ACKNOWLEDGMENT

The field study participant would like to sincerely thank everyone that
helped her finish her portfolio. To the amazing and talented students
of San Juan High School who contributed their collaboration,
empathy, and enthusiasm. My sincere gratitude goes to Mrs. Edwina
N. Sergio , our Field Study 1 instructor, for his countless hours of
work and dedication in finishing this remarkable project. We are
grateful to our cooperating teacher Mrs. Analiza R. Micua for their
support, encouragement, tolerance, understanding, advices and care
in making this portfolio a success. To my Student Teacher
classmates wo shared their knowledge and helped me finish this
portfolio. To my Parents, love one's, Tita, Tito, siblings who inspired,
love, encourage, support, understand and helped me out financially
and morally while I pursue this education. Lastly to GOD ALMIGHTY
to help me and give me strenght and intellectual knowledge to finish
this study.
 Introduction
Education is considered the most significant component in one's life.
It shapes and develops the individual to ensure future. However,
education is impossible without the learning process, which requires
two people: the teacher and the students. The leaner will not learn
anything unless they taught by a teacher or educator. It is also true
that teaching is the noblest of vocations. the instructor has the big
jobs and responsibilities, and his primary interests is an individuals
overall growth. A teacher must understand how to interact with the
learner. He or she must be patient, courageous, dedicated,
determined, and most importantly, devoted, determined, and most
importantly, devoted to learner. This is why teaching is known as a
"sacred calling', and people who possesses the aforementioned
attributes are great educators. If you want to know why I chose to be
a teacher despite the responsibilities that come with the job. I simply
want to convey my gratitude for the opportunity to help those in need,
especially young learners. I cannot support them monetarily, but I can
help them morally, emotionally, and intellectually. Being with young
learners for whom you may provide aid by educating them is an
unforgettable experience that every teacher values.
 PRE-BELIEFS IN TEACHING
In teaching, I believe that every student is capable of learning, but each learns in
their own way and at their own pace. My role as an educator is to create an
inclusive and supportive environment where students feel valued and challenged.
I believe in fostering critical thinking and problem-solving skills by encouraging
active participation and real-world connections. Education should not just focus
on academic achievement but also on personal growth and emotional
development. I also believe that building strong relationships with students is
essential, as trust and respect create the foundation for meaningful learning
experiences.

POST BELIEFS IN TEACHING

After reflecting on my teaching journey, I believe that effective education is
rooted in adaptability and continuous learning. I‘ve come to understand that
every student‘s needs and strengths are unique, so differentiation and
personalized approaches are key to fostering success. I now prioritize creating a
growth mindset environment, where mistakes are seen as learning opportunities,
and perseverance is celebrated. Building strong relationships with students has
proven essential in creating a trusting classroom atmosphere. Furthermore, I
believe that collaboration—both among students and with colleagues—enhances
learning and enriches the teaching experience. Ultimately, education is about
empowering students to.
CURRICULUM VITAE
PERSONAL DETAILS EDUCATION

Name: Arabella Joy O. Bisco Primary: Palapas Elementary School

Address: Palapas, Ligao City Palapas Ligao City
Email: arabellajoybisco@[Link] 2014-2015
Contact Number: 09654812076
Secondary: Palapas National High
Age: 21 School
Birthdate: May 28, 2003 2018-2019
Place of Birth: Palapas, Ligao City
Sex: Female Senior High School
Height: 157 Cookery
Weight: 50 2020-2021
Civil Status: Single
Nationality: Filipino Tertiary Undergraduate:
Religion: Roman Catholic OAS COMMUNITY COLLEGE
Name of Father: Manuel C. Bisco CALZADA, OAS ALBAY
Name of Mother: Arlin O. Bisco BTVTED-FSM IV-A

Skills:
Creative
Adaptability
Skills
Management
B

The School
Environment

SPARK Your Interest

This Episode 1 provides an opportunity for students to examine and reflect on a

school environment that promotes learning and development.

TARGET Your Intended Learning Outcomes

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

characteristics of a school environment that is safe, secure, and is
supportive of learning (PPST 2.1.1).

REVISIT the learning Essentials

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

practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social and psychological needs of the
students.

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

learning environment. They help in building and establishing the school
culture. These boards become one way for everyone to learn about the
vision- mission, goals and values that the school uploads.

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

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

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature:____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

To realize the Intended Learning Outcome, work my way through these

steps:
1. Visit a school. Look around into facilities and support learning areas in the
campus, then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good environment through and of these:
a) Descriptive paragraph b) Photo essay
b) Sketch or drawing c) Poem, song or rap

OBSERVE

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are
available, and say how each will contribute to the students‘ learning and
development.

Facilities / Description Will it contribute to the

student‘s learning and
Development? Why?
/ Small but neat It can help the
Office of the and clean students when
Principal Documents they some
and paper are questions.
well arranged
in a proper
place
Organizational
chart and
school mission
and vision is
written on the
 wall.
/ They have lots Yes, because
Library of books, they can
learning dosome
materials and research in the
documents. library for there
Their books project
and
documents are
well arranged
by its subject.
/ Small, neat Counseling
Counseling and clean room can help in
Room Private place the students
when they need
some help or
need to comfort
them.
/ Not so big Yes, it‘s more
Canteen/Cafet canteen accessible to
eria They have the students
variety kinds of they don‘t need
foods to go outside to
Neat and clean buy foods.

Medical Clinic

Audio Visual/
Learning
Resource
Center
Science / Periodic table Yes, it can help
Laboratory was display on in there
the wall. critical thinking
Pictures of the skills,
scientist was engagement,
also display in collaboration.
the wall.
Apparatus are
in the cabinet.
/ Big place, neat Gymnasium
Gymnasium and clean. contribute to the
learning
development of
the students
because they
can perform
some activities
or program in
the gymnasium.
/ Big place, neat Auditorium
Auditorium and clean. serve as vital
Stage are spaces for
place in the. education ,
community
building ,and
personal growth.
/ Small garden They can learn
Outdoor/ outside the how to
Garden Classrooms. value the
Neat and agriculture
clean. environment.
 / Neat and It can the
Home clean. students in there
Economics Located in the practicum
Room senior high activity.
school
building.
Industrial / Materials and Industrial work
Workshop instruments shop area
Area are well guides the
arranged. students on
Guidance on using different
how to use the kinds of tools.
material was
written on the
wall.

PTA Office

/ Small, neat It gives

Comfort Room and clean. comfortable and
for Boys It has trash accessible
can There is a restrooms
supply for support student
water. physical and
emotional,
enhancing their
overall school
experience.
Comfort Room Small, neat It gives
for Girls and clean It comfortable and
has trash can. Accessible
There is a restrooms
supply for support student
water. physical and
emotional,
enhancing their
overall school
experience.
Others (please
specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statement carefully. Then write your observation report on the
space provided.
Guide Question Classroom Observation Report
1. Describe the  The other neighborhood of the school is rice
community or fields and trees and in front of the school
neighborhood where iscanteen, sari-sari store that the students
the school is found. can buy there snack.

2. Describe the school  The school is located at San Juan, Oas

campus. What Albay, when you enter the campus you can
colors do you see? see first the Office of the school and the
What is the senior high school and some of the
condition of the classroom. The colors that must seen in the
buildings? school is Green, Yellow, Dirty White. The
condition of the building is good but some of
the room is need to renovate but over all it‘s
 good.

3. Pass the offices.  Yes, the office is good. When you enter the
What impression do office there‘s a chair for the visitor and in the
you have of these left side is the Comfort Room and storage
offices? room in the right side is the office of the
principal.

4. Walk through the  Aside from school‘s hall, library, and

school‘s halls, the cafeteria the school also has a school clinic,
library. The science laboratory, computer laboratory,
cafeteria. Look comfort rooms for schools‘ staffs and
around and find out students and bench in the gymnasium.
the other facilities
that the school has.

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature:____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcement, do you
see posted?

2. Examine how the pieces of furniture are arranged. Where is the

teacher’s table located? How are the tables and chairs/ desks
arranged?

3. What learning materials/ equipment are present?

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

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

1. In the Grade 7 Cherry the wall displays is the opening prayer and closing
prayer, motivation quotes. The opening and closing prayer is located in
front of the classroom and the motivation quotes is paste on side by side
of the wall.
2. The teachers table‘s is locate in front and back, one in the front and one in
the back. The arrangement of the tables and chairs are face in the black
board.
3. The learning materials that are presented is visual aids and print pictures.
4. In one classroom 38 students are occupying the classroom.
5. Yes, the classroom is well ventilated

An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the
matrix to record your data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description
(location, number, arrangement, condition)
1. Wall Display  None

2. Teacher‘s Table  Teachers table is located at the front of the

classroom. Adjacent to the door, and there
is also another table at the back.
3. Learner‘s Desk  Learners‘ desk is at the center of the
classroom facing the chalkboard. The
classroom has 38 desks for students.
4. Blackboard  It is place at the center of the classroom

5. Learning Materials/  None

Visual Aids.
Learning Materials/
Visual Aids.
6. Cleaning materials  Some of the cleaning materials are new and
most of it are old but in well condition.

Write your observation report here.

Name of the School Observes: SAN JUAN HIGH SCHOOL

Location of the School: SAN JUAN , OAS ALBAY

Date to Visit:

The school is very large enough to cater the growing population of

students who lived in SAN JUAN OAS, ALBAY and other related barangay
in Oas. It has more than 50 classrooms making it. The school has many
facilities like several laboratories, a film room, tourism room, a room
focusing on TLE-related subjects, and many more. The school is also
clean and neat which is very conducive for the learners. On top of that,
majority of the teaching staff have a higher degree of education (most are
Masters in Education already). The school also offers indoor cafeterias so
that the students would not go out of the campus.

ANALYZE

How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
The school campus has a great impact to the students‘ development and
learning. Theyhave lots of professional and qualified teachers and they
have almost complete facilitiesand learning materials, these only shows
how great the impact of the school particularly in learning process.
Therefore, the school that having a conducive learning environment,
complete facilities and have qualified teachers motivates students to
attend the school.
How does this relate to your knowledge of child and adolescent development/
How does tips this relate to your knowledge of facilitating learning?
A child needs a conducive, stress-free environment and free from
distraction and noises to achieve an effective learning. This is because
 they are still developing and discovering their knowledge, skills and
abilities. As a teacher I will be using of various types of teaching and
strategies which is appropriate in the understanding of my students in
order for them to learn.

REFLECT

1. Would you like to teach in the school environment you just observed?
Why? and Why not?
I would like to teach to the school I have I just observed because the
foundation of education here are good and the environment also was
conducive, refreshing and stress free.

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

On my own opinion a school that is stress free environment and free from
distraction and noises, offices and classrooms should be organize,
complete facilities, teaching staffs are accommodating and approaching
and neat and clean.

3. What kind of classroom is conductive to learning?

For me a classroom that is conducive to learn is neat and clean, well
ventilated,comfortable place to learn, has proper lighting, organize
decorations, the colors shouldbe cooling effects and not crowded.

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

I could accomplish my plans in the classroom by being innovative and
resourceful for the materials I‘m using. I will organize and arrange the
materials and instruments I‘ am using in teaching. I‘ am providing a
classroom that will help the students to enhance their skills and for better
understanding about the subject matter.

5. Write your additional learnings and insights here.

I learned that every student needed a conducive learning environment that
will affecttheir motivation to learn. This field study made me realize on how
teachers attain effective classroom management and environment, and
how to supply students‘ learning

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Observing bulletin board display

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:
 The display board, or what we more commonly refer to as bulletin board,
is one of the most readily available learning resources
To achieve the Intended Learning Outcomes, work your way through
these steps;
1. Examine for bulletin board display. Includes the samples of those found
at the entrance, lobby, hallway and classroom
2. Pick one and evaluate the display
3. Propose enhancements to make the display more effective.

OBSERVE

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board display. How many board
displays do you see?
There are 2 displays boards.

2. Where are the display boards found? Are they in places where target
viewers can see them?
First is in the senior high school buildings and the second one is located in
front of guidance office. Yes, they are in places where target viewers can
see.

3. What are the displays about? What key messages do they convey? What
images and colors do you see? How are the pieces of information and
images arranged?
The displays are announcements about school programs. The colors of
the images are bright that can be easily found even if your far. The images
and information are well arranged at its place.

4. What materials were used in making the displays? Are borders used?
The materials used in making the displays are colored paper, images,
colors, cut out letter and borders are used.

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

and the like)
I didn‘t notice any errors

6. Are the messages clear and easily understood?

Yes, it was clear, understandable and readable

7. Think about what got your attention. Why did I get your attention?
The announcements about the school.

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

Observation REPORT
(You may paste pictures of the Board displays here.)

From among the board display that you saw, pick one that you got most
interested in. Evaluate it using the evaluation from below.
BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display ____________________________________
Location of the Board Display in School _________________________

Check the column that indicates your rating. Write comments to

back up your ratings.

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

Improvements

NI S VS O
Criteria 1 2 3 4 Comments

Effective ✓ The message was straight to

Communication point
It conveys the
message quickly
and clearly.
Attractiveness ✓ The colors are attracted to eyes
Colors and
arrangement
catch and hold
interest
Balance ✓ It stays to it's position.
Objects are
arranged so
stability is
perceived.
Unity ✓ The shapes and colors are
Repeated perfectly combined.
shapes or colors
or use of
boarders hold
display together.
Interactivity ✓ It was interactive.
The style and
approach entice
learners to be
involved and
engage.
Legibility ✓ The letters of the board display
Letters and was readable and clear.
illustrations can
be seen from a
good distance
Correctness ✓ The grammar are correct, no
It is free from errors Ang misspelled words.
grammar errors,
misspelled
words, and
ambiguity.
Durability ✓ t is well constructed with glue
It is well- andstapler.
constructed;
items are
secretly
attached.

Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board
EVALUATION

Strengths Weaknesses
Description of the Bulletin The bulletin board
Board layout layoutwas placed at the
centerof the classroom
hallwaywhere it can be
easilyseen, the letters
arereadable and clear,
thecolors are smooth in
theeyes and the size
isenough to be seen.

Evaluation of
educational content
and other aspects

Recommendations or
Suggestions for
improvement

They should add some designs for the bulletin display attractive to the
students and recognizable.

Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay- out. You may present
your outputs through any of these:
 A hand- made drawing or layout
 And electronic (computer) drawing/ illustration or layout
 A collage

My Board Display Layout

ANALYZE

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

The purpose of the board display is to inform the students about the
events in the school.
Did the board display design reflect the likes/ interest of its target audience?
Why? Why not?
Yes, because base on may experience the students are more likely in the
board that are colorful, informative and attractive to them.
Was the language used clear and simple for the target audience to understand?
Why? Why not?
The language used was clear and simple that it can be easily to
understand by the audience.
Was the board display effective? Why? Why not?
The board display was effective because it caught the attention of the
audience.
What suggestions can you make?
I suggest that the letter shall be used in making the bulletin display is
board for the audience to easily read and it should be dark while the
background color shall be bright to the emphasize the message from the
bulletin display. Based on your suggestions, propose an enhanced version
of the display board. Use the form below.
My Proposed Board Display
Theme:

Reading Month Celebration/ Buwan ng Pagbasa

Board Title:

―Pagbabasa ang Pag asa ng Kabataan Para sa Magandang Kinabukasan‖

Rationale:
(Purpose)

Encourage the students that reading is really important in life.

Objectives:

• Encourage students to read books, magazines, novels, newspaper and etc.

• Understand the purpose of reading
• Enhance the ability and skill of the student to read
Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief
description):

Materials for aesthetic enhancement:

• Coloring materials
• Art materials
• Plastic cover

ANALYZE

1. Name at least five skills that a teacher should have to be able to come up
with effective board displays. Elaborate on why each skill is needed.
 Creativeness – this is needed as teacher in order for the board
display to be attractive to the audience eyes.
 Simplicity – this will help the teacher to not over design the board
display so that it will be pleasing in the eyes.
 Thinking skills – the information in the board display must be direct
so that the audience will surely understand the message of it.
 Resourcefulness – the teacher should consider the availability of
the materials.

2. Which of the skills you named in #1 do you already have? Recall your past
experience in making board displays. How do you practice these skills?
 The skills that I have possessed were being simplicity, resourceful
and creative. In my senior high days we experienced making of
board display it was challenging for because it was our first time
making it, though we don‘t have enough experience

3. Which skills do you still need to develop? What concrete steps will you
take on how you can improve on or acquire these skills?
 I think the skill/s that I need to develop is the thinking skills, the
ways on how I‘ am going to improve this skills is to keep practicing
and making an activity that is related to developing my thinking
skills.
 LINK Theory to Practice

Directions: Read the items given and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT ______________________.
A. The learning environment promotes fairness.
B. Is safe and conductive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standard of learner‘s
behavior

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

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

A. II, III and IV

B. I, II, III, and IV
C. I and II
D. III and IV

3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings

4. Examine the bulletin board display. This bulletin board fulfills which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board fulfils which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative

6. Examine the bulletin board display. This bulletin board fulfils which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
 SHOW Your Learning Artifacts

My Personal Illustration of an Effective

School Environment
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode - 1 The School as a learning Environment.
Learning Outcome: Determining the characteristics of a school environment that provides social, psychological and physical
environment supportive of learning.

Name of FS Student: Arabella Joy O. Bisco Date Submitted __________________

Year and Section: IV-A FSM Course: BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 Learner Diversity:
Developmental
Characteristics, Needs
and Interests.

SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners of different

ages and grade levels. It highlights the differences in their characteristics and
needs. As a future teacher, it is important for me to determine my learners‘
characteristics and needs so that I will be able to plan and implement learning
activities and assessment that are all developmentally appropriate.

TARGET Your Intended Learning Outcomes

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

characteristics, need and interests of learners from different
developmental levels. (3.1.1).

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns

such as, from the head to the toe (cephalocaudal), and from the center of
the body then outwards (proximodistal).

2. Development takes place gradually.

3. All domains of developmental and learning physical, social and

emotional, and cognitive- are important, and they are closely interrelated.
(NAEYC, 2009).

4. Developmental proceeds toward greater complexity, self-regulation,

symbolic or representational capabilities. (NAEYC, 2009)
 OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observation learner characteristics at different stages

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

To realize the Intended Learning Outcomes, I will work your way through these
steps:

Step 1 Observe 3 groups of learners from different levels (preschool, elem.,

and high school).
Step 2 Describe each of the learner based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 compares them in terms of their interests and needs.

OBSERVE

Use the observation guide and matrices provided for you to

document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report
on the provided space. Your teacher may also recommend another
observation checklist if a more detailed observation is preferred.

Physical
1. Observe their motor skills how they carry themselves, how they move,
walk, run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are
their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners.
(happy, sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.
Learners’ Development Matrix
Record the data you gathered about the learners‘ characteristics and
needs in this matrix. This will allow you to compare the characteristics and needs
for learners at different levels. The items under each domain are by no means
exhaustive. These are just sample indicators. You may add others aspects which
you may have observed.
Development Preschooler Elementary High School
Domain Indicate age Indicate age Indicate age range
range of children range of children of children
observed: 5-6 observed: 8-12 observed: 13-16

Physical Move freely Moves, run and The can do

walks whatever they
Gross-motor skills • They always • They can want
play performsimple • They can water
• They can dance steps the plants
button their • They can lift • The can walk
uniforms pale and run fast
of water • They can drag a
• They lift their table and lift a
own chairs. chair

Fine-motor skills • They can • They can draw

complete simple shapes, lines and
puzzles. 3D lines . • They can do
• They can cutting of letters
writetheir names • They can draw
butnot clear and artistic designs.
readable.

• They can eat

without any • They can do
Self-help skills assistance their assignments

• They can
make their own
report
Social • They always • They can tell • They can share
Interaction with askquestions their their own ideas
Teachers • They always stories related to their
seek help of • They voluntarily lesson •
others. answer questions Sometimesthey
listen
• They compare attentively • They
their scores with can do reporting
Interactions with • They their seatmate
Classmates/friends sometimes • Interested with • They can
fight with their their lesson that choosetheir
classmates makes them laugh friends
Interests • They are and relate. • Interested in
interested with team work,
Others colorful things brainstorming
and games anddiscussion
they
relate and enjoy
Emotional • They are They can express • Moody
Moods and stubborn and their feelings their • They are
temperament, hard headed feelings expressive
expression of • They easily cry sometimes
feelings • They keep
 theirfeeling to
• They feel themselves
Emotional happiness • Sometimes
independence whenthey are theycan control • They can control
playing their emotions their emotions
Others
Cognitive • They cannot • They can • They can talk
Communication clearly explain expressand share Using
skills their ideas their ideas well metacognition,
• They are using can communicate
their mother well using English
tongue to language
expresstheir
ideas and
thoughts

Thinking skills • They can count • They are good • They can
numbers enough in understand
problem solving complex topic

Problem-solving • They can

understand the • They can
Others topic with answer on their • They can solve
pictures own but still seek problem solving
confirmation with
their classmates

ANALYZE

Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics think of implications for the teacher.
Level Salient Characteristics Implications to the
Observed Teaching-Learning
Process
Preschool Preschoolers like to move Therefore, using colorful
Age range of learners around a lot. visual aids and
observed ___5-6____ instructional materials is
very useful to
catch the students‘
attention.

Elementary They are independent. Therefore, adding sense

Age range of learners They easily get bored of humor related to topic
observed _______ when they don‘t like the can prevent their bored
topic. when there is a
discussion.
High School They can speak well. The teacher should be
Age range of learners Theyshare their ideas the role model for the
observed _______ based ontheir students to copy the
experienced and behavior of their
knowledge teachers. Let them
explore and discover
more things.
 REFLECT

1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or differences do
you have with the learners you observed?
When I was observing the students, I remember the days when I
was the same withtheir age. We are the same, I also enjoy playing
with my classmates, I love telling storieswith my seatmates, I do
really love running at the hall way and it‘s fun to share mysnacks to
my seatmate but somehow im different form them because I‘ am
focus withour lesson though sometimes I‘m talkative I always
participate in our class discussion.

2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help or not help you with your needs (physical, emotional,
social, and cognitive)? How did it affect you?
The teacher that I could not forget was Sir Silvestre M. Sanorjo Jr. .
I idolized him because of his teaching strategy, I do enjoy his
subject. He has a sense of humor, he is kind but little bit strict and
he also treats us as his own child. He motivated and inspired me to
become a teacher.

3. Share your other insights here.

Teaching is really an important job. Teacher should relate the
lessons to the interest of the student for them to explore through
engaging with the discussion to motivate them to learn

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. 1A 14-year-old felt ignored by her crush whom she believes is her one
true love.
She is crying incessantly and refuses to listen and accept sound advice
that the teacher is offering. Her refusal to accept is because
_____________________________.

A. She thinks what she feels is too special and unique, that no one has
left like this before
B. The teenager‘s favorite word is ―no‖ and she will simply reject
everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the teacher‘s perspective
D. Teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine

motor skills of the 4-year-olds. Which of the following should he best
consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday.
 C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand
muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in
it. She asked the class: ―What happen to the egg if I add three-
tablespoon salt to the glass of the water?‖ this is hypothesis
formulation. What can you infer about cognitive developmental stage of
Teacher Rita‘s class?

A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

Which is your favorite theory of development? How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.

My favorite theory of development is Social Interaction inLearning

and Interaction of Lev Vygotsky. According toVygotsky social
interaction play a fundamental role in theprocess of cognitive
development. He felt that socialinteraction precedes development.
In this theory Vygotskyexplains that through scaffolding students
could developfrom their actual zone of development to the zone of
proximal development. It makes me realized that theteacher‘s task
as facilitator is such rewarding because youa help and guide the
child to reach his/her fullest potential.
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode - 2 Learner Diversity: Developmental Characteristics, Needs, and Interests.
Learning Outcome: determine the characteristics, need and interests of learners from different developmental levels. (3.1.1).

Name of FS Student: Arabella Joy O. Bisco Date Submitted:

Year and Section: IV-A FSM Course: BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 Focus on Gender, Needs,
Strengths, Interests
Experiences Language,
Race, Status, Difficult
Circumstances, and
Indigenous Peoples

SPARK Your Interest

Episode 3 provides an opportunity to observe how differences in gender,

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

TARGET Your Intended Learning Outcomes

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

 Describe the characteristics and needs of learners from diverse
backgrounds;
 Identify the needs of students with different levels of abilities in the
classroom;
 Identify best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding, and acceptance of the
learners‘ diverse needs and backgrounds.

REVISIT the Learning Essentials

Here are principles of concepts relevant to this Episode:

1. Principles of Development
a. Development and learning proceed at varying rate from child to
child, as well as at uneven rates across different areas of the
child‘s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are
challenged to achieve at a level just above their current level of
mastery, and also when they have many opportunities to practice
newly acquired skills.
c. Differentiated instruction is a student-centered approach that
aims to match the learning content, activities and assessment to
different characteristics, abilities, interests, and needs of the
learners.
 2. The PPST highlighted the following factors that bring about the diversity of
learners:
a. Differences in learners‘ gender, needs, strengths, interests, and
experiences
b. Learners‘ linguistic, cultural, socio-economic and religious
backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include
geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disaster, child abuse and child
labor.
Effective teachers are knowledgeable about how issues related to the
factors mentioned affect learners. The teachers develop in them sensitivity and
empathy. They remember that the learners respond and perform at different
levels. The teachers assure the students that their gender identity, culture and
religion are respected, their strengths are recognized, and their needs will
be met. These teachers declare to all that everyone has the chance to learn
and succeed. They create a learning community where everyone can work
together and contribute regardless of their abilities, capacities and
circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom
 Model respect and acceptance of different cultures and religions
 Bring each of the student‘s home culture and language into the
shared culture of the school
 Provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher‘s approach to indigenous peoples starts with a
keen awareness of one‘s own identity, including one‘s beliefs and cultural
practices. Through serious reflection one may realize that the self is a
product of all influences of key people in one‘s life and the community, real
and virtual. Similarly, learners from indigenous groups carry with them
their beliefs, views and cultural practices. One‘s attitude needs to be that
of openness and respect. Come in not with the view that one‘s own
culture is superior, we approach with the sincere willingness and deep
interest to know and understand the indigenous peoples‘ culture. We aim
to make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you
have discussed indigenous peoples in the Philippines. You learned
that our country has about 110 ethno-linguistic groups, majority of
which is in Mindanao, some in Northern Luzon and fewer in the
visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous peoples groups
which have several smaller ethics groups within them, the non-muslim
groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon. Among others, we have the Badjaos, Ati and Tumandok,
Mangtans and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act,
recognizes and protects the rights of indigenous cultural communities
(ICC) and indigenous peoples (IP). Our country was admired by other
nations for enacting this law, however, years later, so much still has to
be done to improve the lives of millions of people from indigenous
groups. (Reyes, Mina and Asis, 2017)
 c. Guided by RA 8371, in 2016 DepEd issued DO 32, s.2015, Adopting
the Indigenous Peoples Education (IPED) Curriculum Framework.
Most useful for you as a future teacher to remember are the 5 Key
Elements of Indigenous Peoples Education Curriculum (DO 32,
s.2015 enclosure, pp. 15-18):

1. Curriculum Design, Competencies and Content. Interfacing the

national curriculum with indigenous knowledge systems and
practices (IKSPs) and Indigenous Learning system (ILS) the design
of a culturally appropriate and responsive curriculum has the
following features:
a. Anchors the learning context on the ancestral domain, the
community‘s world view, and its indigenous cultural institutions.
b. Includes and respects the community‘s expression of spirituality
as part of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS,
and indigenous languages.
e. Emphasize competencies that are needed to support the
development and protection of the ancestral domain, vitality
their culture, and the advancement of indigenous peoples‘ right
and welfare.
f. Supports the community‘s cultural integrity while enabling
meaningful relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate
and responsive curriculum employs teaching methodologies and
strategies that strengthen, enrich, and complement the
community‘s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and
responsive curriculum recognizes that the ancestral domain where
IKSPs are experienced, lived, and learned is the primary learning
environment and learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning
resources shall be developed and utilized in line with the described
curriculum content and teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts
being covered. Their design and use shall address the needs and
concerns of the community and shall be developed with their
participation.

OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observation learner characteristics at different stages

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: _____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:
The learners‘ differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering
data to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these
steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day,
class time, recess, etc.)
Step 2. Described the characteristics of the learners in terms of age, gender, and
social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that
she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners‘ interactions.
The observation form is provided for me to document my observation.

OBSERVE

An observation Guide for the Learners’ Characteristics

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

During class:
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teachers. Are there groups
that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperative
with or compete against each other?
4. Who among the students participate actively? Who among them ask for
most help?
5. When a student is called and cannot answer the teacher‘s question, do
the classmates try to help him? Or do they raise their hands, so that the
teacher will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously,
by age? By gender? By racial or ethnic groups? By their interests? Or are
the students in mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting.
Describe their behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has
affected the learners. Ask about the strategies they use to help these learners
cope.

