,
with others 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 Competences 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 a license to teach by passing a licensure examination for teachers. While

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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 experiential
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 conduct
profession of professional teachers.
Masters the subject matter to be taught This teacher masters and updates
himself/herself with subject matter content to
be taught.
Updates oneself on educational trends, This teacher keeps abreast with
policies and curricula educational trends, policies and curricula
by taking up graduate studies, attending
seminars and workshops.
Uses teaching methods to facilitate This teacher practices different ways of
student learning teaching appropriate to the learners and the
subject matter.
Builds a support network with parents and This teacher engages the cooperation of
This teacher engages the cooperation of parents and stakeholders in educating the
community learners.
Demonstrates knowledge, understanding This teacher has substantial knowledge
of the characteristics and needs of diverse of the characteristics and needs of the
learners learners
Plans, prepares and implements school This teacher plans, prepares, implements
Curriculum responsibly and innovates the day-to-day curriculum
with the view in mind that learners will learn.
Designs, selects and utilize appropriate This teacher designs, selects and uses
assessment strategies and tools appropriate assessment tools for, as, and of
learning.
Provides safe, secure, fair physical and This teacher arranges the classroom
psychological learning environment that to provide safe, secure psychological
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 l will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.

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ACTIVITY 14.1
TEACHER PERSONAL QUALITIES: A VIEW FROM MY LENSES

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 or 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 (1) I have found out that
a. Dignified Observe Everyone in the classroom is

respected by the teacher,
regardless of gender, sexual
orientation, gender diversity,
appearance, age, religion,
social standing, abilities, or
viewpoints.
b. Healthy Observe The teacher is well-
dressed and she appeared
very healthy to all of us.
c. Spiritual Observe As a teacher, she lives
Interview according to spiritual
principles, behaving
according to her personal
spiritual beliefs that are
not contrary to the norms,

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mores, and traditions of

the community and the
school.
d. Knowledgeable Observe The teacher is
knowledgeable about a
certain subject, and as a
result, she has greater
communication in class.
This trait will allow pupils
to interact with her more
successfully, making the
learning process more
thorough.
e. Humble Observe She possessed the
Interview principle of humility. She's
a teacher sets high goals
for herself, but remains
humble and willing to
share success. She is
confident of doing task but
does not consider self to
be better than others all
the time.
f. determined Observe The teacher is determined
to teach her students and
Interview
ready to take all the risks
to help her students learn
and grow.
g. Cooperative Observe The teacher joins and
Interview cooperate in every school
event/activity.
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.
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.

133
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. PATIENCE
Every individual will face unique challenges. Some people will find it
difficult to read. Others will have difficulty with math. Others struggle to sit still
during the school day! The teacher's patience is critical in supporting students in
overcoming challenges. In large classrooms with a diverse mix of kids, patience is
crucial for a good teacher. And, as a teacher, showing patience is an excellent
approach to set a good example for children. Patience is a necessary quality for
successful teachers, both in the classroom and as role models.
b. EMPHATHY
Empathy is a desirable quality in a teacher. Children and teenagers have powerful

emotions and are frequently dealing with difficulties outside of the classroom that we are
unaware of. It's vital for a teacher to be able to connect with their students' emotions,
even if they don't appear to be substantial. In order to completely comprehend and
process their feelings, children and adolescents want affirmation. This is crucial in
helping youngsters develop emotional maturity. Teachers who lack empathy are unable
to assist students in overcoming real-life challenges, no matter how minor or major they
may be. A teacher's ability to put themselves in a student's shoes and make them feel
understood is crucial. When teaching, it's vital to be sympathetic and considerate so that
students feel safe.
c. ADAPTABLE
When dealing with people, whether students or other teachers, certain
expectations may not always be satisfied. Your teaching methods may not be
appropriate for a certain class, timetables may change, and modifications may be
necessary with little or no notice. A great teacher may change the way they teach. In
order to continue to be successful, you must change your tactics and expectations. They
are always eager to evaluate what is working for their children and make necessary
adjustments. Teachers that want to ensure that each student succeeds in their
classroom must have this quality. When it comes to teaching, it's vital to always
rearrange your classes in a way that encourages the most effective learning.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
If I were to evaluate myself, I would say that empathy is the quality of a teacher
that I am best suited to, because I believe that teaching requires understanding
every student's situation. Putting yourself in their shoes creates a very big impact on
the students’ side. Teach not only because it is your job but also because you know
the feeling of being left behind. Students nowadays are experiencing mental health
problems; therefore, I wanted to become the teacher who is also their friend and
who will become their shoulder to lean on.
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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?
Yes, the personal qualities they possessed help me learn better as a

