EDP 112 Final Module

REPUBLIC OF THE PHILIPPINES
NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND

TECHNOLOGY
OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com
COLLEGE OF EDUCATION
(Bachelor of Technology and Livelihood
Education)
COURSE MODULE IN
Observations of Teaching-
Learning in Actual School
Environment
st
1 Semester A.Y. 2021 – 2022
COURSE FACILITATOR: IRENE A. ALONSABE, LPT,MAT-TLE
FB/MESSENGER: Irene Abong Alonsabe
Email: Irene_alonsabe@yahoo.com
2
Phone No: 09096827213
MODULE
VISION
Northern Negros State College of Science and technology envisions SUN-NEGROS: A glocally
recognized university offering distinctively – niched academic programs engaged in dynamic quality
instruction, research and extension by 2025.
MISSION
To produce glocally viable graduates through innovative learning and research environment and
to contribute to nation – building by providing education, training, research and resource creation
opportunities in various technical and disciplinal areas.
INSTITUTIONAL OUTCOMES
1. Demonstrate logical thinking, critical judgment, and independent decision-making on any

confronting situations
2. Demonstrate necessary knowledge, skills, and desirable attitudes expected of one’s
educational level and field of discipline
3. Exhibit necessary knowledge, skills, and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of one’s
profession or community involvement without compromising legal and ethical
responsibilities and accountabilities
This document is a property of NONESCOST Module 3 | Page 2

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Adapted/Edited by: Irene A. Alonsabe, LPT, MAT_TLE
PROGRAM LEARNING OUTCOMES(CMO #78 s. 2017)
The program shall produce a graduate who can:

a. articulate the latest developments in their specific field of practice;
b. effectively communicate in English and Filipino , both orally and in writing;
c. work effectively and collaboratively with a substantial degree in multi-disciplinary and
multi-cultural teams;
d. act in recognition of professional, social and ethical responsibility;
e. preserve and promote “Filipino historical and cultural heritage”;
f. articulate the rootedness of education in philosophical , socio-cultural, historical,
psychological and political contexts;
g. demonstrate mastery of subject matter/discipline;
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments;
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners;
j. apply skills in the development and utilization of ICT to promote quality , relevant, and
sustainable educational practices;
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes;
l. practice professional and ethical teaching standards sensitive to the local , national and
global realities;
m. pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities;
n. demonstrate the competencies required of the Philippine TVET Trainers-Assessors
Qualifications Framework ( PTTQF);
o. demonstrate broad and coherent , meaningful knowledge and skills in technology and
livelihood education;
p. apply with minimal supervision specialized knowledge and skills in Technology and
livelihood education;
q. demonstrate higher level literacy, communication, numeracy, critical thinking , learning
skills needed for higher learning;
r. manifest a deep and principled understanding of how educational processes relate to
larger historical, social , cultural, and political processes;
s. apply a wide range of teaching process skills ( including curriculum development , lesson
planning , materials development, educational assessment, and teaching approaches) ,
and
t. reflect on the relationships among the teaching process skills, the learning processing in
the students , the nature of the content / subject matter, and other factors affecting
educational processes in order to constantly improve their teaching knowledge , skills and
practices.
NONESCOST BTLED Program Outcomes

The program shall produce a graduate who can:
1. demonstrate proficiency, mastery and application of content, pedagogy and technological
knowledge in the chosen field
2. exhibit exemplary character, proactiveness, and cultural responsiveness to the needs of
the community.
Warm greetings!
Welcome to the first semester of School Year 2021-2022! Welcome to the College of Education
and welcome to NONESCOST!
Despite all the happenings around us, there is still so much to be thankful for and one of these
is the opportunity to continue learning.
You are right now browsing your course module in EDP 112. As you read on, you will have an
overview of the course, the content, requirements, and other related information regarding the
course. The module is made up 16 Episode. Each Episode has seven parts:
INTRODUCTION- Overview of the lesson
LEARNING OUTCOMES- Lesson objectives for you to ponder on
Revisit Learning Essentials – toFuels you to go on
Reflect
( Dewey )
Observe Analyze ( Bruner)
( Bandura and Yygotsky)
This are activities to work for
Observe- A smooth transition to the lesson
Analyze -Collection of ideas that you must discover
Reflection–To measure your learnings in the lesson where you wandered

To test your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to
be an effective and efficient professional in field of teaching. You can explore more of the
concepts by reading the references and the supplementary readings.
I encourage you to get in touch with me in case you may encounter problems while
studying your modules. Keep a constant and open communication. Use your real names
in your FB accounts or messenger so I can recognize you based on the list of officially
enrolled students in the course. I would be very glad to assist you in your journey.
Furthermore, I would also suggest that you build a workgroup among your classmates.
Participate actively in our discussion board or online discussion if possible and submit
your outputs/requirements on time. You may submit them online through email and
messenger. You can also submit hard copies. Place them in short-size bond paper inside
a short plastic envelop with your names and submit them in designated pick-up areas.
I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges, and difficulties in learning as we go along this course. I
am very positive that we will successfully meet the objectives of the course.
May you continue to find inspiration to become a great professional. Keep safe and God
bless!
Declaration of Copyright Protection
This course module is an official document of Northern Negros State College of Science
and Technology under its Learning Continuity Plan on Flexible Teaching-Learning
modalities.
Quotations from, contractions, reproduction, and uploading of all or any part of this
module is not authorized without the permission from the faculty-author and from the
NONESCOST.
This module shall be used for instructional purposes only.

Course Outline in EDP112-Observations of Teaching- Learning in Actual School
Environment
Course EDP 112
Number
Course Title Observations of Teaching- Learning in Actual School Environment
Course This the first experiential course, which immerse a future teacher
Description to actual classroom situation and learning environment where direct
observation of teaching learning episodes that focus on the application of
educational theories learned in content and pedagogy courses will be
made. Observations on learner’s behavior, teacher strategies of
teaching, classroom management, and assessment in learning among
others shall be given emphasis. A portfolio shall be required in this
course.
No. of Units 3 units
Pre-
None
requisites
Course 1. Describe how safe and secure learning environment contribute to
Intended the physical, socio-emotional and cognitive development of
Learning learners (PPST Domain 2)
Outcomes 2. Determine ways of addressing learners’ diversity in terms of
gender,needs, interest, cultural background and difficult
circumstances (PPST Domain 3)
3. Appraise how teacher manifest his/her personal and professional
competencies. (PPST Domain7)
4. Illustrate the teaching- learning process and the use of ICT to
promotequality relevant and sustainable educated process (PPST
Domain 4)
5. Assess the various classroom management strategies observed in
theclass (PPST Domain 2 and 4)
6. Analyze concepts, theories, and principles in curriculum
developmentin actual classroom setting. (PPST Domain 4)
7. Evaluate assessment and reporting practices done in the
classroom (PPST Domain 5)
8. Formulate one’s philosophy of teaching (PPST Domain7)
Content Episode 1 – The School Environment
Coverage
Episode 2-Learners Diversity: Development Characteristic, Needs, and
Interest
Episode 3-Gender, Needs, Strength, Interest, Experiences, Language,