Ask the teachers about strategies they apply to address the needs of diverse
students due to following factors:

 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
Name of the School Observed: San Juan High School
School Address: San Juan, Oas, Albay
Date of Visit:

During my observation, I have observed that the age of the students do

not vary talking about their characteristics, behavior, attitudes and skills
for the reason that there are some students who is shy, silent, behave and
some of them are talkative but most of them give their attentions and
cooperate with activities given to them. Each of the students has their own
unique characteristics and talents some knows how to sing, dance and
draw. Most of them can do a particular task independently and some of
them need guidance and assistance by their teacher. They do love talking
and fighting withseatmates. I observed that most of the students who are
sitting at back were not that much cooperative compare to those who
seated in front. They can focus for a long period of time but their skills,
abilities and concentration only depends on their interest to the topic given
by their teacher. It is the reason why their teacher always makes her
visual aids creative in order for her students to catch up their topic. Most
of them group themselves with their classmates who have the same
gender with them and some them group themselves with the same
gender. All of them are friendly and willing to make new friends with
others.

ANALYZE

1. Identify the person who plays key roles in the relationships and
interactions in the classrooms. What roles do they play? Is there
somebody who appears to be the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/pessimist?
The person who plays the key role in the relationships and interactions
inside the classroom was the teacher. The students see their teachers are
their role model on how they are going treat one another. As a I observed
most of them knows what is their talent and I can one of them can be a
professional dancers, singers, artists, actors and actresses and more.

2. What makes the learners assume these roles? What factors affect their
behavior?
Factors that can affect the students behavior is how their teacher is going
to appreciate and give reactions to the things that have by the students

3. Is there anyone you observed who appear left out? Are students who
appear ―different?‖ Why do they appear different? Are they accepted or
rejected by the others? How is this shown?
There are few of the students feel they are isolated and does not belong to
their classmates maybe because they are shy and not kind of students
who is sociable with others. Everyone in the class was accepted despite
their difference.

4. What does the teacher do to address issues like this?

The teacher does not tolerate her students behavior when they are having
their discussion and also she give punishment and lecture to those
students who bullied their classmates
 5. What does the teacher influence the class interaction considering the
individual differences of the students?
For the students eyes their teacher is a good role model with have a
value, attitude, knowledge and sense of humor this is the reason why she
keeps on getting the attention of most of her students.

REFLECT

1. How did you feel being in the classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher and the
learner?
When I was inside the classroom I felt that I do belong with the students
they treat me well and nice, their kindness tells that they also respect me
as a student teacher. As what I have observed, the students and teachers
have the sense of oneness or unity. It is intact with them to keep the value
of unity for them to have a stronger connection and without having one of
their left behind. As their students teacher I‘ m really glad and happy to
see them grow as a learner.

Activity 3.2 Observation learner characteristics at different stages

Resource Teacher:: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

To realize the Intended Learning Outcomes, I will work your way through these
steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teachers should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
 1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that
seem to be behind.
3. Validate your observations by asking the teacher about the background
and needs of the learners.
4. Observe the behavior of the both regular students and those with special
needs. Note their dispositions, pace in accomplishing tasks, interaction
with teacher, and interaction with others.
Observe the teacher‘s method in addressing the individual learning needs of the
students in his/her class.

OBSERVATION REPORT
Name of the School Observed: San Juan High School
School Address: San Juan, Oas, Albay
Date of Visit:

According to my observation, each class has their different approach on

interacting and focusing with their teachers is discussing the lesson. Some of the
students know how to read, write and the others have difficulties in reading and
writing. Those students who can perform well are seated in front of the class
while some of those students who are seated at the back are always talking with
their seatmate. According to their teacher, the students‘ needs to choose how
they will learn. Despite of their differences, the learners will be able to enjoy their
time in school. The teachers‘ pay a lot of their attention to those students who
face some difficulties because they need more attention and guidance who can
understand them about their feelings in order for them to become better.

ANALYZE

1. Did your observation match the information given by the teacher?

Yes most of my observation matches the given information by the teacher

2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate
instruction to meet the needs of the learners.
In term in the differences in ability levels of the students in class, there are
three types of students: the intelligent, average and normal. In order for
the teacher to meet the needs of the students she will provide a kind of
strategies that will help all the students to cope up with their lessons such:
creative design for visual materials, designing lesson based on the
students learning styles, brainstorming and sharing interest, topic and
ability for their assignment for them to be cooperative with others.

3. Describe the methods used by the teacher in handling the students‘

differences in abilities. How did the student respond to the teacher? Did
the teacher use differentiate instruction? If yes, describe how.
The teachers‘ method used in handling the students‘ differences in
abilities is allowing them to do the things they have interest relating to their
lessons. She treats her student fairly and equal even they are type of
students who are intelligent, average and normal
 REFLECT

1. Recall the time when you were in elementary or high school. Recall the
high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?
Back when I was in high school, I can remember that most of my
classmates are highachievers and some of us are average and low
achievers. The majority of the highachievers are female and some of the
low achievers are male. During our discussion ourteacher always groups
us fairly and equal, our teacher assigned high achiever in each group for
those who are average and low achievers to cope up with the lessons. For
me this type of groupings is fair and equal because it balances the groups.

2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?
• Good communications skill
• Enthusiasm for teaching
• Fair and equal treatment for all students
• Cares for their students
• Strong relationship with the students
• Understanding • Creative in lesson planning

Activity 3.3 Observation learner characteristics at different stages

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

To realize the Intended Learning Outcomes, I will work your way through these
steps.
1. Ensure that you have reviewed the no. 3 focused on Indigenous Peoples
in the Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some
suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga agta, General Narak, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental
Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA),
San Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brfy Garangan and Brgy.
Agcalaga, Calinog, Iloilo
h. T‘boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School,Dalwagan,
Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain
permission from these schools before you visit.
If an actual visit is not feasible, consider a ―Virtual Visit‖ through social media.
And if still not feasible consider a ―virtual‖ field study through watching
Indigenous Peoples in the Philippines videos. There are several available at
Youtube. You can start with this video by Dep Ed:
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education
Framework.
5. Reflect on your experience.

OBSERVATION REPORT

Name of the School Observed: San Juan High School

School Address: San Juan, Oas, Albay
Date of Visit:

The learning spaces and classroom was designed to cater to various

areas of knowledge and to teach the IP holistically. The parents, students
and elderlies are walking 20 minutes just to go to school every once a
week. Most of them are far from the school. The school was funded by the
Department of Education. The IP are working together with education and
civil society. The teachers are also IP students before and took training
and seminars for teacher degree so they can also teach the people in their
community. The IP there are treating each other as a family, their
relationship and connection are strong enough and these people believe
in each other so that no one willleave behind in education. They are using
the learning materials and resources providedby the government. The
curriculum of the IP was designed to cater to various areas of knowledge
and to teach them holistically. They development of the curriculum is
supported and provided by the government.

ANALYZE

Curriculum Design, Answer each question based on your observation

Competencies, and Content and interview data.
1. Does the school Yes, because the teaching styles and
foster a sense of strategies are connected with the IP. For
belonging to one‘s example: In agriculture, the teachers teach
ancestral domain, a the students about agriculture forthem to
deep understanding deeply understand it.
of the community‘s
beliefs and practices?
Cite examples

2. Does the school Yes, despite of their differences they still

show respect of the respect others beliefs and norms.
community‘s
expression of
spirituality? How?

3. Does the school Yes, because they donated a sustainable

 foster in the agricultural plot.
indigenous learners a
deep appreciation of
their identity? How?

4. Does the curriculum Yes, it seems the same like the other
teach skills and school. The curriculum covers all the
competencies in the academic subjects and theyhave also
indigenous learners extracurricular subjects.
that will help them
develop and protect
their ancestral
domain and culture?

5. Does the curriculum The school has a curriculum link for both
link new concepts new concepts and competencies to the life
and competencies to experience of the community.
the life experience of
the community?

6. Do the teaching Yes, it helps them because they applied

strategies help their learnings in real life situations
strengthen, enrich, especially in their learnings in agriculture.
and complement the
community‘s
indigenous teaching-
process?

7. Does the curriculum IP schools are maintained and balanced in

maximize the use of order to meet the needs of the students.
the ancestral domain For example: The school used teaching
and activities of the materials and resources based on IP
community as knowledge.
relevant settings for
learning in
combination with
classroom-based
sessions? Cite
examples.
8. Is cultural sensitivity The school curriculum was designed based
to uphold culture, on the knowledge and cultural practices of
beliefs and practices, the respective IPgroup which developed by
observed and applied the curriculum to supportthe use of
in the development instructional materials and resources.
and use of
instructional materials
and learning
resources? How?
(For example, culture
bearers of the
indigenous peoples
are consulted)
9. Do assessment Yes, the community values and culture it is
practices consider consider being part of the curriculum
community values implementation.
and culture? How?
10. Do assessment Yes, it is considered that the assessment
practices consider practices should be related to the
community values community values and culture to know the
and culture? How? capacity and ability in order toapply the
thinking skills of the IP students are
capable of understanding.
 What do you think can still be done to promote and uphold the
indigenous people knowledge systems and practices and rights in schools?
We should support the indigenous people‘s educational system because
it‘s their right to learn and to be taught. We need them to give an
opportunity to explore and expand their understandings for them to their
knowledge on a real life situation. And we should encourage the
government to improve the quality education in the indigenous places.

ANALYZE

Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
I learned that beliefs and norms of one another should be respected. I
realized that as a person you should embraced and nourish your skills and
knowledge.

2. What did you appreciate most from your experiences in visiting the school
with indigenous learners? Why?
The most memorable experienced I ever had in watching the indigenous
learnerswas that I see through in their eyes that they are all dedicated to
learn and experience more things. And I also realized that being a teacher
of an indigenous people will make you inspire to teach more.

3. For indigenous learners, as future teacher, I promised these three things:

3.1 Be open and respect indigenous peoples by respecting them as a

person andnot humiliating their identity in front of the other people. I
should accept what kind of people they are.

3.2 Uphold and celebrate their culture, beliefs and practices by showing
respectwith their culture, beliefs and practices. Being with them is not
a bad idea as a long as I limit myself with the things that might hurt
them and misunderstand my doings.

3.3 Advocate for indigenous peoples‘ education by promoting and

supporting allthe IP in our country. I will teach my students to respect
IP students in our class and treat them fairly and equally.

SHOW Your Learning Artifacts

With the principles of individual differences in mid, what methods and

strategies will you remember in the future to ensure that you will be able to meet
the need of both the high and low achievers in your class? Make a collection of
strategies in how to address the student‘s different ability levels.
As a teacher these are the following traits I should have:
•Good communications skill
• Enthusiasm for teaching
• Fair and equal treatment for all students
• Cares for their students
• Strong relationship with the students
• Understanding
• Creative in lesson planning
In order to be an effective and efficient teacher and in order to provide students
high quality education. I must remember that there is always diversity between
the students and it should be prioritized for the students to learn.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in
class.
B. The less the diversity of students in class, the better for the teacher
and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to student‘s varied cultures.

2. Which student thinking/ behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other‘s cultures.
B. He/She regards his culture as inferior to other‘s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes he differences among people and disregards
their commonalities.

3. What is teaching-learning implications of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and
activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different students groups.

4. All are features of the Indigenous People Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, generates and enriches IKSPS and indigenous
languages
D. Anchor the learning context on the ancestral domain, the
community‘s world view, and its indigenous cultural institutions.

5. All are best practices in using learning resources for indigenous learners,
EXCEPT ______
A. Culturally generated learning resources only include indigenous
group‘s artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary
years, which highlight mother tongue, is consulted with the
indigenous community.
C. Cultural sensitivity and protocols are observed in development and
use of instructional materials.
 D. The indigenous community‘s property rights are upheld in
publishing learning resources.

6. All are best practices for assessment in the Indigenous Peoples Education
Framework EXCEPT. ___________
A. Including the practice of competencies in actual community and
family situations
B. Applying higher-order thinking skills and integrative understanding
across subject areas.
C. Using international context in the assessment standards and
content faithfully without modification.
D. Including community-generated assessment processes that are
part of indigenous learning system.

7. Read the following comments by the teacher. Which of these comments

will most likely make a child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talaga mgaling dito sa paksang ito,‘no?
C. Nakikita ko na kailangan momg maglaan ng mas mahabang
panahon sa paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrate differentiated instruction?

A. The teacher groups the learners by their ability level and makes the
groups work with the same topic but assign a different task
appropriate for each group accomplish.
B. The teacher divides the class inti three heterogeneous groups and
assigns the same activity for each group to work on
C. The teacher groups the learners by the ability levels and assigns
different contents topics for the groups to work on.
D. The teacher groups the learners by the ability levels and assigns
each group a different tasks on the same topic, and then request
three different teacher, each to assess one of the groups.
9. Which teaching practices gives primary consideration to individual
differences?
A. Allowing children to show that they learned the stages of mitosis in
a way where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in
a way where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the learners
and another for the slow learners.
D. Applying two sets of different standards.
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode - 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race,
Culture, Religion, Socio-Economic Status, Difficult Circumstances, and Indigenous Peoples
Learning Outcomes: Describe the characteristics and needs of learners from diverse backgrounds • Identify the needs of
students with different levels of abilities in the classroom • Identify best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1) • and Demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.

Name of FS Student: Arabella Joy O. Bisco Date Submitted:

Year and Section: IV-A FSM Course: BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 Learner Diversity:
The Community
and Home
Environment

SPARK Your Interest

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

TARGET Your Intended Learning Outcomes

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

 Describe the influencing factors in the home environment that affect the
student‘s learning;
 Seek advice concerning strategies that build relationships with parent‘s/
guardian and the wider community (6.2.1); and
 Identify effective strategies on how teachers can work together with the
family.