student because they serve as my good starting point of how to be like
them based on what they shown to us. They gave me enough
encouragement and motivation to do good deeds as long as I live in this
world. They really meant a lot to me as I inspired them to their personal
qualities in conquering all the burdens of my chosen endeavor and strive
more. By putting all the positive vibes and energies they brought to me
to what I am right now, I can assure that there is always a good result
at the end of the day.
Identify one personal characteristic of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
Being determined is one personal characteristic of my model teacher that has made a
great impact on my life as a learner. The reason behind it is that he is perseverant in
any situation as she is being calmed in the midst of chaos, remains steadfast under
pressure, does not easily give up, and adjusts to different situations. The most important
thing about this is that he possessed the principle of humility in doing all the things he
wanted to do. That's why I admired her for that, and I want to be like him someday.
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
Always keep in mind that my perception of myself may differ from others'
perceptions of me, but what counts most is that if I know deep down that I am
exercising the ten competences, then there is nothing wrong with my activities. My
personal and work lives are not the same.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed then learners will be
Learners wI’ll be inspired to study more diligently. To imitate their teachers'
behavior. They will be shaped into someone who will contribute to our society's
societal progress. They will be the students Jose Rizal predicted would be "the Hope
of our Society."

135

Show here the artifacts of this Episode.
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.
“MY TEACHER, MY HERO”
Teacher Maricar, as her students call her, illustrates what it takes to be an

excellent educator. Her personal qualities as an empathetic, likeable, and kindhearted
teacher contribute to the virtual classroom's conducive learning environment. She
communicates effectively with her students. She is aware of the disparities between
her students. Instead, then focusing on what her students couldn't achieve, she
congratulated them for everything they accomplished during the virtual debate. She
allowed her students choose who they wanted to work with from among their peers.
She has a pleasant, calm voice and a bright grin that lift the mood of the virtual
classroom.
In terms of professional skills, she develops or selects and implements appropriate

evaluation techniques and tools for lessons offered to a diverse group of students.
She uses a variety of teaching methods, such as video clips and educational web
games, to assist pupils learn with ease and proficiency. What distinguishes her as a
brilliant teacher and resource speaker is that she teaches with compassion, based on
her expertise and comprehension of the many features and needs of her students.

136
FS
1
LEARNING
1
EPISODE
5
TER QUALITY:
E DEVELOPING A
A GLOCAL
C TEACHER OF
H THE 21ST
E
N
T
URY
C
• describe the personal qualities and competencies of a glocal classroom teachers

of the 21st century; and
• design a learner-centered classroom for the 21s century learners with learning
spaces that are safe, that allows creativity and use of ICT.

137
FILIPIN0 GLOCAL TEACHER

A survey of the 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 administrativeas management of learning per day. The work such management
of learning. 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. The
teacher should be multi-literate, multi-cultural, multi-talented, innovative and creative.
The future Filipino 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 in the local communities impacts the larger community, As global citizens, the
work begins, where the teachers are, thus a "glocal" teacher.
Towards Quality Glocal Teachers

Quality teachers are characterized by different attributes and skills needed in the
21" 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. Understands one's own cultural identify 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. Encourages 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 21st Century
One of the major challenges of quality teachers 1s to "create a learning

environment that encourages creativity and innovation among learners. Win 1, comes
the management of learning in such environment. These are required skills for a global
teacher.
Majority of the current classrooms provide leaning spaces that can hardly
prepare the 21st century learners for the development of the 21st 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

138
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 or teachers.
How should a new classroom be? Here are some suggestions on the six elements
or 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
With the classroom structure, a quality teacher should be able to manage

learning under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teachers 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 skill, experience and patience. The two important
factors that may affect learning management are the use of technology and the
diversity of learners.

A DAY IN THE SCHOOL LIFE OF A QUALITY
ACTIVITY 15.1
TEACHER

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.