Race, Culture, Religion, Socio-economic status, difficult
circumstances, and Indigenous Peoples
Episode 4- Learners Diversity: The Community and Home Environment
Episode 5- Creating an Appropriate Learning Environment
Episode 6- Classroom management and Classroom Routine
Episode 7-Physical and Personal Aspect of Classroom Management
Episode 8- Close Encounter with the School Curriculum

Episode 9- Preparing for Teaching and Learning
Episode 10- The Instructional Cycle
Episode 11- Utilizing Teaching-Learning Resources and ICT
Episode 12 –Assessment for Learning and Assessment as Learning

(Formative Assessment)
Episode 13- Assessment of Learning (Summative Assessment
Episode 14- The teacher as a Person and as a Profession
Episode 15- Towards Quality Developing a Glocal Teacher of the 21st

Century
Episode 16 – On Teacher’s Philosophy of Education

References R1. Course Syllabus
R2. Curriculum Development, Bilbao, et al
R3. Primer on the K to 12 BEC
R4. The Teacher and the School Curriculum (OBE -& PPST-Based) Bilbao
et.al, Lorimar Publication Inc. Copyright 2020
Course 1.Active class participation (online discussion board, FB Closed group account)
Requirements 2. Logbook/ Journal (Reflection, Observation, and/or Activities on each Lesson)
3. Classroom Demonstration
4. Quizzes
5. Two (2) Long Examinations
6. Project-Based Multimedia (Final Examination)
Prepared by: RAMONITO N. ABESAR, LPT, MAED-PES
RVIE M. SANTILLAN, LPT, MAT
RENA DEE J. AGUADO, LPT, MAT
JUDY ANN B. CASTAÑEDA, LPT, MEd
IRENE A. ALONSABE, LPT, MAT-TLE
Reviewed and Approved by:
Subject Area Coordinator: MARY GRACE M. OFQUERIA, LPT, Ph. D.
Dean, COE : MARY GRACE M. OFQUERIA, LPT, Ph. D.
GAD Director : JACKELIE ANACLETO, LPT, Ph.D.
CIMD, Chairperson : MA. JANET S. GEROSO, LPT, Ph.D.
QA Director : DONNA FE V. TOLEDO, LPT, Ed. D.
VP- Academic Affairs :SAMSON M. LAUSA, Ph. D

MODULE
3
Episode
UTILIZING TEACHING-LEARNING
11 RESOURCES AND ICT
3HOURS
Episode 11 provides an opportunity for students to examine a Learning Resource Center

or Multi-Media Center and learn about its collection, services, equipment, observe how a
teacher utilizes technology for instruction, and explore resources in the virtual learning
environment. Students will analyze and reflect on how technology, including artificial
intelligence, supports the teaching-learning process.
At the end of the episode, you are expected to:

1. Identify and classify learning resource materials in the multi-media center;
2. Show skills in the positive use of ICT to facilitate the teaching-learning process (PPST
1.3.1);
3. Show skills in the evaluation, selection, development and use of a variety learning
resources, including ICT to address learning goals (PPST 4.5.1);
4. Analyze the level of technology integration in the classroom; and
5. Demonstrate motivation to utilize ICT professional development goals based on the
PPST (PPST 7.5.1).
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.

Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to level 2,
Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on Higher
Education Teacher Education Curricula (2017) includes UNESCO ICT CFT so most likely you
have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. The activities here are meant for you to observe, analyze and reflect about the
competencies discussed in the frame work. (Access it at
https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/
UNESCO%20ICT%20Competency%20Framework%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 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 audio-
visual 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 fulfil 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 independent characteristics of the learning environment are
being active, collaborative, constructive, authentic and goal-oriented.
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
https://fcit.usf.edu/matrix/matrix.php

Observing technology integration in the classroom
(Repro
duced with the permission of the Florida Center for Instructional Technology, College of
Education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources

The world wide web is like an endless network of information, ever-expanding and
almost limitless. Electronic resources come in different forms like websites, webquests,
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
internet resources. You will be able to choose the best resources that will help you attain
your teaching-learning objectives.
Below is the set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is accurate, free from
error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches what is
needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able to
use them.
5. Motivation. The resource is engaging 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, and 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. IoT is a system of computing mechanism that become built-in
into many everyday things that allow sending and receiving data through the internet. A
lot of things have turned “smart”. We have smart cars that can navigate on its own. Smart
houses that monitor temperature and lights. Smart TVs that interface with the internet.
Watches that send our vital signs to our doctors. All of these developments 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, learning and solving
problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are near
samples of AI. Among others, uses of AI in education can be in the areas of gamification
and adaptive instruction for learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a
computer program that allows a person to visit and experience the environment virtually.
In AR, images from computer programs interlay with the actual views of the real-world,
resulting in an extended, expanded, or altered view in 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.

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 free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experiences 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 the 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/syllabus. This includes instructions as to how you may learn from the
materials and interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under

CreativeCommons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, and
Iversity. You will have a chance to explore them as you go through this episode.

Activity 11.1 Visiting the Learning Resource Center
Resource Teacher: _______________________________ Teacher’s Signature __________
School: _____________________________________________________________________
Grade /Year Level: ______________ Subject Area: ______________________ Date: _______
To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school’s Learning Resource Center. Look around and see what resources and
facilities are available inside.
2. Ask a 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 resource 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 observations, classify the resources that you believe are
most useful. Use the activity form provided for you.
Name of Center Observed: __________________________________________________

Date of Observation: _______________________________________________________
Name of Observer: ________________________________________________________
Course/Year/School: ______________________________________________________
List of Available Learning Resources

Available Learning
Characteristics and Unique Teaching Approaches where the
Resources
Capabilities Resource is Most Useful
(Enumerate in bullet form)
1. Print Resources



2. Audio Resources



3. Non-electronic Visual
Resources



4. ICT Resources



Impression about the LRC:
Name and signature of Observer:
Name and Signature of the Learning Resource Center In-charge
ICT Competency Standards for Teachers (CHED Teacher Programs (2017):
Are the learning resources/materials arranged properly according to their functions

andcharacteristics?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What are the strengths of this Learning Resource Center?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What are the weaknesses?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What suggestions can you make?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Which gadgets/materials are you already confident to use/operate?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Which ones do you feel you need to learn more about?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Activity 11.2Observing Technology Integration in the Classroom

School: _____________________________________________________________________
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

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 they actions show attentiveness, eagerness and
understanding?
OBSERVATION SHEET NO.