REVISIT the Learning Essentials

1. Urie Bronfenbrenner‘s bio-ecological model presents the learner within the

context of layers of relationship systems that make up the learner‘s
environment. The layers are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem
- - - - -
Includes the The The bigger Outermost The element of
structure such connection social layer which time, patterns
as one‘s between the system includes of stability and
family, school structures in which cultural pacing of the
and the includes the values, child‘s everyday
neighborhood microsystem city customs and life.
government laws
, the
workplace
and the
mass media

The model helps the teacher look into every aspect in the learner‘s
environment to understand his behavior. The teacher‘s important role is not to
replace what is missing at home (if any), but to work so that the school becomes
an environment that welcomes and nurtures families. The teacher works to
create a partnership with the family and the community to bring out the best in
every learner.
2. Baumrind‘s Parenting Styles

Authoritarianz Parents are very firm with their children and except
unwavering and unquestioning obedience. Rules are set by parents and
misbehavior is met with withdrawal of affection, physical punishment or
threats.
Permissive. Parents are not firm or controlling. They have few
expectations. Maybe warm and caring but appear to be involved and
uninterested.
Rejecting-Neglecting. Parents are disengaged from children.
Neither demanding nor responsive to children. Provide no structure,
supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet
loving. Have clear and reasonable expectations and limits for their
children. Treat children with respect and warmth. Make children
understand consequence of their behavior.

Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn,
inhibited, hostile, and aggressive. They have low self-esteem and difficulty
with peers.
Permisive Parents: believe that their parents do not care for them.
They are often impulsive, aggressive and lack self-control; may they have
low levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be least competent in
their over-all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have
greater ability to show self-control. They have higher self-esteem and are
better adjusted.
-Based on Child Development by Santrock, 2004.

OBSERVE, ANALYZE, REFLECT

Activity 4.1 Observation learner characteristics at different stages

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

To realize my Intended Learning Outcomes, I will work your way through these
steps.

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner‘s characteristics and the
community.
3. Conduct a home visit to your selected learner‘s residence.
 4. Interview the parents about
a. the rules they implement at home concerning their child‘s schooling
b. the learner‘s activities and behavior while at home.
5. Write the Learner‘s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experiences.

OBSERVE

An observation Guide for the Learners’

Characteristics
Read the following carefully before you begin to observe/interview. Then
write your observation report on the space provided.

The learner
1. Make the general observation of the learner. Describe him/her in each of the
domains of development:
 Physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others etc.)
 Emotional moods temperament, cries easily, loses temper, happy,
shows enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lesson,
excels, lags behind, shows reasoning skills, turns in assignments and
requirements, etc)

Interview the teacher

1. What are the most noticeable characteristics of the learner? (emotional
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults,
social adjustment)
2. How does the teacher communicate with parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or
problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process? How does the teacher work with the community
to meet the needs pf the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is
orderly, family pictures in the living room etc.
2. Use the Interview Question on the next page. Just ask the question with witch
your feel comfortable.

Suggested Parents Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free
to translate the questions, if necessary.
Name of Learner:
Date of Birth: ____________________________ Age: __
___________
Grade/Year Level: __________________________________ Gender:
__________
Number of Siblings: __________
Birth Order:__________________
Parents:
________________________________________________________________
___________
Mother: ____________________________________________
Age: _____________Occupation: ______________ Educational Attainment:
_______________
Father: ______________________________________________
Age: ___________Occupation: ________________ Educational attainment:
________________

Learner‘s Physical aspect:

Health
1. Mother‘s health during pregnancy with the learner
2. Ailments or health problems of the learner as a child
3. Age of the learner when he started to walk/talk
4. Food preferences of the learner as a child and at present
5. Who took care of him/her as a child?

Learner‘s Social Aspect:

1. Describe your child‘s sociability (friendly, outgoing or shy, loner)
2. Who were the learner‘s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?

Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a
problem?
4. What do you do to meet his/her emotional needs?
5. What do you do when he/she is not successful in something?

How do you discipline your child?

1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?

Learner‘s Cognitive Aspect:

1. What are the child‘s interests?
2. What is he/she good at in school?

3. In what subject/s does he/she have difficulty?

4. How do you monitor his/her performance in school? How do you
motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all necessary data. Write the learner‘s development
profile using the outline below. Type the profile on a separate sheet and attached
it to this learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (outline)

The Learner‘s Development Profile
Name of the Learner: Acia Ashlyn G. Reduta
School: San Juan High School
Date of Home Visit:
Date of Birth: December 8, 2008 Age: 16
Grade/Year Level: grade 10 Gender: female
Family Profile
Number of Siblings: ____________
Birth Order: _____________

Parent
Mother: Aira Jay G.. Reduta
Age: 34 Occupation: Housewife Educational Attainment: College Graduate
Father: Remar C, Reduta
Age: 35 Occupation: Security Guard Educational attainment: College Graduate

Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher‘s, parents‘ responses and your own observation.

Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher‘s, parents‘ responses and your own observation.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine
the teacher‘s, parents‘ responses and your own observation.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher‘s, parents‘ responses and your own observation.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the home
on the learner‘s development. The questions in the Your Analysis portion of this learning
episode can help you.

Recommendations
Write your recommendation.
 ANALLYZE

Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.

1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.
 The parent‘s style of parenting the student is they practice
the authoritative style of parenting. Parents are not the strict
at all the time. They give a good blend of being strict and
lenient parents.

2. Relating your data with what you learned from child development,
what family factors do you think contribute to the development and
over-all adjustment of the learner in school?
 As what I have learned from child and adolescent
development, family factors that contribute to the
development and over-all adjustment of the students are: the
emotional-moral development, financial setting and cultural
background.

3. Does the communication between the home-school have an effect

on the learner? If yes, what are these effects?
Yes, communication between the home-school have an effect to the
 learner because the students can adopt the way they can
communicate in their home, they can bring this in school
which reflects how the student nurture by their parents

4. How can the teacher partner with the community to contribute to the
development and learning of the student? Who are the people or
which institutions can the teacher tap to seek advice regarding the
development and learning of students.
 Teachers are the one who can help the students to enhance
and develop. Teachers sometimes ask the parents and
teaching staff regarding the development and learning of the
students

REFLECT

1. Reflect on your own development as a child. What type of parenting did

you experience? How did it affect you?
 When I was a child and until now, my parents used the authoritative
parenting style wherein my parents are sometimes strict and loving.
It helps me to build who am I today that is why I‘ am so blessed to
have a parents like them that will treat us with so much loved and
respect

2. As a future teacher, how would you establish good home-school

collaboration? How can you work well with the parents? How can you help
them? How can they help you?
  As a future teacher, I will create a good relationship towards the
parents of my students. Their collaboration would be a great help in
regard in home-school link. I will make sure they will provide the
needs of their child and I can also give my best to help them to
guide their children to become a better person someday.

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer.
1. Which are most likely the kind of children raised by authoritarian
parents?
I. fearful
II. inhibited
III. hostile
IV. withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III and IV

2. If a child was raised by authoritative parents, how will most likely will
he/she behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children

who have low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive
 SHOW Your Learning Artifacts

Color Your
World…
1.

1. Make an
artistic,
colorful,
and
creative
visual
expression
of your
insights or
feelings
about the
home and
school and
communit
y to the
learner.

Then,
write a few
statements
on the
space
below
school
your
2. C- visual art.

H - OME IS THE O-
Stick
M-
START With
0-F U- Acrostic…
M - OLDING N-
E - VERY CHILD I-
T-
S - SCHOOL ARE THE Y- 2. Make a
ONE WHO reflection
acrostic
C - CONTRIBUTE A
L - INKAGE OF about the
H - HIGHER home,
HOME AND SCHOOL
LEARNING school and
O - OBJECTIVES AND I-S communit
O - OUTCOMES TO y link.
N -ATURE
L - LEARNERS
K - NOWLEDGE
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode - 4 – Learner Diversity: The Community and Home Environment
Learning Outcomes: Describe the influencing factors in the home environment that affect the student’s learning; •
Seek advice concerning strategies that build relationships with parent’s/ guardian and the wider community
(6.2.1); •and
Identify effective strategies on how teachers can work together with the family

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 Creating an
Appropriate
Learning
Environment

SPARK Your Interest

This learning Episode provides an opportunity to examine how classrooms

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

TARGET Your Intended Learning Outcomes

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

 Plan how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and conducive
to learning.

REVISIT the Learning Essentials

The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where, when creating audio-visual
presentations, the following are observed:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of
the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are
employed.
 Clear limits for unacceptable behavior are established and negative
consequences for such are communicated.
 Classroom processes are democratic
 OBSERVE, ANALYZE, REFLECT
Activity 5.1 Managing Time, Space, and Learning Resources

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School:San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Observe and use the observation sheet provided for you to document tour
observations.

1. As you observe the class, look into the characteristics of the learners.
Note their ages.
 As what I have observed the students‘ age are five to six years
of range Based on their given characteristics some of them can
do their task independently and the others need some guidance
from their teacher.
2. How many boys are there? How many girls?
 There are 38 students
3. Focus on their behavior. Are they able to manage their own behavior?
 The students could not manage and control their feelings since
they don‘t hold back their feelings. They are the type of the
students that don‘t keep what they are feeling, if they feel happy
they show their happy face and when they are angry they will
show you that they are angry
4. Can the learners already work independently?
 Some the students can do their task and assignment
independently and most of them are asking for help and
guidance for their teachers
5. Describe their span of attention.
 Students only gave their attentions if the visual materials caught
their interest. They can give their attention for a long time if they
like the topic and they can also give their least attention if they
don‘t like the topic.

ANALYZE

Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; then organize your data in the
Table that follows.
1. Are the areas in the classroom for specific purposes (storage of teaching
aids, books, students‘ belongings, supplies, etc.) describe the areas. Will it
make a difference if these areas for specific purposes are not present?
There areas of the classroom for specific purposes. These are the areas
where students

 There areas of the classroom for specific purposes. These are the
areas where student can put his/her belongings such books,
slippers, notebooks and others. These will make a difference
because the students will be able to just bring the things that they
needed to accomplish and there to notes that they needed to
review.

2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?
 Yes, the classroom rules will the students to be responsible and
these will provide the students positive behavior.

3. Did the students participate in making the classroom rules? If the resource
teacher is available, ask him/her to describe the process. What‘s the effect
of students‘ participation in rule-making on students‘ behavior?
 Yes, the students participated in making the classroom rules. The
rules are related to become responsible, generous and kind. It
affects the students‘ behavior and attitude towards one another.

4. What are the daily routines done by the Resource Teacher? (Prayer,
Attendance, Assignment of monitors, Warm-Up Activities, etc.) How are
they done?
• Prayer
• Singing national anthem
• Citing ―Panatang Makabayan‖
• Short exercise
• Checking of
• Asking students ―how‘s their day?‖
• Monitoring of assignments
• Warm up activities
• Discussion

5. Is there a seating arrangement? What is the basis of this arrangement?

Does this help in managing the class?
 Yes, the sitting arrangement was arranger based on their gender.
The sitting arrangement helps the teacher to manage and control
the students‘ behavior towards with their seatmate.

6. Observe the noise level in the Classroom. How is this managed?

The noise level of the classroom was minimizing. The teacher manage the
noise of the
 The noise level of the classroom was minimizing. The teacher
manage the noise of the students by telling them to listen first and
she will give some time for them to talk with each other.

7. If a learner is not following instruction or is off-task, what does the

Resource Teacher do? Describe the behavior strategy used.
 The teacher tends to call the attention of the students and try to ask
them ―what are on their minds?‖ and ―what are the things that
bothered them?‖ and try to resolve it immediately for them to focus
to the next lesson.
 8. What does the Resource Teacher do to reinforce positive behaviors?
(behavior strategies)
 The teachers reinforce positive behavior by complimenting the
students and appreciating the things can be done by the students.

REFLECT

Reflection as a future Teacher.

1. Why do you need to enforce positive discipline?
 Enforcing positive behavior and discipline to students makes the
teachers easily identifythe difficulties face by the students and it
lessens the misunderstanding to the students

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you
answered the analysis
questions)
1. Specific Areas in This is the place where This will help them to
the Classroom students can keep stayfocus because their
theirthings and belongings are on the
belongings secured place

2. Classroom Rules This was done by This will help them to be

everybody responsible

3. Classroom This is formally don after This will give an

Procedures the class opportunity t share their
feelings and concerns

4. Daily Routines These are the following This will help the
they need to follow students to be guided
with the things they do
everyday
5. Seating This is an arrangement This will maintain the
Arrangements where a teacher can focusof the students and
handlethe noise of the avoid noises with their
students. friends

6. Handling It is about giving This will affect the

misbehavior/off- concern about the students‘ behavior since
task behavior behavior that they are going to reflect
is unappropriated
7. Reinforcement of This all about giving This will help the
Positive Behavior acknowledgement to studentsto boost their
students‘ attitude. confidence
since they receive an
appreciation and
8. Others

ANALYZE

1. How did the classroom organization and routines affect the learner‘s
behavior?
 It makes the students to become organize and alert on what they
are doing or actions. They know what to prioritize and what are the
things to get aside.

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have
in mind?
 The teacher should consider the things that will help the students
todeveloped their knowledge and skills. And they should also
consider thethings that will help the students to become organize
and responsiblethe things that will make them a better students.

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

learners? In motivating students? Why were they effective?
 The behavior strategies that were effective to manage the
behaviorof the students are doing an reinforcement of positive
behavior these will help them to become responsible and know
their limitations. These will also inspire them to always do their task.

REFLECT

1. Imagine yourself organizing your classroom in the future. In what grade

level do you see yourself? What routines and procedures would you
consider for this level why?
 I imagine myself in the future that I was assign in grade 1 students.
The routine that I want for them to do is to recall all the positive and
happy happenings that happened yesterday in order for them to
start their day with a big smile on their face. The things that I should
consider I making the school procedures are that all the students
will benefited and help with the routines.

2. Make a list of the rules you are likely to implement in this level. Why would
you choose these rules?
• Be responsible
• Be punctual
• Be attentive
• Be respectful
• Minimize the noise
• Be generous
  I choose these because I thought that these behavior should be
consider first in order for the students easily understand the
importance of having positive attitudes and behavior.

3. Should learners be involved in making the class rules? Why?

 The students should be involve in making the classroom rules in
order for them to recall that they agree and accept the given
classroom rules.

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students‘ behavior develops more
self-regulation in the students. Which of the following teacher statements
demonstrates focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be
allowed to play games in the computer later”
B. ―If it takes you longer to finish the seatwork because time is
wasted with chatting, then we won‘t have time to go to the
playground anymore‖
C. ―Those who are well-behaved in class will be given plus 5
points in the quiz‖
D. If you get grade of 95mor higher in the first two assignment, you
will be exempted from the third assignment.

2. Learners are more likely to internalize and follow classroom rules

when______.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the
rules

3. For a teacher to establish and maintain consistent standards of learners‘

behavior, they should do all EXCEPT ____________________________.
A. Give immediate feedback to reinforce appropriate behavior of
learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures
clearly and consistently
D. Handle behavior problems promptly and with due respect to
learners‘ rights

SHOW Your Learning Artifacts

Paste pieces of evidences of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
 EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate Learning Environment

Learning Outcomes: Plan on how to manage time, space, and resources • Provide a learning environment
appropriate to the learners and conducive to learning.