139
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 artifact.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your answer entitled:" A Day in the School Life of a
Quality Teacher"
7. If permitted, you may include the teacher's picture in action to your essay.
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher's Major Responsibility Key guide for Observation (Carefully look
for the 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. Acts as a
facilitator of learning.
2. has mastery of subject matter.
3. sees to it that learning outcomes are
achieved.
4. is pleasant and fair in dealing with
the learners.
B. Management of Learning This teacher allows all learners to
1. 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.
3. sees to it that learning is achieved
within the period of time.
4. dismisses the class on time.
C. Administrative Work This teacher

1. keeps records of learners attendance
everyday.
2. keeps record of formative and
summative tests.
3. submits reports and other documents
on time.
4. does other tasks as requested by
superiors.
5. cooperates with peers and staff in the
cleanliness and safety of the school.

140
Refer to the results of your observation to answer the questions that follow.
• Which of the three responsibilities shows majority of the indicators being
practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
D.
The majority of the indicators are being used in learning management.
• Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
I've noticed her strong focus on teaching the lesson very well to her
students, which I think is worthy of imitation when I become a teacher someday.
She demonstrated how to become objective as she really focused on attaining
her target goals, which were the learning outcomes of the lesson.
• Which of the major responsibilities does this teacher find dificult to comply with?
What are the reasons?
Some indicators, such as allowing all learners to participate in the lesson and
meeting their needs during the class, I believe are included in learning
management. The teacher found these difficult to comply with due to their
situation, which is an online class, and she didn't have ample time to ask their
needs during the discussion as it really caused a waste of time if She only asks
one of them.
• From your perspective, would you consider this teacher as quality teacher?
Why? Of course, I considered her to be an excellent teacher because of her
overall effectiveness in educating her students. Even though she wasn't
flawless, I feel she possessed the majority of the attributes of a successful
teacher, or the indicators and behaviors that a quality teacher must exhibit.
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 questions below.
Are you inspired to become a teacher after your observation? If yes, why? If No, Why not
My observations encouraged me to pursue a profession as a teacher. Without a doubt,

teaching is the most honorable profession one can undertake; nonetheless, it is not as
straightforward as some may imagine. During my observation, I was encouraged to
pursue this profession after observing the students' and my resource teacher's smiles
and joy.

141
When you become a teacher in the future, how else would you do better as a
professional teacher?
I would enhance my adaptability and sensitivity to change. Empathy for my students

will help me build a positive relationship and communicate with them. Learners are
welcome to inform me about their problem and what is bothering them so that I can
help them.
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.
There are some of them who misbehave in the class, and those that I describe as
attention-seekers are the ones that I foresee in the future as a quality teacher. I
believe I will be prepared to address such issues to the best of my ability by devising
effective solutions that can be used to effectively manage such concerns. In that case,
the delivery of the lesson will be done effectively to assure the learning development of
the students.
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)
I'd like to commend my resource teacher for being approachable to all of her students,
even us. Her example showed me that the learners will remember how you taught
them, not what you taught them.
ACTIVITY 15.2

This activity will allow you to develop your sense of creativity and imagination in
designing a classroom for the 21st century and determining how to manage learning in
this classroom.
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
142
b. Teacher Table, Demonstration table

c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing Grade/Year

level 7 Narra
B. My Classroom for the 21st Century
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 teaching-learning and become a glocal teacher?
Make a short paragraph on how will you will manage teaching-learning in the
21st century classroom.

143
Integration of technology and artificial intelligence is necessary in

education in the twenty-first century, so I should take advantage of any
opportunity to improve my technological and innovative abilities, such as
trainings, seminars, or webinars. Who knows what the future holds, which
is why we must continue to learn how to use the technology at our
disposal in order to provide high-quality education.
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
The classroom I have observed.
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision of
the Classroom for the 21 Century.

144
FS
1
LEARNING
1
EPISODE
6
ON TEACHERS PHILOSOPHY EDUCATION
• 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 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 10533 and the K to 12 Curriculum Guide are
manifestations or expressions of the philosophies of education of the country. They

145
state the standards and the outcomes of education

towards which all curricular activities and teachinglearning
should be directed.
ACTIVITY 16.1
ANALYZING DEPED’S PHILOSOPHY OF EDUCATION

• Determine prevailing philosophies of education based on DepEd Vision and

Mission statements, core values and mandate and 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 Kto12 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 Curriculum Framework and
Statements, Core Guide and Sec 5 of RA
Values, Mandate? Give 10533?
proof. Give proof.
1 Essentialism- teach mastery of Essentialism The core Essentialism - List of

the basics; Curriculum is values of maka-Diyos, standards and competencies
prescribed; subject matter centered maka-tao, that learners are expected to
there are universal, objective attain is the subject matter
makakalikasan and
values; inculcate that students are expected to
values in subject matter maka- bansa show that learn.
DepEd is essentialist. - Essentialist
DepEd believes in
unchanging values that
need to be inculcated.