REPORT
Date of Observation ___________________________________________________

School ______________________________________________________________
Subject ________________________ Topic_________________________________
Grade/Year Level ______________________________________________________
UTILIZATION OF TEACHING AIDS FORM
Grade/Year of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids used Appropriate of the

(Enumerate in bullet Strengths Weaknesses Teaching Aids
form) Used

Use the Technology Integration Form to analyze the class you observed. Refer to the Observing
Technology Integration in the Classroom Matrix from previous page, in which level of
technology integration do you think the teacher you observed operated? Why?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
Based on the Technology Integration in the Classroom Matrix, what are the characteristics of
the learning environment in the class that you observed? Point your observations that justify
your answer.
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Put yourself in the place of the teacher. What would you do similarly and what would you
do differently if you would teach the same lesson to the same group of students? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Activity 11.3 Exploring Education 4.0

School: _____________________________________________________________________
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
1. What is the lesson about? What are the teacher’s objectives?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Note the important concepts that the teacher is emphasizing.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Note the skills that the teacher is developing in the learners.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Analyzing the information you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate the resources you
found, using the set criteria discussed in the Revisit the Learning Essentials part of this
Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic (Based on the
class you observed)
Lesson Objectives/
Learning Outcomes
Names and Describe the Describe
Type of electronic resource how you
Electronic (include author/ can use it
Resource publisher/source) if you
were to
teach in
the class
you
observed.
Accurate Appropriate Clear Complete Motivating Organized

1) Describe your experience in surfing the internet for appropriate electronic resources for
the class? What made it easy? Difficult?
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
2) How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for your
work as a teacher? Why?
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
3) Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to better at utilizing Education 4.0 resources?
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
Activity 11.4 Professional Development Through MOOCs

School: _____________________________________________________________________
To realize my Intended Learning Outcomes, I will work my way through these steps:
Step 1. Review the seven domains of PPST and identify competencies I like to develop more.
Step 2. Visit sites of MOOC providers and explore the courses offered that are relevant to PPST
domains I want to work on.
Step 3. Reflect on how I can continue developing my skills through MOOCs.

1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which is relevant to the competencies you identified.
You may try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/
 http://www.moocs-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-
mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.
PPST Domain Competencies I want to MOOCs related to the MOOC Provider

work on competency/ies (Include a
short description)
1. Content Knowledge
and Pedagogy
2. The Learning
Environment
3. Diversity of Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community Linkages
and Professional
Engagement
7. Personal Growth and
Professional
Development
From among the MOOCs you explored, pick at least three which you believe are the
most appropriate for you. Describe the MOOCs below.
1. MOOC Title ______________________________________________________

Provider:
Objectives of the MOOC:
Content Outline:
Why did you pick this MOOC?

2. MOOC Title ______________________________________________________
Provider:
Content Outline:
3. MOOC Title ______________________________________________________

Provider:
Content Outline:
1. How can MOOCs help you in your future as a professional teacher and as a lifelong
learner?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach a MOOC?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful

instructional materials (worksheets, visual aids, flashcards, rubrics, etc.) and include
them here. Indicate how they might be useful considering your major or area of
specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-
about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you as a teacher.
4. Visit edtechteacher.org. this a treasure box for you. Explore and share what you
learned.
5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?

Evaluate your Work Task Field Study 1, Episode 11–Utilizing Teaching-Learning Resources and ICT
Learning Outcome: Identify and classify learning resource materials in the multi-media center;Show skills in the
positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1);Show skills in the evaluation, selection,
development and use of a variety learning resources, including ICT to address learning goals (PPST 4.5.1);
Analyze the level of technology integration in the classroom; and Demonstrate motivation to utilize ICT professional
development goals based on the PPST (PPST 7.5.1).
Name of FS Student__________________________________________Date Submitted: ______
Course: ________________________________Major: ___________________________________
Learning Excellent Very satisfactory Satisfactory Needs Improvements

Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) observation
Observation questions/ task observation observation questions/ tasks not
Sheet completely questions/ tasks questions/ tasks answered/ accomplished
answered/ not answered/ not answered/
accomplished accomplished accomplished
Analysis All questions were All questions were Questions were not Four (4) or more questions
answered answered answered were not answered
completely; completely; completely; completely; answers are
answers are with answers are clear answers are not not connected to theories;
depth and and connected to connected to more than four (4)
thoroughly theories; grammar theories; one (1) to grammar and spelling
grounded on and spelling are (3) three grammar error
theories; grammar free from error. and spelling error.
and spelling are
free from error.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported shallow; somewhat rarely supported by what
were observed and by what were supported by what were observed and
analyzed. observed and were observed and analyzed.
analyzed. analyzed.
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not reflected on
Artifacts on in the context of reflected on in the reflected on in the in the context of the
the learning context of the context of the learning outcomes; not
outcomes; learning learning outcomes; complete, not organized,
complete, well- outcomes; complete, not not relevant.
organized, highly complete, well- organized, relevant
relevant to the organized, very to the learning
learning outcome relevant to the outcome
learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2) days
the deadline deadline after the deadline before the deadline
Comments Overall
Score
Rating:
TRANSMUTATION OF SCORE TO GRADE/RATING

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

Episode
ASSESMENT FOR LEARNING AND
12 ASSESSMENT AS LEARNING
(FORMATIVE ASSESSMENT)
3 HOURS
This Episode will dwell on assessment for learning and assessment of learning. Assessment for
learning is referred to as formative assessment while assessment as learning is referred to as
self-assessment.
At the end of the episode, I must be able to:

 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.

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)
Resource Teacher: _________________________________Teacher’s Signature __________
School: _____________________________________________________________________
Grade /Year Level: __________________ Subject Area: ___________________Date: _______
1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
What Teacher Did Tally Total
2. Did the teacher ask the class “Did you understand”? If they did, what was the class’
response?_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Did the students make the teacher feel or sense they did not understand the lesson or a part
of the lesson? How? ___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. If they did, how did the teacher respond? ________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Were the students given the opportunity to ask questions for clarification? How was this
done? _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. If the teacher found out that their lesson was not clearly understood, what did the 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)
_____ Teacher gave a module for more exercises for lesson mastery
_____ Teacher did re-teaching
Others, please specify ___________________________________________________
_____________________________________________________________________
7. If the teacher engaged their selves in re-teaching, how did they do it? Did they use the same
teaching strategy? Describe. ____________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8. While re-teaching by the teacher and/or with other students-turned tutor, did the teacher
check on students’ progress? ___________________________________________________
_____________________________________________________________________
If yes, how? ___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Why is not enough for a teacher to ask “Did you understand class”? when the teacher
intends to check on learners’ progress?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

3. Should teacher record results of formative assessment for grading? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Based on your observations, what formative assessment practiced worked?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than the teacher doing the re-teaching or tutoring?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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?
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 Should you recommend results of formative assessment? Why or why not?

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

Activity 12.2 Observing Assessment AS Learning Practice (Self-Assessment)
Resource Teacher: __________________________________Teacher’s Signature __________
School: _____________________________________________________________________
At the end of this Episode, I must be able to:

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

 It is the use of an on-going 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.
 Assessmentas 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 self- assessment
to help them understand the next steps in learning.
 It encourages self- assessment and reflection.
Observe aclass and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1.Did the teacher provide opportunities for the
learners to monitor and reflect on their own
learning?
2.What are proofs that students were engaged in self-

reflection, self-monitoring and self-adjustment?
3.Did students record and report their own learning?
4.Did teacher create criteria with the students for

tasks to be completed or skill to be learned?