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 Classroom
Management
and Classroom
Routines

SPARK Your Interest

This Episode focuses on the classroom structure and routines performed by

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

TARGET Your Intended Learning Outcomes

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

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

REVISIT the Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and
learning Routines don‘t just make the life of the teacher easier. They save
valuable classroom time. Efficient routines make it easier for students to learn
and achieve more.
Establishing routines early in the school year:
 Enable you to run your daily activities run smoothly;
 Ensure you to manage time effectively;
 Helps you maintain order in the classroom;
 Makes you more focused in the teaching because you spend less
time in giving directions/instructions; and
 Enables you to explain to the learners what are expected of them.
 OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: __________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area:TLE Date:

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the

given checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed
(√) (x)
1. Movement into the classroom ✓
2. Transition in classroom activities ✓
3. Movement out of the classroom ✓
4. Use of lavatories / comfort room / ✓
washrooms
5. Passing of papers ✓
6. Passing of books ✓
7. Working with pairs/groups ✓
8. Tardy students ✓
9. Absent students ✓
10. Submission/Collection of Materials ✓
11. Submission of Projects ✓
12. Asking questions during lessons ✓
13. Asking for assistance ✓
14. Joining classroom activities ✓
15. Lining up ✓
16. Walking in line ✓
17. Fire drill / emergencies ✓
18. Movement between classroom activities ✓
19. Use of classroom supplies ✓
20. Checking of assignments ✓
 ANALYZE

Analyze the routines set by the Resource Teacher by answering the following
questions.

1. Were the routines effective in ensuring discipline and order in the

class? Why? Why not?
o Yes, by doing that the students will always be reminded of what
are they going to do in everyday class and is also discipline
towards their education.

2. Which of those routines were systematic and consistently

implemented? Explain your answer.
o The routines that are systematic and consistently implemented
are thetransition of activities, submission of projects, submission
of materials, joining and cooperating in class activities, asking
for assistance, use of classroom supplies and emergency drills.

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why
not?
o Most of the routines are most likely apply in class because it can
be done by pairs and groups

Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Mrs. Analiza R. Micua Teacher’s Signature: ________________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Observe a class and list down rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners‘ safety
and security. Rules also teach discipline and self-control. Rules eliminate stress
and will provide a more pleasant, secured and non-threatening environment.
Rules ensure the students‘ engagement and focus on their classroom activities.

Classroom Rules Importance

 1. E.g. Read directions well -Ensures less error in answering the
activity.
2. Asking permission to go out for -Giving respect to the teacher in charge
necessary

3. Clean the room before and -To maintain the cleanliness of the
after using it room

4. Read the instruction/ direction -Lessen the error of answering the

very well. given task and
exam
5. Wear proper uniform -To become responsible

6. No I'D no entry -To become responsible

7. No vandalism and No loitering -To maintain the cleanliness of the

room

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the
rule?
The circumstances that led the teacher to formulate the classroom rules
are sometimesand most of the students are irresponsible and not guided/
discipline on what they aredoing so with these classroom rules the
students will learn how limit their doings

2. Are classroom rules really important?

Classroom rules are really important because it helps the teachers to give
guidance and discipline the students and these will helps the students to
become responsible to what are they doing.

REFLECT

Reflect on the various classroom rules set by the Resource Teacher. Will
you have the same rules? If not, what rules are you going to employ? Explain
your answer.
Back then when I was elementary and high school student I have
encountered so many classroom rules and I noticed that most of it are the
same and as a teacher I will use the same classroom rules as my teacher
does with a different implementation of rules because for me it helps me to
become a responsible person and I know how to limited myself. Those
classroom rules will helps all the students to become a better person.
 SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.
 LINK Theory to Practice

1. What term applies to the established ways of managing a classroom into a

more organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management

2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the classroom
C. At the start of the activity
D. At the start of class discussion

3. What is the primary reason for the establishment of classroom routine?

A. To ensure order
B. To eliminate stress
C. To be fair all times
D. To control the class

4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.

5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually
D. Set the do‘s and don‘ts in every activity
 EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 6 –Classroom Management and Classroom Routines

Learning Outcomes: Identify the classroom routines set by the teacher; and Observe how the students execute the various
classroom routines.

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 Physical and
Personal Aspects
of Classroom
Management

SPARK Your Interest

This Episode tackles classroom management and discipline. It focuses on the

personal and physical aspects of classroom management which are central to
teaching and therefore must be consistently implemented.

TARGET Your Intended Learning Outcomes

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

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

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques

that teachers use to keep students organized, orderly, focused, attentive on tasks
and academically productive in class.
Ref: [Link]
Importance of Effective Classroom Management
 Increases chance of student success
 Paves the way for teacher to engage students in learning
 Helps create an organized classroom environment
 Increases instructional time
 Creates consistency in the employment of rules and regulations
 Aligns management strategies with school wide standards
 Decrease3 misbehavior in the classroom
 Gives student boundaries as well as consequences
Ref. [Link]

Two aspects of Classroom Management.

1. Personal Classroom Management consist of managing your own self to
ensure order and discipline in your class. Includes:
1.1 Voice
1.2 Personal grooming
 1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness

Managing yourself as a teacher contributes to the order and well-being of your

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

Activity 7.1 Identifying Personal and Physical Aspects of Classroom

Management

Resource Teacher:Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the
personal and physical aspects of classroom management ensur4e proper
classroom management and discipline.
Check if these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the ✓
learners?
1.2 Is the teacher‘s voice modulated and can be heard by the entire ✓
class?
1.3 Was the teacher present in class? ✓
1.4 Did the teacher arrive on time in class? ✓
1.5 Does the teacher exude a positive attitude towards teaching? ✓
2. Physical Classroom Management ✓
2.1 Is the classroom well-ventilated? ✓
2.2 Is the lighting good enough? ✓
2.3 Is the classroom free from noise? ✓
2.4 Does the seating arrangement provide better interaction? ✓
2.5 Is the design/structure of the room inviting to classroom activities? ✓
2.6 Is the physical space / learning station clear from obstruction? ✓

ANALYZE

1. How does the voice of the teacher affect classroom instruction?

Modulated voice can affects the learning of the students in a positive way
in terms in conveying message and information. They can hear all what
their teacher discuss about their lesson and with this the students will think
to talk since they clearly hear their teacher. Speaking with your students
using a direct and sincere tone will help them to trust and meet your
expectations.
 2. How does the punctuality of the teacher affect classroom discipline?
Punctuality of the teacher affects the classroom discipline because a
teacher is a role model for the students. They are the ones who is being
looked up by their students and this will effects them that to become a
professional it is needed to become punctual at all the times.

3. Why do we need to check on the physical aspects of classroom

management?
We need to check the physical aspects of the classroom management
because it isone of the most important for the students to become
comfortable while they arelearning. Having the best physical classroom
elements in the learning environment would ensure the safety and order in
[Link] need to check the physical aspects ofthe classroom
management because it is one of the most important for the studentsto
become comfortable while they are learning. Having the best physical
classroomelements in the learning environment would ensure the safety
and order in class.

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. ―No
amount of good instruction will come out without effective classroom
management.‖
The meaning of the statement ―No amount of good instruction will come
out without effective classroom management.‖ Even a school has a good
classroom rules it useless if the teacher or the one who implemented it is
not following. Teachers behavior will always reflect with her students
behavior because they could see that their teacher is not following the
implemented rules it will reflect them that it is good to do not follow the
said rules that is why teachers behavior shows that she follow the rules for
her students to follow it also.

2. What are your plans in ensuring effective classroom management?

In order for us as a future teacher to ensure the effective and efficient
classroom management, we all should possess all the qualities of being a
good teacher and also attained all personal classroom managements
elements and requirements such being punctual, having a modulated
voice and well-groomed. And we should also ensure that the physical
classroom management have good ventilation, lighting, and etc.

Activity 7.2 Identifying Personal and Physical Aspects of Classroom

Management

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:
 OBSERVE

Observe the classroom management strategies that your Resources

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

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
There are many strategies that are employed by the Resource Teacher
and these strategies are useful and contributed to have a better classroom
management. Maybe because as a teacher you play the role of being a
good role model to your students you should always show them respects,
generosity, kindness and authority in order for them to treat you also like
that and for the classroom to achieve the effective implementation.
2. What were not used by the Resource Teacher? Were these important?
What should have been used instead? Explain.
As I interview my Resource Teacher, she said that the classroom
management aresomehow the same with what she implemented and she
also said that it is all importantand effective for better teaching and
learning.
 REFLECT

As a future teacher, reflect on the observations then answer the

given question.
1. What classroom management strategies do I need to employ to respond
to diverse types of learners?
The classroom management strategies that I need to employ to respond
the diverse types of learners are, interviewing them to assess them their
needs, let them work as a groups in order for them to cope up with their
differences and start peer teaching.

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal Aspects of
Classroom Management
Learning Outcome: Identify the two (2) aspects of classroom management and determine the classroom
management strategies that the Resource Teacher employed in his/her class.

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 LINK Theory to Practice

1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.

2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them.
B. Refer the matter to the guidance counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5. To discipline unruly students, teacher Helen always tells her students

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

SPARK Your Interest

Formal education begins in school. Schools are institutions established to resign

total learning activities appropriate for each learner in each grade level. Thus
schools have recommended curriculum which is the enhanced K to 12
curriculum. The recommended curriculum was translated into written curriculum
like books, modules, teachers‘ guides and lesson places which are the basis of
the taught curriculum. A teacher who implements the curricula needs support
materials (support curriculum) to enhance teaching and learning so that the
written and the taught curricula can be assessed (assessed curriculum) in order
to determine if learning took place (learned curriculum). However, there are so
many activities that happen in school but are not deliberately planned. This refers
to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning
activities by preparing a miniscule curriculum called a lesson plan or a learning
plan. The teacher then puts life to a lesson plan by using it as a guide in the
teaching-learning process where different strategies can be used to achieved the
learning objectives or outcomes. There are many styles of writing a lesson plan,
but the necessary parts of elements such as (a) Learning Outcomes (b) Subject
Matter (c) Teaching-Learning Strategies, and (d) Evaluation of Assessment
should always be included.
All of these elements should be aligned so that at the end of the
teaching-learning episode, learning will be achieved with the classroom teacher
as a guide.

TARGET Your Intended Learning Outcomes

At the end of this episode. I must be able to:

 Identify the different curricula that prevail in the school setting;
 Describe how the teacher manages the school curriculum by planning,
implementing lesson through different strategies and assessment of
learning outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.

REVISIT the Learning Essentials

School Curriculum: What is this about?

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

So what will be the roles and responsibilities of the teacher in the relations with
the school curriculum, especially in the K to 12 or enhanced curriculum for the
basic education?
Teachers then should be multi-talented professionals who:
 Know and understand the curriculum as enumerated above;
 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.

OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

It‘s time to look around. Discover what curriculum is operating in the school
setting. Recall the types of curriculum mentioned earlier. Can you spot where
these are found? Lets do a hunting game!

OBSERVE

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area:TLE Date:

1. Locate where you can find the following curriculum in the school setting.
Secure a copy make observation of the process and record your
information in the matrix below. Describe your observations.

Type of curriculum Where Found Description

1. Recommended • Basic Education It is recommended by
Curriculum (K to 12 (DEPED) scholars, non-scholars
Guidelines) • Higher and professional
Education(CHED) organizations.
• Vocational Education
(TESDA)
 2. Written curriculum • Syllabus Documents based on
(Teacher‘s Lesson • Module• Books the recommended
Plan) • Lesson plans curriculum
• Course of stud
3. Taught Curriculum Teachers always Strategies and styles
(Teaching Learning deliver their lesson used by theteacher for
Process) effective learning.
4. Supported Curriculum • ICT laboratory A curriculum that has
(Subject Textbook) • science been
laboratory planned, and taught
•etc.. needs
materials, objects,
gadgets,
laboratory and many
more that
will help the teacher
implement
the curriculum.
5. Assessed Curriculum • Standardized It used to measure the
(Assessment Process) test •State test • student performance
Teachermade
test
6. Learned Curriculum The result of the Small or big
(Achieved Learning assessment of the accomplishment
Outcomes) students oflearning outcomes.
7. Hidden Curriculum • Socialization • Unplanned curriculum
(Media) Peer in [Link] are
sharing • not written, nor
Brainstorming deliberately taught but
they
influence learning. This
includes
peer influence, the
media,
schoolenvironment, the
culture and may more.

ANALYZE

Which of the seven types of curriculum in the school setting is easy to find?
Why?
Among the seven types of curriculum in the school the following are easy
to be found, Recommended Curriculum (K to 12 Guidelines) Basic
Education (DEPED), Higher Education (CHED) and Vocational Education
(TESDA). Written curriculum (Teacher‘s Lesson Plan) Syllabus, Module,
Books and Lesson plans. Course of study Taught Curriculum (Teaching
Learning Process) Teachers always deliver their lesson. Supported
Curriculum (Subject Textbook) ICT Laboratory, Science Laboratory Etc.
Assessed Curriculum (Assessment Process) Standardized test, State test
and Teacher-made test. And Learned Curriculum (Achieved Learning
Outcomes) The result of the assessment of the students.
Which is difficult to observe? Why?
Among the seven types of curriculum in the school the difficult to observe
is the Hidden Curriculum (Media) because it was the unintended
curriculum. It defines what students learn from physical environment and it
is only applied to any learning outcomes that are not expressly design in a
lesson plan.

Are these all found in the school setting? How do curricula relate to one another?
Yes, the relationship between the curricula and to one another is they both
serve toenhance each other. We all know that curriculum is the foundation
of education and thecurriculum is what makes the school education quality
stands out.

Draw a diagram to show the relationship of one curriculum to the other.

REFLECT

Make a reflection on the diagram that you have drawn.

The relationship between the curricula and to one another is they both
serve to enhance each other in order for the school to reach its objective
as a school that has a quality education. Curriculum is one of the most
important instruments used by the school. It provides us a method we use
to do in teaching.
 Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area:TLE Date:

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

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

Observe and Record Observation on the following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.)
A. Planning 1. Borrow the teacher‘s lesson plan for the day. What
major parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?

B. Implementing Now it‘s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they
participating in the class activity?
f. Was the lesson finished within the th class preriod?