146
2. Perennialism - teach those that Any proof of Every basic education

last, the classics; there are perennialism? graduate will be an
universal values; inculcate these empowered individual who
universal, objective values
Perennialism – The has learned the foundations
statement of the for lifelong learning, the
DepEd in the Vision ability to work and be
passionately love their productive, the ability to
country and whose coexist in fruitful harmony
values and with local and global
competencies enable communities, the ability to
them to realize their engage in autonomous,
full potential. DepEd creative, and critical thinking,
envision that learner and the capacity and
will always love their willingness to transform
country through a program based on
sound educational principles
and geared toward
excellence.
3. Progressivism very Any proof of In-service Content and
childcentered; teach those that progressivism? Pedagogy Training — Current
interest the child; one learns by DepEd instructors will be
experience; learners learn by doing
Progressivism – The retrained to match the new
so teacher teacher's teaching is
experiential; values are subjective; statement of the K–12 curriculum's content
no inculcation of values since they DepEd that can be and performance standards.
are subjective; instead teachers read in their Vision The Department of Education
help students clarify their values “Department of will ensure that private
Education continuously educational institutions have
improves itself to access to such training.
better serve its
stakeholders.”
4. Reconstructionism - school is Any proof of Provide every student with
agent of change; schooling is reconstructionism? the chance to acquire a
preparing students for the social Reconstructionism – globally competitive
changes; teaching is involving the
The Mandate of DepEd education based on a
students in discussions of moral
dilemmas “The Department of pedagogically sound
Education (DepEd) curriculum that meets
formulates, international standards.
implements, and
coordinates policies,
plans, programs and
projects in the areas of
formal and non-formal
basic education. It
supervises all
elementary and
secondary education
institutions, including
alternative learning
systems, both public
and private; and
provides for the
establishment and

147
maintenance of a
complete, adequate,
and integrated system
of basic education
relevant to the goals of
national development.
Existentialism Teachers teach Any proof of Through the use of suitable

learners to make a choice, to make existentialism? teaching and learning
decisions and not merely to follow Existentialism – The languages, including mother
the crowd; one who does not make
statement of the tongue as a learning
a choice and so simply follow others
do not leave meaningful life DepEd Mission resource, make education
“Teachers facilitate learner-centered and
learning and constantly responsive to the needs,
nurture every learner.” cognitive and cultural
capabilities, circumstances,
and variety of learners,
schools, and communities.
6. Pragmatism That which is useful, Any proof of Learner-centered, inclusive,
that which is practical and that pragmatism? and developmentally
which Works is what is good; that Pragmatism – The appropriate curriculum is
which is efficient and effective is
statement of the required.
that which is good. e.g. showing a
video clip on mitosis is more DepEd Mission “To
efficient and more effective and protect and promote
therefore more practical than the right of every
teacher coming up with a visual aid Filipino to quality,
by drawing mistosis on a cartolina equitable, culture-
or illustration board based, and complete
basic education”
7. Rationalism - emphasizes the Any proof of There is a proof of
development of the learners rationalism? application of rationalism in
reasoning powers; knowledge The DepEd Core RA No. 10533 Sec. 5 which is
comes though reason; teacher must
Values of Maka-Diyos, Curriculum Development, in
develop the reasoning power
of the learner Maka-Tao, Maka- which the curriculum shall be
kalikasan, and Maka- relevant, responsive, and
bansa are the roof that research based as pupils are
demonstrates that gained via reason without the
DepEd practiced assistance of the senses.
Rationalism, in which
they only believe what
is founded on reason
and offers the primary
basis for knowledge.
8. Utilitarianism - what is good is Any proof There is a proof of
that which is most useful (that utilitarianism? application of utilitarianism in
The DepEd Vision, RA No. 10533 Sec. 5 which is
which states, "We Curriculum Development, in
dream of Filipinos who which the curriculum shall be
passionately love their culture-sensitive and the
nation," demonstrates teacher approach offers no
that the DepEd also notion of what ought to
employs utilitarianism, comprise an education.