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?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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?
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection

Evaluate Your Work Task Field Study 1, Episode 12–Assessment FOR Learning and
Assessment AS Learning (Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative assessment,
explain the importance of formative assessment, demonstrate knowledge of the design and use
of self-assessment, and explain the importance of self-assessment.
Name of FS Student_____________________________________ Date Submitted: ______
Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:

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

Episode
ASSESSMENT OF LEARNING
13 (SUMMATIVE ASSESSMENT)
3 HOURS
Episode 13 will be focused on 1) assessment of learning in the cognitive, psychomotor

and affective domains with the use of traditional and non-traditional assessment tasks and tools,
2) assessment of learning outcomes in the different levels of cognitive taxonomy; 3)
construction of assessment items with content validity; 4) Table of Specifications; 5) Portfolio, 6)
Scoring Rubrics, 7) The K to 12 Grading System and 8) Reporting Students’ Performance.
At the end of the 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 task 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 reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
Activity 13.1 Aligning Assessment Task with the Learning Outcomes

School: _____________________________________________________________________

 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 – 1 Physical or Biological Science or Math, English, Filipino, 1

Social Science or Literature/ Panitikan, ESP and 1 PE/ Computer/ EPP/ TLE.
Subjects Learning Assessment task Is the If not aligned,

Outcome/s (How did the assessment improve on it.
teacher assess tool/task aligned
the learning to the learning
outcome/s? outcome/s
Specify)
PE/EPP/TLE To dance tango Written quiz- No Performance test-
Enumerate the Let students dance
steps of tango in tango.
order
Social Science,
Literature/Panitikan
, ESP
Physical/Biological
Science/Math/
English/Filipino
1. Are all the assessment tasks aligned to the learning outcomes?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How? _____________________
_________________________________________________________________________
_________________________________________________________________________
3. Why should assessment tasks be aligned to the learning outcomes? ________________
_________________________________________________________________________
_________________________________________________________________________
 Reflect on past assessments you have been through. Were they all aligned with what
your teacher taught with learning outcomes?
 How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
Activity 13.2 Observing the Use of Traditional Assessment Tools

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

 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional paper-and-pencil tests can be classified either as selected-response tests or
constructed-response/supply type of tests.
 Common examples of selected-response type of tests are alternate response test (True-
False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of tests are short answer, proble
solving and essay.
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (✓) on the test which the teacher used. From your teacher’s test items,
give an example.
Type of Traditional Put a Learning Sample Test Item Comments (Is the
Assessment Tool/Paper- Check Outcome of Resource assessment tool
and-Pencil Test (✓ ) Assessed Teacher constructed in
Here accordance with
established
guidelines?) Explain
your answer.
Selected Response Type
1. Alternate Response
2. Matching type
3. Multiple Choice
4. Others
Constructed-Response Test

1. Completion
2. Short answer type
3. Problem solving
4. Essay-restricted
5. Essay-non-restricted
6. Others
1. Which assessment tools/tasks were most commonly used by a teacher? Which ones
were rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above, in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? Least skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,

be considered an authentic form of assessment? Explain your answer.
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?

Activity 13.3 Observing the Use of Non Traditional Assessment Tools and Scoring
Rubrics

School: _____________________________________________________________________
 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 performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance us
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 a 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?
Authentic Learning Sample of How a Comment/
Assessment/Non Outcome Product/Performan product/performan s (Is the
Traditional/Alternativ Assesse ce Assessed ce was assessed scoring
e d One example of a Describe how the rubric
product assessed. product/performan constructe
(Put a photo of the ce was assessed. d
product/documente Which was used according
d performance in analytic rubric to
My Teaching analytic rubric or standards
Artifacts. INCLUDE holistic rubric? ?
THE RUBRIC IN INCLUDE THE
MY TEACHING RUBRIC IN MY
ARTIFACTS TEACHING
ARTIFACTS.
1. Product
2. Performance
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Based on your answers in # 1, what can you say about the scoring rubrics made and
used by the Resource Teacher?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. If you were to improve on one scoring rubric used, which one and how?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Can 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.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. Does the Scoring Rubric in this FS 1 help you come up with better output?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
 Accomplished Observation Sheet

 Observations
 Reflection
 A photo of a product assessed by Resource Teachers – one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comments/s and improved version/s, if necessary.

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

School: _____________________________________________________________________
 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio
 A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection
of student’s work. The student’s reflection must accompany each output or work.
 A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by
learning objectives.
 Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as a basis for communication and self-reflection through
which students share what they think and feel about their work, their learning and about
themselves.
 There are several types of portfolio depending on purpose. They are: 1) development or
growth portfolio, 2) best work or showcase or display portfolio, and 3)
assessment/evaluation portfolio.
1. Ask your Resource Teacher for samples of portfolio, if any. If there are select one
best portfolio form what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you,
accomplish Observation Sheet
4. Put a check in the right column.

What a Portfolio Includes
Elements of a Portfolio Present? Missing?

1. Clear objectives – The objectives
of the lesson/unit/course are clear
which serve as a bases for
selection
2. Explicit guidelines for selection –
What, when, where how are
products/documented
performances selected?
3. Comprehensible criteria – the
criteria against which the portfolio
is graded must be understood by
the learners.
4. Selective significant places – The
portfolio includes only the selected
significant materials.
5. Student’s reflection – There is
evidence that students reflected
on their learning.
6. Evidence of student participation
in selection of content of portfolio
– There is proof that students took
part in the selection of the content
of the portfolio.
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to
show that what the student was supposed to learn was learned?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Elements of a _____________ Portfolio (Which type of portfolio?)

1. Cover Letter – “About the Author” and “What My Portfolio Shows About My
Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).

4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learners’ metacognitive process that result from the use of portfolio.
 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment of Learning (Summative
Assessment)
Learning Outcome: *determine the alignment of assessment tools and tasks with intended learning outcomes;
*critique traditional and authentic assessment tools and tasks for learning in the content of established guidelines
on test construction; *evaluate non-traditional assessment tools including scoring rubrics; *evaluate a sample
portfolio; *distinguish among 3 types of portfolio; *construct assessments for HOTS following Bloom’s Taxonomy as
revised by Anderson and Kendall’s and Marzano’s taxonomy; *explain the function of a Table of Specifications;
*distinguish among types of learners’ portfolios and their functions; *examine different types of rubrics used and
relate them to assessment of student learning; *compute students’ grade based on DepEd’s grading policy; *state
the reason/s why grades must be reported to parents; and *describe what must be done to make grade reporting
meaningful
Name of FS Student___________________________________ Date Submitted: ________

Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below
_____________________________________ ________________
Activity 13.5 Determining the Level of Teacher’s Questions

School: _____________________________________________________________________
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s

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

Remembering Produce the right information from memory
Recognizing
Recalling  Name three 19th-century women English
authors.
 Write the multiplication facts.
 Reproduce the chemical formula for
carbon tetrachloride.
Understanding Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an
algebraic equation
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with
destiny speech.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-
consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of
1857.
 Group native animals into their proper
species.
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present
day leader.
 Use a Venn diagram to demonstrate how
two books by Charles Dickens are similar
and different.
Explaining  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 author’s 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.
 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
on different kinds of music on hens’ egg
production
Producing  Write a journal from the point a 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)

Figure 10. The New Taxonomy in Detail
Source: https://mattdrewettecard.weebly.com/blog/design-thinking-the-marzano-taxonomy?
fbclid=IwAR3KeI_7Ujy3M-qJWZDDuTIR8YEqfs9rSlPJjhT27hJ-DpXAJT8ksUM8JT4