C. Evaluating/ Did learning occur in the lesson taught? Here you make
Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/ evaluate it?
c. What evidence was shown? Get pieces of evidence.
 ANALYZE

Write a paragraph based on the date you gathered using these key
questions?
1. How does the teacher whom you observe compare to the ideal
characteristics or competencies of global quality teachers?
The teacher facilitate and inspire the students to learn, she work with her
student to create new learning opportunities. She uses data and
measurements to support students‘ learning and program developments.
2. Was the lesson implemented as planned? Describe.
The lesson was planned before the class discussion. Her lesson plan
shows the possible interactions of the students, it also writes the following
activities and list of question that the students should answer and comply
during class hour.

3. Can you describe the disposition of the teacher after the lesson was
taught? Happy and eager? Satisfied and contented? Disappointed and
exhausted?
It shows that the teacher is glad and satisfied because she knows the she
delivered her lesson clearly and properly according to her lesson plan and
she also know that the students will enjoy and participate the discussion.
4. Can you describe the majority of student‘s reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.
The majority of the students‘ reaction after their lesson was happy and
contented withthe information given by their teacher. They gave their
focus and attention with the given activities, while they are learning they
also enjoy.

REFLECT

Based on your observation and tasks in activity 2 how will you

prepare your lesson plan? Make a short paragraph on the topic.
I will prepare my lesson based on the given curriculum. Aside from its
parts, the lesson should build a prior lesson and flawlessly flow in the next.
Alongside from the major components of the curriculum, there are some
guidelines to follow. Each parts has its own important aspects that in to its
construction. A lesson plan should consider what types of learners she is
going to teach, the activities should be a based on the learners abilities
and skills. Lesson should have the following, subject matter, objectives,
specific learning activities, organize lesson and assessment for students‘
learning.

Connctructive Alignment of the Components of a Lesson Plan

 Activity 8.3

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Using the diagram below fill up the components parts of a lesson

I. Title of the Lesson:
II. Subject area:
III. Grade Level:

Fill this up Fill this up Fill this up

At the end of the

lesson, the students
areexpected to:
1. DefineMthe different • Group Activity
text types Narrative
text 2. Narrate what Is • Group
happening inside the reporting
Lecture Method
classroom through an • Formative
oral presentation; 3.
Sequence the events Assessment:
of the story in narrative MultipleChoice
form, and 4. Explain
the importance of
narrative texts in
communication

ANALYZE

Answer the following questions based on the diagram.

 1. Are three components constructively aligned? Explain.
Yes, the three components are constructively aligned from setting the
learning outcomes, down to what methods and strategies to be use in
order to achieve the set objectives, and what type of assessment that shall
be used to measure the learnings of the students.

2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, the expected outcomes were achieved because the methods and
strategies that the teacher uses are effective and related to the topic. It is
basically when we think an outcome has achieved through this teaching
method.

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

The assessment and evaluation part of the lesson plan will tell if the
students meet the expected outcomes by getting a passing and above
average scores.

REFLECT

What lesson have you learned in developing or writing a lesson

plan?
The lesson that I have learned in developing and writing a lesson plan is
that we need to use the alignment of the three components so that we are
able to come up with an idea to achieve our expected outcome in our
lesson plan. We need to think a plan that will based on the students‘
knowledge and abilities for them to meet the expectations we needed and
we needed to use methods and strategies that the students will enjoy as
well as to learn
What value will it give to the teacher if the three components are aligned?
The value of success will be gained by the teacher if she aligns the three
components toher lesson plan. Achieving the intended objectives will
make sure that the students haveattained what is needed from the lesson.

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, 3.

Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school
setting. This can be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
 1. Present a matrix to show the constructive alignment of the three
components of a lesson plan.
a. Example:
Lesson Title: Non Locomotor Skills (Axial Movement)
Subject Area: Kindergarten
Grade Level: P.E

Lesson Outcomes Teaching Methods Evaluation

EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 8 – Close Encounter with the School Curriculum

Learning Outcomes: Identify the different curricula that prevail in the school setting • Describe how the teacher
manages the school curriculum by planning, implementing lesson through different strategies and assessment of
learning outcomes. • Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

LINK Theory to Practice

Choose the correct answer from the options given.

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

SPARK Your Interest

This episode gives emphasis on the principles of learning which must be

applied to ensure quality instruction. It also focuses on the intended learning
outcomes which set the direction of the lesson. They must be (SMART) Specific,
Measurable, Attainment, Realistic, and Time-bound) formulated in accordance
with time-tested principles. It also determines the teaching method used by the
Resource Teacher whether (inductive or inductive) which is the practical
realization or application of an approach. This episode dovetails with the course
on Facilitating Learner-Centered Teaching.

TARGET Your Intended Learning Outcomes

At the end of this episode, I must be able to:

 Identify the teaching-learning practices that apply or violate the principles
of teaching learning;
 Determine the guiding principles on lesson objectives/learning outcomes
applied in instruction;
 Judge if lesson objectives/intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved at
the end of the lesson.
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning

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

INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concrete,
generalization, of experience,
abstraction and Teaching details,
ends with concrete, examples and
experience, details, ends with a
examples rule,
generalization,
abstraction.

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space, and Learning Resources

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: __________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.

Principles of Learning What did the Resources Teachers

do to apply the principle of
learning
 1. Effective learning begins with the To apply this principle of learning,
setting of clear and high the
expectations of learning outcomes. teacher must present her lesson in a
creativeway via projector regarding
to what is her
learning outcomes
2. Learning is an active process To apply this principle of learning,
the teacher let her students
participates and interacts with the
learning process.
3. Learning is the discovery of To apply this principle of learning,
personal meaning and relevance of the teacher asked her students to
ideas. share their thoughts and ideas
regarding the topic.
4. Learning is cooperative and To apply this principle learning, the
collaborative process. Learning is teacher
enhanced in an atmosphere of must group her students and gave
cooperation and collaboration. them an
activities related to the topic. Each
group willanalyze and do brainstorm.
The students in
every group will participate and
cooperate happily to their task.

ANALYZE

1. What principles of learning were most applied? Least applied?

Most Applied

As what I have observed the most applied principles of learning are the,
―Learning is thediscovery of personal meaning and relevance of ideas‖
and ―Learning in an active process‖ it is where the students have a chance
to participate and cooperate with the discussion with their teacher

Least Applied
The least applied principles of learning are the, ―Effective learning begins
with the setting of clear and high expectations of learning outcomes‖
sometimes the teacher are not well prepared with their visual aids so the
students did not caught their attentions.
Give instances where this/these principles /s could have been applied?
Learning is the discovery of personal meaning and relevance of ideas and
Learning in an active process. Example: before the teacher start the
discussion, she will ask a few question which is related to the topic and let
the students give their ideas and thoughts so the teacher willstart the
discussion with the given thoughts and idea of the students and the active
learning process will be applied.
Effective learning begins with the setting of clear and high expectations of
learning outcomes. Example: the preparation of the teacher for her visual
materials
Learning is cooperative and collaborative process. Learning is enhanced
in an atmosphere of cooperation and collaboration. Example: the students
 will work together to finish and accomplish a certain task given by their
teacher.

REFLECT

From among the principles of learning, which one do you think is the
most important?
Principles of learning are the guidelines for the ways for the teacher
achieve his/her learning outcomes. For me the most important principle
among the principles of learning is the ―Learning is an Active Process‖
because the learnings of the students will always dependon how their
teacher will discuss and elaborate the topic, if the teacher did not explain
the topic very well the students will not learn from her but if the teacher is
well prepared and knows very the topic the students will learn.

Activity 9.2 Identify Learning Outcomes that are Aligned with Learning
Comptencies

Resource Teacher:Mrs. Analiza R. Micua Teacher‘s Signature: ____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Observe a class, this time focusing on how the learning outcomes

were stated. Determine if the learning outcome/s was/were achieved or not. Give
evidence.
Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Achieved

Objectives)
Yes No Yes No
1. Define the form of passive voice ✓ ✓
construction.
2. Convert a sentence from active ✓ ✓
voice to passive voice.

3. Write sentences in passive voice ✓ ✓

in simple tenses.

4. Explain the use of correct voice. ✓ ✓

Cite pieces of evidence that these learning outcomes were achieved.

1. In the presentation stage, students start sharing their ideas and thoughts with
their topic before the teacher starts the discussion

2. During the discussion, the students will elaborate the ideas and thoughts
given theirclassmates and the teacher will also give examples to support if
the given ideas were correct.
3. After discussion, the teacher assigned the students to write a sentence in the
passive voice in simple tenses.

4. In the presentation stage, the students will watch a video clips related on
passive constructing sentences.

ANALYZE

Do SMART objectives make the lesson more focused?

For me, SMART objectives help the lesson become more focused to its
goals because the teacher will set objectives with specific, measurable,
achievable, realistic and timely. With these the teacher will be aware and
guided on what are the desirable outcomes

REFLECT

Reflect on the
Lesson learned in determining SMART learning outcomes

I have learned from the lesson in determining SMART learning

outcomes is that, making an learning outcomes it should follow
the SMART (specific, measurable, achievable, realistic and
timely) because it will really help us to stay focus on we desire
to achieveand it will also help the students to develop their
learning process. And it makes the learning outcomes clear and
organized.
 Activity 9.3 Distinguishing Between Inductive and Deductive
Methods of Teaching

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: _____________

School: San Juan Hugh School Grade/Year Level: 7,8,9,10
Subject Area:TLE Date:

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet.
Using the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
mere passive recipients of instruction?

Was the emphasis on the mastery of Was the emphasis on the students‘
the lesson or on the test? Prove. application of the lesson in real life?
Give Proofs.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline subjects?

What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners
constructed new lesson meanings.

b) Inquiry-based

c) Developmentally appropriate – learning activities fit the developmental

stage of children

d) Reflective

e) Inclusive – No learner was excluded; teacher taught everybody.

f) Collaborative – Students work together.

g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts

were taught.
 ANALYZE

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

mastery and for the test?
The possible consequences of teaching purely subject matter for mastery
and for the test is that the students will not extend their knowledge
regarding the particular topic because the teacher limit their concept of
learnings.

2. If you were to reteach the classes you observed, would you be teacher-
centered or student-centered? Why?
If I were to reteach a class, I would still use the students-centered
approach because as a teacher I‘m here for them to facilitate and correct
them if they commit mistakes.

REFLECT

Reflect on
Principles of Teaching worth applying

As a future teacher, the principles of teaching are worth applying because

it is really important to us to improve ourselves and the process of learning
on our students. Theseprinciples promote us to excellence in terms in
teaching and learning the students. It also enhanced the students‘
engagement through effective teaching

LINK Theory to Practice

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning
outcome of her lesson. She proceeds to her learning activities at once
without letting them know what they are supposed to learn for the day.
Principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning
outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.

2. Teacher Lil avoids drill out of context. She gives-world Math problems for
students to drill on. Teacher Lil is very much convinced of which principle of
learning?
 A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning
outcomes.

3. For Meaningful teaching and learning, it is best to connect the lesson to the
life of students by integrating a relevant value in the lesson. Which principle
is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3
domains – cognitive, skill and affective or cognitive and affective or skills
and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

4. Teacher Ruben wanted his students to rate their own work using the scoring
rubric which he explained to the class before the students began with their
task. Based on revised Bloom‘s taxonomy, in which level of cognitive
processing are the students?
A. Evaluation
B. Synthesizing
C. Applying
D. Analyzing

5. You are required to formulate your own philosophy of education in the

course, The Teaching Profession. Based on Bloom‘s revised taxonomy, in
which level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
 SHOW Your Learning Artifacts

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

Evaluate Your Work Task Field Study 1, Episode 9 - Preparing for Teaching and Learning
Learning Outcomes: Identify the teaching-learning practices that apply or violate the principles of teaching
learning • determine the guiding principles on lesson objectives/learning outcomes applied in instruction •
judge if lesson objectives/intended learning outcomes are SMART • determine whether or not the intended
learning outcomes are achieved at the end of the lesson • observe the teaching methods used by the Resource
Teacher; and • differentiate the different methods of teaching.

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 The
Instructional
Cycle

SPARK Your Interest

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

TARGET Your Intended Learning Outcomes

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

 identify the application of some guiding principles in the selection and use
of teaching strategies.
 Determine whether or not the lesson development was in accordance with
outcomes based teaching and learning.
 Identify the Resource Teacher‘s questioning and reacting techniques.
 Outline a lesson in accordance with outcome teaching-learning.

REVISIT the Learning Essentials

These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more sense that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhance learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students‘ everyday life.
7. An integrated teaching approach is far more effective than teaching
isolated bits of information.

Realizing the importance of these guiding principles in teaching and learning,

the Department of Education promotes Standards-and Competency-Based
teaching with its K to 12 Curriculum Guide. The Technical Education Skills
Development Authority (TESDA) has been ahead of DepED and the Commission
on Higher Education (CHED) in the practice of Competency Standards-Based
teaching and Assessment. CHED requires all higher education institution in the
country to go outcome-based education (OBE) in its Memo 46, s. 2012.
Outcome-based teaching and learning (OBTL) is OBE applied in the teaching-
learning process. It is equivalent to competency-based and standards-based
teaching and learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities
(TLAs) and in turn the Assessment Tasks (ATs) are aligned with the intended
learning outcomes. In other words, in OBTL you first establish your intended
learning outcomes (lesson objectives). Then you determine which teaching-
learning activities (TLAs) and also the assessment tasks (ATs) you will have to
use to find out if you attained your ILOs.
OBE and OBTL are not entirely new. They are importantly new. With
mastery learning of teach and the AT‘s are the evaluation part.
Likewise, it is also important that teachers must be able to have a mastery
of the art of questioning and reacting techniques to ensure the effective delivery
of instructions.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Low-level Who, What, Where, When questions
With one acceptable answer

2. Divergent/Open-ended/High- Open-ended; has more that one

level/Higher-order/Conceptual acceptable answer

a) Evaluation
b) Inference e.g. When the phone rang and Liz
picked it up, she was all smiles. What
can you infer about Liz.

c) Comparison
d) Application
e) Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reading techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow-up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as ―okay‖, ―right‖
 OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.
1. The more senses that are e.g. The teacher used a video on how
involved, the more and the better digestion takes place and a model of
the learning. the human digestive system
Learning is an active process The teacher gives a group activity

A non-threatening The teacher gives them a time

atmosphere enhances learning. allotmentfor them to prepare their
answers
Emotion has the power to Emotions of the students help them
increase retention and learning. tofocus and make them think critically
Good teaching goes beyond recall The teacher asks the students about
of information. the topic last time to know if they
remember the previous topic
Learning is meaningful when it is The teacher let the students do the
connected to students‘ everyday activityso that they can show what they
life have learned
An integrated teaching approach The teacher discusses other topic
is farmore effective that teaching that relates their subject.
isolated bits of information.