148
which encourages
behaviors that promote
happiness or pleasure
while opposing
activities that cause
misery or injury. When
used to make social,
economic, or political
decisions, it would be
geared toward the
betterment of society
as a whole.
9. Empiricism source of knowledge Any proof empiricism? The curriculum shall include
is through the senses; teacher constructivist, inquiry-based,
must involve the senses in Teachers facilitate reflective, collaborative, and
teaching-learning
learning and constantly integrative pedagogical
nurture every learner, techniques, as instructor
as evidenced by uses the senses in teaching
DepEd's use of - learning of the students to
Empiricism, in which be able to gain information,
teaching-learning of according to RA No. 10533
students is based on Sec. 5.
the human senses, and
it shares the belief that
there is no such thing
as innate knowledge,
and that knowledge is
instead derived from
experience.
10. Behaviorism - behavior is Any proof of In RA No. 10533 Sec. 5 on
shaped deliberately by forces in the behaviorism? Curriculum Development, it
environment and that the type of Students study in a is stated that the curriculum
person and actions desired can be
child-friendly, gender- shall be learner-centered,
the product of design; behavior is
determined by others, rather than sensitive, safe, and inclusive, and
by person's Own free will; teacher stimulating developmentally
must carefully shape desirable environment, appropriate; we teachers
behavior; drills are commonly used according to the DepEd encourage students to
to enhance learning. Rewards Vision. This is also conduct desirable behavior
reinforce learning. proof that DepEd used by rewarding them for their
Behaviorism, in which good performance.
teachers provide
positive reinforcement,
or prizes, at the end of
the day for their good
behavior. When
students engage in a
desirable action, they
will eventually learn to
do so on their own
11. Constructivism -Learners are Any proof of There is a Constructivism in
capable of constructing knowledge constructivism? the K-12 Curriculum
and meaning; teaching learning Framework, which

149
therefore is constructing Teachers encourage encourages students to

knowledge and meaning; teacher learning and consider sharing their
does not just "tell or dictate but consistently nurture valuable knowledge and
asks learners for knowledge they
every learner, as experience as learners.
construct and meaning of lesson
stated in the DepEd
Mission, demonstrates
that DepEd is utilizing
constructivism by
assisting learners in
building knowledge
rather than passively
taking in information.
It helps pupils develop
their own
representations and
incorporate new
information into their
pre-existing knowledge
as they encounter the
world and reflect on it.
ACTIVITY 16.2
ARTICULATING MY PHILOSOPHY OF TEACHING

- Observe how a 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 - teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter-centered e.g. He/she saw to it that the students mastered
there are universal, objective values; inculcate basic concepts and skills
values; subject
he/she inculcated values

150
2. Perennialism- teach those that last, the The teacher reminds the students of the
classics; there are universal values; inculcate
these universal, objective values
school's philosophy, mission, and vision.
3. Progressivism very child-centered; teach The Resource Teacher allowed the
those that interest the child; one learns by students to participate in the module's
experience; learners learn by doing so teacher
teacher's teaching is experiential; values are
activities.
Subjective; no inculcation of values since they
are subjective; instead teachers help students She allowed students to determine
clarify their values whether or not the teacher was correct.
4. Reconstructionism - school is agent of Allowing learners to interact with one
change; schooling is preparing students for the another in a peer-to-peer setting.
social changes; teaching is involving the
students in discussions of moral dilemmas
Educating students on how to adapt and
learn.
5. Existentialism - Teachers teach learners to The teacher and school allow students
make a choice, to make decisions and not to make decisions such as who will be
merely to follow the crowd; one who does not
make a choice and so simply follow others do their groupmate, what strand and degree
not leave meaningful life they will pursue in college.
6. Pragmatism That which is useful, that which Instead of detailing how plate
is practical and that which works is what is boundaries move, the teacher uses
good; that which is efficient and effective is that
which is good. e.g. showing a video clip on animated video clips to grab the
mitosis is more efficient and more effective and students' attention.
therefore more practical than teacher coming up
with a visual aid by drawing mistosis on a The teacher uses illustrations to
cartolina or illustration board demonstrate what she is talking about
and to provide tangible evidence.
7. Rationalism - emphasizes the development of The teacher asks the students to answer
the learners' reasoning powers; knowledge a question based on facts and what is
comes though reason; teacher must develop
the reasoning power of the learner being addressed throughout the
conversation.
8. Utilitarianism what is good is that which is The teacher employs teaching methods
most useful (that which brings happiness) to the that are appropriate for all types of
greatest number of peoples;
students in the virtual classroom.
9. Empiricism source of knowledge is through the The teacher allowed the learners to do
senses; teacher must involve the senses in various experiments, and the kids
teaching-learning
learned from their observations.
10. Behaviorism - behavior is shaped The teacher allowed the learners to do
deliberately by forces in the environment and various experiments, and the kids
that the type of person and actions desired can
be the product of design; behavior is determined learned from their observations.
by others, rather than by person's own free will;
teacher must carefully shape desirable behavior;
drills are commonly used to enhance learning,
rewards reinforce learning.
11. Constructivism- Learners are capable of The teacher allowed the learners to do
constructing knowledge and meaning; teaching - various experiments, and the kids
learning therefore is constructing knowledge and
meaning; teacher does not just "tell" or dictate learned from their observations.
but asks learners for knowledge they construct
and meaning of lesson