Resource Teacher: _____________________ Teacher’s Signature ____________ School: _________
Grade/Year Level: ______________________Subject: ______________________ Date: ___________
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 Rank Cognitive Rank Tally of Total
Processes (Bloom Processes assessment
as revised by (Kendall and Tasks/Question
Anderson and Marzano) s
Krathwohl
Self-system 6
Thinking
Metacognition 5
Creating 6- highest
Evaluating 5
Analyzing 4 3 /
Applying 3 4
Understanding 2 2 /
Remembering 1 - Lowest 1 //// - example 4
Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Rank Tally and Total Rank Example of Rank
Score of Cognitive Score of Assessment Based
Processes (Bloom Cognitive Tasks/ on Use
as revised by Processes Questions Given
Anderson and (Kendall and by the Resource
Krathwohl Marzano) Teacher
Self-system 6- e.g. Teacher
asked students:
Thinking Highest
Why is the lesson
important to you?
Metacognition 5
Example: 6- highest
Creating = l
Evaluating = l 5
Analyzing - ll 4 Analysis 3
Applying = lll 3 Knowledge 4
Utilization
Understanding = ll 2 Comprehension 2
Remembering = 1 - Lowest Retrieval = lll 1
Rank Rank
1. Which cognitive skill had the highest number of assessment questions? lowest
number?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What do these (lowest and highest number of assessment questions) reveal about
the Resource Teacher’s level of questions?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two highest cognitive
skills – metacognitive skills and self-system thinking.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as
highest) where will you be?
As a future teacher, reflect on how will you contribute to the development of learners’
HOTS?

Assessment)
meaningful

Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below
_____________________________________ ________________
Activity 13.6 Analyzing a Table of Specifications

School: _____________________________________________________________________
 Explain the function of a Table of Specifications
 A Table of Specification (TOS) is a two-way chart which describes the topics to be

covered by a test and the number of items or points which will be associated with each
topic.
 Sometime the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
No. Of Cognitive Level Total
Learning Outcome Class
Rem Un Ap An Ev Cr
Hours
1.
2.
3.
4.
5.
6.
Total
1. What parts must a TOS contain to ensure test content validity?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Why is there a need for number of items per cognitive level?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. With OBE in mind, is it correct to put learning outcome not topic in the first column?
Why or why not?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Can a teacher have a test with content validity even without making a TOS?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Read this conversation and reflect on teachers’ assessment practices. Write your reflections
here.
Student A: Saan namn pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro, wala! (Where
did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!)
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?
 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS

Activity 13.7 Computing Student’s Grades based on DepEd Grading System

School: _____________________________________________________________________
 Compute student’s grade based on DepEd’s grading policy

 State the new features of the latest grading system in basic education
 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. Refer to Appendix A for more details.
 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 content.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group of students 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?
2. Which do you prefer – the old or the new grading system? Why?
C. Interview of 5 Students
1. What do you like in the new grading system?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Do you have problems with the new grading system? If there is, what?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Does the new grading system give you a better picture of your performance? Why or
why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Which do you prefer – the old or the new grading system? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
D. Review of DepEd Order # 8, s. 2015

Based on DepEd Order #8, s. 2015, answer the following:
1. What are the bases for grading?
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12.
Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school
year?
6. What is the report on learners’ observed values?
E. Grade Computation
Show sample computation of a grade:
 in a subject of your choice from Grades 1 to 6 (if you are a future elementary
teacher)
 in your specialization if you are a high school teacher
 Show the percentage contributions of written work, performance tasks and
quarterly assessment. Then give the descriptor. Refer to DepEd Order #*, s. 2015.

Analyze data and information gathered from the interview and from your review of an
unused Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. 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 favour 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?

Assessment)
meaningful

Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below

_____________________________________ ________________
Activity 13.8 Reporting Students’ Performance

School: _____________________________________________________________________
 State the reason/s why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful
 Grades fulfil their function if reported meaningfully to students and most of all to parents,
our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student have high IQ but
not necessarily achieving or performing because of lack of motivation or other factors.
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results
and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?
Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?

3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
1. What were the most common issues raised on students’ performance?
2. Based on your observation and findings, what practices must be

a) maintained and
b) improved to make grades and reporting meaningful?
Grades are often a source of misunderstanding. How should i do reporting so that it will
result to effective learning?

Assessment)
meaningful

Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below
_____________________________________ ________________
Episode
14 The Teacher as a PERSON and as a

PROFESSIONAL
3 HOURS
SPARK Your Interest
What is really like to be a TEACHER? Why is being a TEACHER considered as one of

the most respected professionals in the Philippines? What makes a teacher differently better
than any other profession? What characterize a teacher as a person and as a professional?
This Episode will provide you a chance to observe teachers in their workplace at school
in order to answer the question asked?
TARGET Your Intended Learning Outcomes

 describe the personal qualities and competences of effective classroom teachers; and
 Enumerate the professional characteristics of practicing teachers observed as based on
the professional standards and code of ethics for the profession.
“My Teacher, My Hero” was a banner during the World Teacher’s Day celebration in
the Philippines on the years past. Are Filipino teachers, real heroes? What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve the

country just like any other hero. To be a teacher requires a lot of personal and professional
qualities. These qualities make an excellent Filipino teacher a exceptional professional.

First, the teacher must have innate qualities or attributes that are exemplary and are
fitted to be teachers. These are natural tendencies of a person. Here are some of the
qualities and attributes that distinctly 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-
exemplifies self-respect, respected and self-discipline. Likewise,
integrity and self discipline respected by students, peers and the
community.
 Takes care of one’s  This teacher is physically, emotionally and
physical, emotional and mentally healthy. Clean and neat, dresses
mental well being appropriately and pleasant in words and action.
 Lives a life inspired by  This teacher behaves according to the personal
spiritual principles and spiritual beliefs that are not contrary to the
beliefs norms, mores and tradition of the community.
 Exhibits deep knowledge  This teacher is mentally alert, makes correction
and understanding across decision, intelligent to be able to acquire new
discipline knowledge, skills and 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 current times.
 Recognize own strength  This teacher sets high goals for himself/herself,
with humility but 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 and midst of chaos, remains
situation steadfast under pressure, does not easily give up
and adjust to different situations.
 Demonstrates a natural  This teacher volunteers task others. Always
action to work together with willing to share, extends help willingly, accepts
others responsibility, tolerant of other people, and gives
up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the old
saying goes: “Teachers are born but good teachers are both born and made.”
Professional Competences of Filipino Teachers
Going to teachers training institutions and earnings a teaching degree

means 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 t teach by passing a licensure examination for teachers. While
studying in college you are learning the ropes of becoming a professional teacher. You learn
the content courses including the major or specialization and the professional courses
including the pedagogy courses. Your professional courses include experiential learning
courses hat 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 hat every teacher should have?
You will find these in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competences What the teachers DOES

 Abides by the code of ethics for the  This teacher practices the rules and
profession conduct of professional teachers.
 Masters the subject matter to be  This teacher masers and updates
taught himself/herself with subject matter
content to be taught.
 Updates oneself on educational  This teacher keeps abreast with
trends, policies and curricula educational trends, policies and
curricula by taking up graduate
studies, attending seminars and
workshops.
 Uses teaching methods to facilitate  This teacher practices different ways
student learning of teaching appropriate to the learners
and the subject matter.
 Builds support network with parents  This teacher engages the cooperation
and community of parents and stakeholders in
educating the learners.
 Demonstrates knowledge,  This teacher has substantial
understanding of the characteristics knowledge of the characteristics and
and needs of diverse learners needs of the learners
 Plans, prepares and implements  This teacher plans, prepares,
school curriculum responsibly implements and innovates the day-to-
day curriculum with the view in mind
that learners will learn.
 Designs, selects and utilize  This teacher designs, selects and
appropriate assessment strategies uses appropriate assessment tools
and tools for, as, and of learning.
 Provide safe, secure, fair physical and  This teacher arranges the classroom
psychological learning environment to provide safe, secure psychological
that supports learning environment that supports and
encourages learning.
 Serves beyond the call of duty  This teacher does task and works
even beyond the official time when
needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified
professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the
teachers you are going to observe.
There are observation activities in this Episode. Activity 1 will identify the Personal
Characteristics of the Teacher and Activity 2 will identify the Professional Competencies of
the Teacher.