ANALYZE

What is the best method of teaching? Is there such a thing?

The best method and strategy that a teacher may use was to get the
attentions and interests of the students so that the students will learn what
about they discuss

REFLECT
Reflect on this question.
How do we select the appropriate strategy for our
lesson?

We do select an appropriate strategy for our lesson if we based our

learning process with the skills and abilities of the student so that will keep
on catching up what we have discussed

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher:Mrs. Analiza R. Micua Teacher‘s Signature: ____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area:TLE Date:

OBSERVE

Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/intended learning outcomes
(ILOs) at the beginning of the class? Did he/she share them with the
class? How?
Yes, the teacher reads it and explains it in front of her class

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs
help him/her attain his/her lesson objectives/ILOs? Explain your answer.
The teacher gives a group activity and does questioning during and after
the discussion of lesson so that the students will easily understand their
topic.

3. What assessment task/s did teacher employ? Is/her these aligned to the
lesson objectives/ILOs?
The teacher gives the students an activity which is reporting

ANALYZE

1. What are your thoughts about Outcomes-Based Teaching and Learning

(OBTL)?
An outcome-based teaching and learning or OBTL aims the students to
learn and have enough skills. It helps the students to become prepare in
order for them to achieve their goals and objectives.

REFLECT
 Reflect on the use of OBTL.
Outcome based teaching and learning or OBTL is important and useful for
all the teacher because it set goals for making the students learn.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan Hugh School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Observe a class activity. You shall focus on the questions that the
Resource Teacher asks during the classroom discussion. Write the questions
raised and identify the level of questions.
Types of Question Examples of Questions that the Resource
Teacher Asked

1. Factual/convergent What are the different types of materials ?

Closed/low level

2. Divergent/ higher- What is implied if there are strong earthquakes

order/open- happening everyday?
ended/conceptual

3. Evaluation How do we know if an earthquake is an S-wave?

What about a P-wave?
4. Inference

5. Comparison

6. Application

7. Problem solving

8. Effective

ANALYZE

1. Neil Postman once said: ―Children go to school as question marks and

leave school as periods!‖ Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques
that they employ?
Yes, asking questions to the students and teacher is important because it
 addresses queries that the students don‘t understand in their discussion
so the teacher will know if she explain and discuss the topic.

REFLECT

Reflect on
The importance of using various reacting
techniques

Reacting techniques is one of the best ways to address the questions of

the students so that they will truly understand the topic that have discuss
by their teacher.

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 10- The instructional cycle

Evaluate Outcomes: identify the application of some guiding principles in the selection and use of teaching
strategies. Determine whether or not the lesson development was in accordance with outcome-based teaching
and learning. Identify the Resource Teacher’s questioning and reacting techniques. Outline a lesson in
accordance with outcome-based teaching-learning.

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 LINK Theory to Practice

Direction: Encircle the letter of the correct answer. Episode 1

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

2. The more senses that are involved, the more and the better the learning.
Which practice is aligned with this principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents

3. In OBTL, upon which school my assessment be based?

A. Content
B. Intended learning
C. Scope of subject matter
D. Teaching and learning activity

4. Which type of question will least promote interaction among student?

A. Divergent
B. Conceptual
C. Convergent
D. Inference

5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-minded questions
C. Asking non-directed questions
D. Involving as many as possible
 Utilizing Teaching-
Learning Resource
and ICT

SPARK Your Interest

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

TARGET Your Intended Learning Outcomes

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

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

REVISIT the Learning Essentials

The Information and Communication Technology Competency Framework

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

Technology Integration
The Technology Integration Matrix provides a comprehensive
framework for you to define and evaluate technology integration. It will provide
you direction and guide you in the process of achieving effective teaching with
technology. The teacher‘s integration of technology in instruction can be
described as progressing in 5 levels: entry, adoption, adaptation, infusion and
finally transformation.
The teacher also works at creating a learning environment that
encourages and enables quality technology integration. The interdependent
characteristics of the learning environment are being active, collaborate,
constructive, authentic, and goal-directed.
The technology integration matrix connects the levels of technology
integration and the characteristics of the learning environment. Examine the
matrix below. To make you understand how integration is done in each of the
levels and environment, explore the TIM website and learn from the many
interesting videos showing technology integration.
 Observing technology integration in the classroom
Technology Integration Levels Of Technology Integration Into The Curriculum
Matrix Adoption: the teacher directs Adoption: the teacher Infusion: the teacher Transformation: the
Entry: the teacher uses technology to students in the conventional encourages adaptation creates a learning teacher creates a rich
deliver curriculum content to use of tool-based software. If of tool-based software environment that learning environment in
students. such software is available, this by allowing students to infuses the power of which students regularly
level is the recommended select a tool and modify technology tools engage in activities that
entry point. its use to accomplish throughout the day and would have been
that task at hand. across subject areas. impossible to achieve
without technology.
Active: students are Students use technology for drill and Students begin to utilize Students have Throughout the school Given ongoing access to
actively engaged in using practice and computer-based technology tools to create opportunities to select day, students are online resources,
Characteristics of the Learning Environment

technology as a tool training. products, for example using a and modify technology empowered to select students actively select
rather than passively word processor to create a tools to accomplish appropriate technology and pursue topics
receiving information report. specific purposes, for tools and actively apply beyond the limitations of
from the technology. example using colored them to the task at hand. even the best school
cells on a spreadsheet to library.
plan a garden.
Collaborative: students Students primarily work alone when Students have opportunities to Students have Throughout the day and Technology enables
use technology tools to using technology. utilize collaborative tools, such opportunities to select across subject areas, students to collaborate
collaborate with others as email, in conventional ways. and modify technology students utilize with peers and experts
rather than working tools to facilitate technology tools to irrespective of time zone
individually at all times. collaborative work. facilitate collaborative or physically distances.
learning.
Constructive: students use Technology is used to deliver Students begin to utilize Students have Students utilize Students use technology
technology tools to build information to students. constructive tools such as opportunities to select technology to make to construct, share, and
understanding rather graphic organizers to build and modify technology connections and publish knowledge to a
than simply receive upon prior knowledge and tools to assist them in construct understanding worldwide audience.
information. construct meaning. the construction of across disciplines and
understanding. throughout the day.
Authentic: students use Students used technology to Students have opportunities to Students have Students select By means of technology
technology tools to solve complete assigned activities that are apply technology tool to some opportunities to select appropriate technology tools, students
real-world problems generally unrelated to real-world content-specific activities that and modify technology tools to complete participate in outside-of-
meaningful to them rather problems. Without the support of are based on real-world tools to solve problems authentic tasks across school projects and
than working on artificial technology tool problems. based on real-world disciplines. problem-solving
assignments. issues. activities that have
meaning for the students
and the community.
Goal Directed: Students Students receive directions, guidance, From time to time, students Students have Students use technology Students engage in
use technology tools to set and feedback from technology, rather have the opportunity to use opportunities to select tools to set goals, plan ongoing metacognitive
goals, plan activities, than using technology tools to set technology to either plan, and modify the use of activities, monitor activities at a level that
monitor progress, and goals, plan activities, monitor monitor, or evaluate an technology tools to progress, and evaluate would be unattainable
evaluate results rather progress or self-evaluate. activity. facilitate goal-setting, results throughout the without the support of
than simply completing planning, monitoring, curriculum. technology tools.
assignments without and evaluating specific
reflection. activities.

(Reproduced with permission of the Florida Center for Instructional Technology,

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

Below is a set of criteria which you can use to evaluate:

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

Online
All aspects of the courses are delivered online.
Course
The MOOC of offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations,
social media and animation
 Facilitation interaction among peers. Builds a learning community through
opportunities to internet
 Some interaction with the teacher or academic stuff
 Activities/tasks, tests, including feedback. Participants are provided with
some feedback mechanism. Can be automatically generated like quizzes,
feedback from peers or the teacher
 Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and the most likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn
from the materials and interactions presented.

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

Creative Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Ivercity.
You will have a chance to explore them as you go through this Episode.

OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

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

1. Visit a school‘s Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some
equipment or facilities are used
3. Make an inventory of its available resources and classify them
according to their characteristics and function.

OBSERVE

As you visit and observe the Learning Resource Center, use the observation
guide provided. Ask the assistance of the Center Staff courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for
easy access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take photos of the
center (if allowed).
After you are through with your observation, classify the resources available that
you believe are most useful. Use the activity form provided for you.

Name of Center Observed:

Date of Observation:
Name of Observer:
Course/Year/School:

List of Available Learning Resources

Available Learning Characteristics and Teaching

Resources Unique Capabilities Approaches where
(Enumerate in bullet form) the Resource is
Most Useful
1. Print Resources Most the books are new Equity base learner
• Journal andsome are old but in
• Books good
• Magazines condition the same as the
• Newspaper magazines, journal and
newspaper
2. Audio Resources These items will be useful Student-
Lapel for discussing in a larger centered approach
• Speaker number of audiences.
• Microphone

3. Non-electronic Blackboards are big Teacher-centered

Visual Resources enough, approach
• Blackboards the chalk supply are enough
• Pictures and the pictures are color
• Chalks and
pleasing to the eyes.
4. ICT Resources All teachers have their own Equity-based learner
• Computers personal laptops. Printer
• Laptop andprojector are useful for
• Printer the
• projector teacher for easy and
convenient job
Impression about the LRC:

Name and Signature of Observer:

Name and Signature of the Learning Resource Center in-charge:

ICT Competency Standards for Teachers (CHED Teacher Education Programs

(2017)):
 ANALYZE

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

and characteristics?
Yes, the learning materials and resources are well arranged according to it
specifications and subjects.
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Yes, there are guidelines and procedures. It was well explained before
they can access the materials and resources
What are the strengths of this Learning Resource Center?
The strengths of having a Learning Resource Center was the school has
the availability of the needs of the teachers and students such materials
and resources that can be use in teaching
What are its weaknesses?
I don‘t see any weaknesses of the Learning Resource Center
What suggestion can you make?
The things that I want to suggest is make it available for the students so
that they can access the books that their use in their discussion.

REFLECT

1. Which of the materials in the Learning Resource Center caught you

interest the most? Why?
The laptops because it is really useful for all the teachers to have their
personal laptops

2. Which gadgets/materials are you already confident to use/operate?

Since I‘m a 21st century students I‘ am confident to use and operate
laptop, computer, lapel, books, speaker, microphone and etc

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

The things that I need to learn more is using printer
 Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: __________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area:TLE Date:

To realize my Intended Learning Outcomes, I will work my way through

these steps: Observe a class for three meetings. Video-tape, if allowed. Step 2.
Describe how technology was integrated in the lesson and how the students
were involved. Step 3. Reflect on what you have learned.

OBSERVE

As you observe the class, use the observation sheets provided for you to
document your observation.
Class Observation Guide
Read the following questions and instructions carefully before you
observe.
1. What is the lesson about?
2. What visual aids/learning resource is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learner‘s response to the teacher‘s use of learning
resources. Listen to their verbal responses. What do their responses
indicate? Do their response attentiveness, eagerness, and
understanding?
5. Focus on their non-verbal responses. Are they learning and are they
interest in the in the lesson and in the materials? Are they looking
towards the direction of the teacher and the materials? Do their action
show attentiveness, eagerness, and understanding?

OBSERVATION SHEET NO. _____

REPORT

Date of Observation:
School:
Subject: Topic:
Grade/Year Level:
 ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach used by the Teacher:
Class discussion using Google meet.

Teaching Aids Strengths Weaknesses Appropriateness of

used the Teaching Aids
(Enumerate in bullet used
form)
He delivered the Sudden noise it is appropriate
The teacher uses lesson easily and pollution from because we are
the clearly. She theoutside of the now in the 21st
following: addedsome building and the century where
- Laptop pictures so disruption of learners are
- Power that the students student‘s moreengaged
presentation clearly behavior throughthe use of
- Manila paper understand their technology.
topic

Use the Technology Integration Form to analyze the class you observed. Refer to
the Technology Integration Matrix on p. 123, in which level of technology
integration do you think the teacher you observed operated? Why?
Entry, because the teacher uses different types of technologies to teach
the students
Based on the Technology Integration Matrix, what is the characteristic of the
learning environment in the class that you observed? Point your observations
that justify you answer.
Active, because the students also used the technologies to support their
own learning. They use technologies to give their thoughts and ideas to
their teacher based on their topic
Over-all, were the learning resources used effectively? Why? Why not? Give
your suggestions.
Yes, because it helps both the teacher and students to do their discussion
even they are not inside the school.

REFLECT

1. Put yourself in the place of the teacher. What would you do similarly and
what would you do differently if you would teach the same lesson to the
same group of students? Why?
I will do the same because today it is really convenient to use those kind
of methods in teaching.
 OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School:San Juan High School Grade/Year Level:7,8,9,10
Subject Area: TLE Date:

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri/Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from
ope-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience

OBSERVE

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson? What are the teacher‘s objective?

2. Note the important concepts that teacher is emphasizing.

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

ANALYZE

Analyzing the information you got from observing the class, surf the
internet to select electronic resources, including OERs, social networking sites,
and apps with virtual or augmented reality that will be useful in teaching the same
lesson. Evaluate part of this Episode. Use the form below to note your analysis
and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level KINDERGARTEN
Subject Matter/Topic
(Based on the class you observed)

Lesson Objectives/Learning Outcome

Name and Type of Describe the Put a check if the resource satisfies the Describe
Electronic Resource electronic criterion how you
resource can use it if
(include you were to
author/publish teach in the
er/source) class you
observed
Accurate Appropriate Clear Complete Motivating Organized

Old but in good ✓ ✓ ✓ ✓ ✓ I can use

condition ✓ this as my
reference.
Books

It can access ✓ ✓ ✓ ✓ ✓ ✓
Cellphone, laptop and by all types of
I can use
computer gadgets
this as
(Internet/google)
mybasis and
reference.