151
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?
Based on my observations, the dominant philosophies of education in the

Philippine basic schools are essentialism, perennialism, progressivism,
constructivism, reconstructivism, and behaviorism. The reason for all of these
is that they have a huge role to play in different aspects of students' lives in
terms of learning. The first two are types of teacher-centered philosophies of
education, wherein essentialism is currently the leading style of public
education. It is the teaching of basic skills that has been proven over time to
be needed in society. The other one is perennialism, which focuses on the
teaching of great works.
The next two are types of student-centered philosophies of education,

which are progressivism, which focuses on developing the student’s moral
compass, and constructivism, which focuses on using education to shape a
student’s world view. More the last two are types of socially-centered
philosophies of education. Reconstructionism is the perspective that education
is the means to solve social problems, while behaviorism focuses on
cultivating behaviors that are beneficial to society. As a result, a
comprehensive development for their own learning was required, as these
encompassed the most important aspects of their lives.
2. If there is one philosophy that schools and teachers should give more
attention to, what should that be and why?
If there is one ideology to which schools and teachers should

devote more time and attention, it is pragmatics. The curriculum, as we
all know, is ever-changing. It means that it can change over time, and if
we teach learners practical ways to learn, then no matter how the
curriculum changes, the learners' learning will not be affected because
they already learned how to learn.
What is your philosophy of teaching? This describes what you belived 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 the down. This is your title. : “My Philosophy of
152
Teaching”
MY PHILOSOPHY OF TEACHING
I believe that the student is not an empty vessel or container that must be filled.
I believe that I should teach the students how to learn because the curriculum is
subject to change.
As a learning facilitator, I allow them to discover new things while also guiding them
on what they need to know.
I believe that by fostering empathy, I will be able to relate to my students, parents,

colleagues, and coworkers. Empathy will help me understand my students, what they
are going through, and what they are concerned about.

153
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1

Field Study 1 Observation of Teaching-Learning in Actual School Environment

The Learning Essentials

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

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Exploring the School Campus

Resource Teacher: Maricar G. Antonio Teacher’s Signature:

a) Descriptive paragraph b) Photo essay

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities Date Description Will it contribute to

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Upon entering the school Yes. The principal’s office

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Furthermore, the person in

Field Study 1 Observation of Teaching-Learning in Actual School Environment

2 near the grade 8 and hygiene while also

Comfort Room (girls) 11/17/202

An Observation Guide for the CLASSROOM VISIT

Guide Questions Classroom Observation Report

The school is located at Brgy. Bitabian, San Mariano,

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Resource Teacher: Maricar Antonio Teacher’s Signature_______________

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?

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

On every corner; many; are well-arranged; some are

Center, front and back; organized; old and new

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Center; 36; wood-made; good

Front; one; strongly nailed; old but clean

On every corner; many; well-organized; old and

7.Educational Tv Front; one only; center; good as new

Write your observation here.

Location of the School: BITABIAN, SAN MARIANO, ISABELA

Date to visit: 11/17/2022

A child's environment has a significant impact on his development. Children learn

Field Study 1 Observation of Teaching-Learning in Actual School Environment

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

OBSERVE, ANALYZE, REFLECT

Observing bulletin board displays

Resource Teacher: Maricar Antonio Teacher’s Signature_______________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

Evaluate it using the evaluation form below.

THE BOARD DISPLAYS EVALUATION FORM

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

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Interactivity The ∕ The style is well-appreciated and it has

Legibility ∕ Some of the posters or information are

Field Study 1 Observation of Teaching-Learning in Actual School Environment

to make it easy to read and

What do you think was the purpose of the board display?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Was the board display effective? Why? Why not?

What suggestions can you make?

2. Which skills do you still need to develop?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Field Study 1 Observation of Teaching-Learning in Actual School Environment

of learners from different development.