OBSERVE, ANALYZE, REFLECT
Activity 14.1
Teacher Personal Qualities: A view from My Lenses
Resource Teacher:______________ Teacher’s Signature_________ School: ________
Grade/Year Level: _______________ Subject Area: ______________ Date:__________
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only 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 down not observed or not
manifested.
Personal Qualities Observe (O) Data results

Interview (I) I have found out that ….
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview

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 the 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.
1. Inactivity 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.
____________________________________________________________________
___________________________________________________________________
b.
____________________________________________________________________
____________________________________________________________________
c.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
________ Why? Describe yourself._______________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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 batters as a student?

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._______________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Activity 14.2 Is the Teacher a Professional Teacher?
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:

a. Name
b. LET License No
c. Evidence of Professional Growth (Master or Doctorate, Seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in summary table.
Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey from about your co-
teacher________________________________
_____.
I will keep in confidence your identity, however, please allow me to use the data in my
lesson.
This is a requirement in our course, Field Study 1.
Thank you very much.
____________________
Name of the teacher:__________________________________________________________
PRC License No. _____________________________ Grade Level Taught_______________
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or
No or Doubtful.
Does the teacher

Professional Competence exhibit the
competence of a
professional teacher?
Check you answer
below.
1. Practices the Code of Ethics for professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery
3. Keeps self updated with educational trends, policies and curricula

4. Uses varied teaching methods that facilitate learning with skill ease
5. Engages the parents and other stakeholders to cooperate as
partners in educating the children
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of diverse learners
7. Prepare curriculum plans, implements these with innovation in
every lesson
8. Designs or select and utilizes appropriate assessment strategies
and tools for lesson taught
9. Make classroom atmosphere physically (arrangement ) and
psychologically (friendly, inclusive) safe and secure for learning
10. Serves willingly beyond teaching work by participating in other
extracurricular activities when needed
__________________________________________
Name and Signature of the Teacher Informant (Peer)
OR:
__________________________________________
Name and Signature of the Supervisor Informant (Head)

AND
__________________________________________
Your Name and Signature (Pre- Service Student)

Did you learn from your observation and interview on teacher’s professional
competences?
Now let us analyze data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what

competencies is the teacher Strong?______ Weak? _______ Doubtful?______ Why?
2. Did you answer to the survey from coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?_______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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 __________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. If all the teachers teaching today possess the professional characteristics and competencies
as the teacher/teachers observed the learners will be__________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

SHOW Your Learning Artifacts
Show here the artifacts of this Episode.

1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)

Evaluate Your Work Task Field Study 1, Episode 14–The Teacher as a PERSON and as a
PROFESSIONAL
 Learning Outcomes: *describe the personal qualities and competencies of effective classroom teachers
*enumerate the professional characteristics of practicing teachers observed as based on the professional
standards and code of ethics for the profession.

Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below
___________________________________ _________________
Signature of FS Teacher above Printed Name Date
LINK Theory to Practice
Based on Episode1, choose the correct answer for each item.
1. Any teacher currently teaching is called a professional because he or she________.

I. is a licensed teacher
II. has a personal qualities appropriate to be a teacher
III. possesses the characteristics given in A,B,C.
A. I only B. II only C. III only D. I,II,III
2. Which of the following is a quality that is unbecoming of teacher?

A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?

I. Goes to church everyday
II. Give contributions to church activities
III. Behave according to the beliefs, mores and tradition of the community
A. I only B. II only C. III only D. I,II,III
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan

B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lessons taught
D. Masters one teaching method and uses it all the time
5. The saying goes, “Many are called, but few are chosen.” How is this directly related to
teachers?
A. There are many teachers but few are qualified.

B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.

Episode
15 Towards Teacher Quality: Developing

a Global Teacher of the 21st Century
3 HOURS
SPARK Your Interest
Moving towards teacher quality? Wanted! A Global teacher of the 21st Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and revealed
significant findings. There were 21 countries surveyed which represented the major continents of the
world. In most countries that participated, it was found out that like the Philippines, teaching is the sought
profession. It was comparable to being a social worker, librarians, nursing and even doctors. Majority of
the parents asked,answered that they encourage their children to become teachers. To them, teaching is
one of the most respected and trusted professions.
However, with the change in global landscape, the 21 st century teachers must have the
competence to address the new learning environment, the new learning contents, and the processes of
learning and how these are facilitated and the new types of learners.
Hence, we need the new type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
 describe the personal qualities and competencies of a glocal classroom of the 21st century; and
 design a learner- centered classroom for the 21 st century learners with learning spaces that are
safe, that allows creativity and use of ICT.
FILIPINO GLOCAL TEACHER

A survey of the ASEAN countries and beyond tends to sh that there are three major
responsibilities of teachers. These are (1) Actual Teaching. (2) Management of Learning and (3)
Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our country,
teaching in the public schools requires six hours of actual teaching that includes administrative work
such as management of learning per day. The two hours of the working day is allotted to administrative
work such as scoring and recording learners outputs, making reports, filling forms, preparing for the next
day’s activity and performing other administrative task. The previous Episode on the teacher, reminded
us of the qualities and competencies earlier. Teachers should be multi-literate, multi-cultural, multi-
talented, innovative and creative. The future Filipino teacher like you shall act locally but think globally
“ Teach local, reach global” means that the teacher brings diverse experiences in the classroom
various skills to live and w work as citizens of global society. What teachers do in the local communities
impacts the larger community. As a 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 st century
education. Partnership 21 identified (1) Global awareness (2) Financial, economic, business and
entrepreneurial literacy and (4) Civic and Healthy 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 mission dimensions in the subject area
3. Engages learners in the learning process
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 is to “create a learning environment that
encourages creativity and innovation among learners.” With it, comes the management of learning in
such environment. These are required skills for global teacher.
Majority of the current classrooms provide learning spaces that can hardy prepare the 21 st
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 interdisciplinary projects that cover
several subject areas. Learning is no longer for memorizing and recalling of information but on learning
how to learn. 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 teachers qualities needed to address the new roles of teachers.
How should a new classroom be? Here some suggestions on the six elements of a new
classroom:
1. Flexibility of furniture and space

2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
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 skills, experience and patience. The two important factors that may affect
learning management are the use of technology and the diversity of learners.
Activity 15.1
Observation1: This activity will require you to stay in school for one school day. Special
arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your 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.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher’s Major Key guide for Observation (Carefully look for the indicators/behaviors of
Responsibility the teacher along the key points. Write your observations and
description in your notebook. This will be one of your artifacts.
A. Actual Teaching This teacher
1. is learner-centered.
2. act as a facilitator of learning.
3.has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners
B. Management of This teacher

Learning 1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners understand the
lesson
4. sees to it that the learning achieved within the period of time .
5. dismisses the class on time.
c. Administrative This teacher
Work 1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other task as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety of the
school.
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Which demonstrated behaviour, do you find in the teacher that is worthy of emulation when
you became a teacher? Describe. __________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________
4. From your perspective, would you consider this teacher as a quality teacher? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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.
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think
you will be ready to address these? Give at least 2 concerns.
4. in what aspects of the teacher’s day, would you like to congratulate the teacher you observed?
Can you show your Appreciation to this teacher by sending a Thank you card? (Include this in your
artifact)

Activity 15.2
The Creation and Management of the New Learning Environment
as a Skills of the 21st Century Quality Teacher
This activity will allow you to develop your sense of creativity and imagination in designing
classroom for the 2st century and determining how to manage learning in this classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.

2. Indicate and label all significant parts and furniture that you find inside including
These but not limited to:
a. Doors, windows
b. 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 level_______

B. My Classroom for the 21st Century
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?

Classroom Components Classroom Why the difference?

Based on the task you made, what challenges await you as future teacher? How will you
manage learning in the future classroom/ How will you prepare yourself to respond to 21 st century
teaching- learning and become a glocal teacher?
Make a short paragraph on how will you manage teaching- earning in the 21 st century
classroom.
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15. 1 Narrative on the Day in the school life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision of the
Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in 21 st Century

classroom.

Based on the Episodes you went through on Global Teacher of the 21 st Century, answer the
questions that follow.
1. Anywhere in the world, when you embrace teaching asa profession, you should be prepared
to do __________.
I. actual teaching
II. manage learners and learning
III. do administrative work.
A. I only B. II only C. III only D. I,II, III
2. Quality teacher is equipped with personal qualities and attributes that go beyond ordinary, that
that is why in the Philippines he/she described as_________________.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptions exemplifies a glocal teacher?
A. Teacher who has taught successfully abroad or overseas.

B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21st century classroom that will address
globalization is the provision of conditions that allow ___________________.
A. collaboration, seamless use of technology, flexible students groupings

B. use of technology, teacher-led activities, isolated objects
C. teacher-centeredness and use of textbooks to the maximum
D. use of technology, purely lecture, need to memorize and recall
5. The new types of teacher in the 21st century are those who are_______________.
I. well travelled, global citizens, unmindful of their roots

II. multi-literate, innovative and creative, multi-cultural
III. master of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D. I,II, III

Evaluate Your Work Task Field Study 1, Episode 15– TOWARDS TEACHER QUALITY:
DEVELOPING A GLOCAL TEACHER OF THE 21st CENTURY
 Learning Outcomes: *describe the personal qualities and competencies of glocal classroom teachers of the
21st century; and design a learner-centered classroom for the 21st century learners with the learning spaces that
are safe, that allows creativity and use of ICT.

Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below
___________________________________ _________________
Episode
16 On Teacher’s Philosophy of Education

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

 determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values mandate, the K to 12 Curriculum Framework and Guide and RA
10533;
 cite teacher’s teaching behaviours andphilosophies of education on which these
behaviours 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 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 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 century. They state the standards and the outcomes of education towards which all curricular
activities and teaching-learning should be directed.

Activity 16.1
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission

Statements, core values mandate, the K to 12 Curriculum Framework and Guide.
 Study the on DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on Kto12 Curriculum Framework
and Guide and Sec 5 of RA10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You are
given an example.
Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum Framework and
Core Values, Mandate? Give guide and Sec 5 RA 10533?
proof Give proof
1.Essentialism- teach mastery of Essentialism- The core values of Essentialism- List of standards
basics; curriculum is prescribed; maka-Diyos, maka-ta0, makap and competencies that learners
subject matter- centered there kalikasan and maka-bansa show are expected to attain is the
are universal, objectives values ; that DepEd beieves in subject matter thar students are
inculcate values in subject matter unchanging values that neeed to expected to learn.
be inculcated -Essentialist
2. Perennialism- teach those last, Any proof of perennialism?
the classics, there universal
values; inculcate these universal,
objective values
3. Progressivism- very child- Any proof of progressivism?
centered; teach those that
interest the child; one learns by
experience; learners learn by
doing so teacher teacher’s
teaching is experiential; values
are subjective; no inculcation of
values since they are subjective;
instead teachers help students
clarify their values
4. Reconstructionism- school is Any proof of reconstructionism?
agent of change; schooling is
preparing students for the social
changes; teaching is involving
the students in discussions of
moral dilemmas
5. Exsistentialism- Teachers Any proof of exsistentialism?
teach learners to make a choice,
to make decisions and not
merely to follow the crowd; one
who does not make a choice and
so simple follow others do note
leave meaningful life
6. Pragmatism- That which is Any proof of pragmatism?
useful, that which is practical and
that which works is what is good;
that which is efficient and
effective is that which is good.
e.g. showing a video clip on
mitosis is more efficient and
more effective and therefore
more practical than teacher
coming up with a visual aid by
drawing mitosis on a cartolina or
illustration board
7. Rationalism- emphasizes the Any proof of rationalism
development of the learners’
reasoning powers; knowledge
comes though reason; teachers
must develop the reasoning
power of the learner
8. Utilitarianism- what is good is Any proof of utilitarianism
that which is most useful;(that
which brings happiness) to the
greatest number of peoples;
9. Empiricism- source of Any proof of empiricism
knowledge is through the
senses; teacher must involve the
senses in teaching-learning
10.Behaviorism- behavior is Any proof of behaviorism
shaped deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by others, rather than by persons
own free will; teacher must
carefully shape desirable
behavior; drills are commonly
used to enhance learning
rewards reinforce learning.
11. Constructivism-Learners are Any proof of constructivism
capable on constructing
knowledge and meaning;
teaching- learning therefore is
constructing knowledge and
meaning; teacher does not just
“tell” or dictate but asks learners
for knowledge they construct and
meaning of lesson
12. Other Philosophies

Activity 16.2
Articulating My Personal Philosophy of Teaching
OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
 Accomplish this Observation Sheet.
Here are the philosophies of education. Find out which philosophies were manifested in
class by observing and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State of what the

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

classics, there universal values; inculcate
these universal, objective values
3. Progressivism- very child-centered;
teach those that interest the child; one
learns by experience; learners learn by
doing so teacher teacher’s teaching is
experiential; values are subjective; no
inculcation of values since they are
subjective; instead teachers help students
clarify their values
4. Reconstructionism- school is agent of
change; schooling is preparing students
for the social changes; teaching is
involving the students in discussions of
moral dilemmas
5. Exsistentialism- Teachers teach
learners to make a choice, to make
decisions and not merely to follow the
crowd; one who does not make a choice
and so simple follow others do note leave
meaningful life
6. Pragmatism- That which is useful, that
which is practical and that which works is
what is good; that which is efficient and
effective is that which is good. e.g.
showing a video clip on mitosis is more
efficient and more effective and therefore
more practical than teacher coming up
with a visual aid by drawing mitosis on a
cartolina or illustration board
7. Rationalism- emphasizes the
development of the learners’ reasoning
powers; knowledge comes though reason;
teachers must develop the reasoning
power of the learner
8. Utilitarianism- what is good is that which
is most useful;(that which brings
happiness) to the greatest number of
peoples;
9. Empiricism- source of knowledge is
through the senses; teacher must involve
the senses in teaching-learning
10.Behaviorism- behavior is shaped
deliberately by forces in the environment
and that the type of person and actions
desired can be the product of design;
behavior is determined by others, rather
than by persons own free will; teacher
must carefully shape desirable behavior;
drills are commonly used to enhance
learning rewards reinforce learning.
11. Constructivism-Learners are capable
on constructing knowledge and meaning;
teaching- learning therefore is constructing
knowledge and meaning; teacher does not
just “tell” or dictate but asks learners for
knowledge they construct and meaning of
lesson
12. Other Philosophies
1. Based on your findings and observations in Activity 16.1 and Activity 16. 2, which philosophies of
education are dominant in the Philippine basic schools? Why do you say so?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. If there is one philosophy that schools and teachers should give more attention to, what should
that be why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What is your philosophy of teaching? This describes what you believed you should teach, how
you should teach and how you should relate to others in school- with the learners, your colleagues, your
superiors and all other stakeholders. Write them down. This is your title, “ My Philosophy of Teaching”.
My Philosophy of Teaching
These may be of help:
I believe that the learner……….. (concept of the learner)
I believe that I should teach the learners…….(what)
by ………… (how)
I believe that I….. ( how should you relate to learners, colleagues, superior, parents and other
stakeholders)
Accomplished Observation Sheets

My philosophy of Teaching

Evaluate Your Work Task Field Study 1, Episode 16– On Teachers’s Philosophy of Education
Learning Outcomes: Determine prevailing philosophies of education based on DepEd Vision and Mission
Statements, core values mandate, the K to 12 Curriculum Framework and Guide and
RA10533 * cite teacher’s teaching behaviours and the philosophies of education on
which these behaviours are founded * articulate my philosophy of teaching

Course: ___________________________ Major: ___________________________________

Episode 4 3 2 1
and spelling are
free from error.
analyzed. analyzed.
learning outcome
Comments Overall
Score
Rating:
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - below
___________________________________ _________________
1. In its vision and mission statements, DePed wants to develop learners…” whose values and
competencies enable them to realize their full potential…. “On which philosophy of education is this
mission statement anchored.
A. Existenialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on DePed’s mission statement, “quality basic education means that students learn in a child-
friendly, gender-sensitive, safe, and motivating environment”. This implies that DepEd believes that
environment affects learning. Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field study 1 which is primarily observation of classes and teachers, is based on which philosophy of
education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of which
philosophy?
A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism
5. It’s Valentines’ Day. The lesson is a part of human digestive system- the stomach. Students bargain
with teacher and so ask if they can discuss the heart in place of the stomach. Teacher responds “Let’s
talk about stomach which is the lesson for today then go to the heart when we are done with stomach.
Based on philosophies of education, which is TRUE of teacher?
A. Is essentialist in the sense2 that she sticked to the subject matter for the day and progressivist since
she also considered student’s interest
B. Is pragmatic because it was practical to give way to students’ request even if she prepared for the
day’s lesson
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson

6. What do the DepEd vision and mission statements and core valus imply about Philippines educational
systems?
I. it is highly essentialist and perennialist
II. it believes in universal, objective, unchanging values
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills instead of making students bring objects to classify,
teacher considers it most practical to simply use the student’s body parts like kinds of ear lobes, kinds of
hair line or a lesson on classifying. On which philosophy is teacher’s practice anchored.
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empiricism
8. The history of curriculum development in the Philippines shows reduction of units in the humanities
but an increase in the natural and physical sciences. On which thought is this action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empiricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter such as taxation
and agrarian reform, etc. This proves that schools must bring about reform in society.
A. Perennialism C. Empiricism
B. Progressivism D. Reconstructionism
10. Teacher make use of moral dilemmas to enable students to make a stand in moral issues. Which
word CORRECTLY applies to teachers teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist


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REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND

instruction, research and extension by 2025.

opportunities in various technical and disciplinal areas.

1. Demonstrate logical thinking, critical judgment, and independent decision-making on any

This document is a property of NONESCOST Module 3 | Page 2

The program shall produce a graduate who can:

NONESCOST BTLED Program Outcomes

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

Revisit Learning Essentials – toFuels you to go on

This are activities to work for

Observe- A smooth transition to the lesson

Analyze -Collection of ideas that you must discover

Reflection–To measure your learnings in the lesson where you wandered

This document is a property of NONESCOST Module 3 | Page 4

Declaration of Copyright Protection

This module shall be used for instructional purposes only.

This document is a property of NONESCOST Module 3 | Page 5

Episode 3-Gender, Needs, Strength, Interest, Experiences, Language,

Episode 4- Learners Diversity: The Community and Home Environment

Episode 5- Creating an Appropriate Learning Environment

Episode 6- Classroom management and Classroom Routine

Episode 7-Physical and Personal Aspect of Classroom Management

Episode 8- Close Encounter with the School Curriculum

This document is a property of NONESCOST Module 3 | Page 6

Episode 10- The Instructional Cycle

Episode 11- Utilizing Teaching-Learning Resources and ICT

Episode 12 –Assessment for Learning and Assessment as Learning

Episode 13- Assessment of Learning (Summative Assessment

Episode 14- The teacher as a Person and as a Profession

Episode 15- Towards Quality Developing a Glocal Teacher of the 21st

Episode 16 – On Teacher’s Philosophy of Education

Subject Area Coordinator: MARY GRACE M. OFQUERIA, LPT, Ph. D.

Dean, COE : MARY GRACE M. OFQUERIA, LPT, Ph. D.

GAD Director : JACKELIE ANACLETO, LPT, Ph.D.

CIMD, Chairperson : MA. JANET S. GEROSO, LPT, Ph.D.

QA Director : DONNA FE V. TOLEDO, LPT, Ed. D.

VP- Academic Affairs :SAMSON M. LAUSA, Ph. D

This document is a property of NONESCOST Module 3 | Page 7

Episode 11 provides an opportunity for students to examine a Learning Resource Center

At the end of the episode, you are expected to:

The Information and Communications Technology Competency Framework for Teachers

This document is a property of NONESCOST Module 3 | Page 8

The Learning Resource Center

This document is a property of NONESCOST Module 3 | Page 9

Evaluation of ICT Resources

This document is a property of NONESCOST Module 3 | Page 12

- Based on Definition Massive Open Online Courses v1.1 licensed under

This document is a property of NONESCOST Module 3 | Page 13

To realize the Intended Learning Outcomes, work through these steps:

Name of Center Observed: __________________________________________________

List of Available Learning Resources

Name and signature of Observer:

Name and Signature of the Learning Resource Center In-charge

ICT Competency Standards for Teachers (CHED Teacher Programs (2017):

Are the learning resources/materials arranged properly according to their functions

What are the strengths of this Learning Resource Center?

Name of FS Student____________________________________Date Submitted:

Course: Major: ___

Name of FS Student_______________________________ Date Submitted:

Course: _ Major: _________

Resource Teacher: ________________________Teacher’s Signature