REFLECT

1. Describe your experience in surfing the internet for appropriate electronic for
the class? What made it easy? Difficult?
My experienced surfing the internet for appropriate electronic was not that
difficult as a 21st century learner, I‘ am aware about on how to use those
electronics

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?
I choose those electronic devices which is suited and useful to the lesson.
Electronics that is accessible for a teacher and students and it will help
both the teacher and students to make the teaching and learning
convenient

3. Reflect on your technology skills. What skills do you already have, and what
skills would you continue to work on to be better at utilizing education 4.0
resources?
For me the technology skills that I already have are being information
literate and technology literate such using Microsoft office, convert
document in multiple formats, uploading videos and pictures, accessing
news and article and etc. In order for me to be better at utilizing education
resources, I will study hard on how to enhance my skills and also I will get
some information that may be useful for me to be better at using the
technology as a mode and way of teaching.
 OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development through MOOCS

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level:7,8,9,10
Subject Area: TLE Date:

OBSERVE

To realize my Intended Learning Outcomes, I will work my way through these

steps.

Step 1: Review the seven domains of PPST and identify competencies I like to
develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are
relevant to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.

OBSERVE

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

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which is relevant to the
competencies you identified. You may try these sites:
4. Indicate the MOOC provider. You might need to create an account
in the different MOOC providers to explore their MOOCs.

PPST Domain Competencies I want MOOCs related to the MOOC Providers

to work on competency/ies
(include a short
description)
1. Content Act a role model Foundation of Coursera
knowledge and teachingfor learning [Link]
Pedagogy developing [Link]/learn/te
relationship-designed aching
to
assist people who learning
arecurrently teaching
buthad no
improvement
about their
understanding as a
teacher
2. The learning Create an Children‘s Coursera
Environment environment that developmentincreases [Link]
conducive and when their [Link]/learn/tea
safefor the students school environment is ching
aplace where they can learning
learn comfortably and
 conductively.
3. Diversity of Create an Children‘s has their Coursera
Learners appropriate differences based [Link]
demonstration for ontheir gender, beliefs, [Link]/learn/tea
holistic culture and etc. The ching
development of the teacher must consider learning
students their differences
beforestarting their
lesson
4. Curriculum and Create clear and Foundations of Coursera
Planning appropriate teaching [Link]
learning objectives for learning provide [Link]/learn/tea
opportunity to ching
understand learning
students‘ knowledge
5. Assessing and Use different types The brain targeted Coursera
Reporting of teaching model of 21st [Link]
assessment to century school [Link]/learn/tea
evaluate learning ching
Learning

6. Community Integrates Introduction to global Coursera

Linkage and information from sociology [Link]
Professional different discipline understanding location [Link]/learn/
Engagement in in an
teaching interconnected
andcultural economic
landscape
7. Personal Take the pride of Foundations of Coursera
Growth and teaching [Link]
Professional being a teacher for learning provide [Link]/learn/
Development opportunity to reflect teachinglearning
on
personal growth and
professional
development

ANALYZE

From among the MOOCs you explored, pick at least three which you
believe are the most appropriate for you. Describe the MOOCs below.
1. MOOC Title: The brain targeted teaching model of 21st century schools.
Provider: Coursera [Link]
Objectives of the MOOC: Describe how emotional and physical learning
environments affect learning
Content Outline: Session 1 and 2: Course overview, Introduction, Brain-
Targeted
affect learning
Content Outline: Session 1 and 2: Course overview, Introduction, Brain-
Targeted
Teaching Model
Session 3 and 4: The emotional climate for learning
Session 5 and 6: The physical learning environment
 Session 7 and 8: The learning unit design
Why did you pick this MOOC?
I must give my best to sustain my capability in honing the students in
becoming better students/citizens through techniques, assessments
and evaluations that I can give and offer them

2. MOOC Title: Foundations for Teaching and Learning 8

Provider: Coursera [Link]

Objectives of the MOOC: Put the ideas and concepts together that are
practical valueto the teaching and school
Content Outline: • Developing appropriate relationships with your
students.
• Developing positive working relationships with colleagues.
• Understanding the importance of family partnerships in children’s
learning.
• Developing positive working relationships with families and the wider
community
Why did you pick this MOOC?
I want my students to look at me as their role model.

3. MOOC Title: Foundations for Teaching and Learning 2

Provider: Coursera [Link]
Objectives of the MOOC: Understand being a teacher

Content Outline: Week 1: what is teacher?Week 2: myself and my

learning
Week 3: influences on my learning
Week 4: impacts on my learning
Week 5: how do I learn?

Why did you pick this MOOC?

I will be able to find out the reason why I want to become a teacher.

REFLECT

1. How can MOOCs help you in your future career as a professional teacher and
as a lifelong learner?
 MOOC‘s can help me in my future job by keeping me informed about new
information that will be found and revise in the future because the field and
profession I choose was always changing as time passed by.
2. What did you learn from the way the providers use technology to teach in the
MOOCs?
The things that I have learned from the way the providers use technology
to teach in the MOOC‘s were that, they want education to be available to
everyone. These technology suppliers continued to assist all the teachers
and as well as the future eacher to improve and develop.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who
may someday teach MOOCs?
As a learner and as a future teacher I will prepare myself by continuing to
pursue education. I can also prepare by maintaining my mental and
emotional stability while determining my motivation to study and achieve
my goals in life.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Mrs. Inton is evaluating a website for her Literature class. She is making sure
that factual pieces of information found on the site are well-documented, and
pictures and diagrams are properly labeled. She is also checking that there
are no misspelled words nor grammar errors. Which criterion is she focusing
on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy

2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making sure the app is uncluttered in appearance, is arranged in some order
of difficulty, and that icons represent what they were intended to represent.
Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness

3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is
finding out whether the app taps the skills found in the Grade 8 standards to
ensure that this app will help meet her objectives. She wants to make sure it
is not too easy nor too difficult for her students. Which criterion is she
focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness

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

in kingdom Animalia. The teacher then teaches them how to use a software in
making graphic organizer. Students then use this to create their own graphic
 organizers to classify animals. This shows technology integration which is
_____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive

5. Teacher A demonstrates how to work with a math app that provides practice
in adding mixed fractions. The students then work independently with the app
to provide them sufficient practice in adding mixed fructions. This shows
technology integration which is ____________.
A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active

6. A Grade 7 Social teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campus in Visayas and
Mindanao. They will create posters and a video clip to communicate a
message about peace. They will use social media to spread their peace
campaign. This project involves technology integration which is___________.
A. Entry-active
B. Adoption-constructive
C. Transformation-constructive
D. Adaptation-collaborative

7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational

Technology Center of a school EXCEPT___________.
A. Make available technology equipment for the use of teachers
and students
B. Conduct training for teachers in instructional materials
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them

8. The Learning Resource/ Audio-visual/ Educational Technology Center

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

9. The learning Resource/ Audio-visual/ Educational Technology Center

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

10. MOOCs are considered massive because______________.

A. They need a big amount of computer storage to be able to avail
of a course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because____________
A. All courses are offered for free
B. Courses can be accessed by anyone anywhere as long as they
are connected to the internet
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening of a semester

12. MOOCs are considered as a course because_________________.

A. They have a guide or a syllabus that indicates content,
objectives, activities, and assessment
B. They are always given by a fully-recognized university in the
world
C. They are a requirement for a Bachelor‘s degree
D. They are graded

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put

your comment annotations about what you observed

2. Visit [Link] or other teacher resource websites. Print useful

instructional materials (worksheet, visual aids, flashcards, rubrics, etc) and
include them here. Indicates how they might be useful considering your major
or area of specialization.

3. Visit [Link]/50-educationtechnology-tools-every-teacher-
shuold-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you, as a teacher

4. Visit [Link]. This a treasure box for you. Explore and share what
you learned

5. Paste an article about an example of technology gadget/material that you

want to learn more about. How can this gadget/material be useful in
instructional/teaching?
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching-Learning Resources and ICT

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

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 Assessment FOR
Learning and
Assessment AS
Learning (Formative
Assessment)

SPARK Your Interest

Assessment in an essential part of the instructional cycle. The instruction

cycle consists of: 1. setting the intendent learning outcome/s, 2. Selecting a
teaching methodology, strategy and activity that are aligned to the learning
outcome and topic which are developmentally appropriate to the learners and 3.
Assessment itself. Assessment is the part of the instructional cycle that
determines whether or not the intended learning outcome has been attained and
so necessarily, the assessment task must be aligned to the intended learning
outcome.
In a lesson on assessment, we can speak of assessment for learning,
assessment of learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as
learning. Assessment for learning is referred to as formative assessment while
assessment as learning is referred to as self-assessment.

TARGET Your Intended Learning Outcomes

At the end of this episode. I must be able to:

 Demonstrate knowledge of the design and use of formative assessment;
and
 Explain the importance of formative assessment.

DISCOVER the Learning Essentials

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

OBSERVE, ANALYZE, REFLECT

Observing Assessment FOR Learning Practices (Formative

Activity 12.1
Assessment)

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ____________

School: San Juan Hugh School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

1. Observe what Teacher does or listen to what Teacher says to find out if
the students understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total

―Do you understand?‖ III 3

―Any questions?‖ II 2

―Any clarification?‖ III 3

―Is it clear? II 2

What Teacher Did Tally Total

The teacher explains I 1
again if the students did not
understand the topic.

She gives more examples IIII 4

2. Did the teacher ask the class ―Did you understand‖? If she did, what was
the class‘ response?
YES, the teacher said that three times, after asking her student ―did you
understand?‖ if her students response negative she will explain again a
certain part of the lesson to clarify it
 3. Did the students make the teacher feel or sense they did not understand
the lesson or a part of the lesson? How?
Students somehow make their teacher feel that they did not understand
some part of the lesson by keep on asking the teacher give more
examples
4. If they did, how did the teacher respond?
The teacher will re-teach the part of the lesson that students did not
understand and added more examples for them to clearly understand their
lesson.
5. Were the students given the opportunity to ask questions for clarification?
How was this done?
Yes, their teacher is always asking them if there is ―any questions and
clarifications please raise you hand.
6. If she found out that her/his lesson was not clearly understood, what did
teacher do? Did you observe any of these activities? Please check.
______ Peer tutoring (Tutor were assigned by teacher to teach one or two
classmates
______ Each-one-teach-one (Students paired with one another)
______ Teacher gave a Module for more exercises for lesson mastery
____✓__ Teacher did re-teaching

Others, please specify

________________________________________________________________
____________

7. If she engaged himself/herself in re-teaching, how did she do it? Did

he/she use the same teaching strategy? Describe.
The teacher formulates new strategy and method to re-teach the lesson in
an easiest and clearest ways for the students to understand the lesson.

8. While re-teaching by himself/herself and / or with other students-turned

tutors, did teacher check on students‘ progress? If yes, how?
The teacher will check the progress and development by giving the
students an assessment to measure if they already learned the lesson.

ANALYZE

1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for-all assessment at
the completion of the entire lesson?
In order for the teachers to determine that the strategies and methods they
uses and applies are effective or not. It is not better to do a once-and-for-
all assessment because students ability and knowledge only depends if
the lesson wasclearly discuss that is why is it better to give them an
assessment after the discussion.
2. Why is not enough for a teacher to ask ―Did you understand, class? ―When
he/she intends to check on learners‘ progress?
 It is because there is a chance and possibility that the students did not
clearly understand the lesson.

3. Should teacher record results for formative assessment for grading

purposes? Why or Why not?
Yes, it is really important to record the results of the formative assessment
because it will serve as the basis of the teacher to give the students fair
grades
4. Based on your observations, what formative assessment practice worked?
Giving an activity or task before and after the discussion is the effective
way to determine if the students understand the lesson

5. For formative assessment, why is peer tutoring in class sometimes seen to be

more effective than teacher himself/herself doing the re-teaching or tutoring?
The students can speak their own ideas and thoughts easily with their
classmates. They are not shy and afraid on getting some correction from
their classmates and stay focus and cooperative with them.
6. Could an unreasonable number of failures at the end of the term/grading
period be attributed to the non-application of formative assessment? Why or
why not?
No, there are many factors that affect the students‘ grades because of
their poor study habits or maybe they are really interested with the lesson.

REFLECT

Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
 Should you record results of formative assessment? Why or why not?
Yes, it is really important to record the results of the formative
assessment becauseit will serve as the basis of the teacher to give
the students fair grades

SHOW Your Learning Artifacts

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 Practices (Self-Assessment)

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: __________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

TARGET Your Intended Learning Outcomes

At the end of this Episode, 1 must be able to:

 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment.


REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning

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

 OBSERVE

Observe a class and find out practices that reflect assessment as learning.
Record your observations.
Teacher My Observation
1. Did teacher provide Yes, the teacher gives them time to
opportunities for the learners to
monitor and reflect on their own speak their ideas and thoughts
learning?
2. What are proofs that students Students are engaged in discussion;
were engaged in self-reflection, theyare actively participating and
self-monitoring and self- cooperating to answers their teacher‘s
adjustment? question
 3. Did students record and report Yes, they are aware because their
their own learning? teacher always gives them additional
points.

4. Did teacher create criteria with Yes, the teacher always creates a
the students for tasks to be criterion to let her student know how
completed or skill to learned? she will grade them

 ANALYZE

1. If the student is at the heart of all assessment, then all assessment should
support students learning. Do you agree? Why or why not?
I agree because the goal of the teacher is to let students‘ learned and
developed their skills and knowledge so all the assessment must support
to their learning for them to be able to relate to the assessment.
2. Does assessment as learning have the same ultimate purpose as
assessment for learning?
Assessment of learning is a way to see if the students understand and can
do while assessment for learning is a way to see what a teacher can do in
response



REFLECT

The primary purpose of assessment is not to measure but to further

learning. Reflect on your personal experiences of assessment in school. Were
you given opportunities for self-assessment? If yes, what was its impact on your
learning?
Yes, based on my experiences of assessment in school we are given
opportunities to assess ourselves based on our records and ask what
grade we [Link]-assessment helps me to determine what are the
things that I need to practice andwhat are things that I should learn

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1 Episode 12- Assessment FOR Learning and Assessment AS Learning
(Formative Assessment) Learning Outcome Demonstrate knowledge of the design and use of formative
assessment. Explain the importance of formative assessment.

Name of FS Student Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 LINK Theory to Practice

1. The primary purpose of assessment is to ensure learning. Which

assessments are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an
assessment, and have a deeper understanding of what they are expected to
learn before they take the assessment, they take a greater responsibility of
their own learning. Which assessment is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, ―Assessment is a process that is used to
keep track of learners‘ progress in relation to learning standards…., to
promote self-reflection and personal accountability among students about
their own learning. Which assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning for learning
B. Assessment of learning
C. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to
monitor students on a day-to-day basis and modify their teaching based on
what the students need to be successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students‘ metacognitive skills. Which is referred to?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong
learners?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in learning
8. Which is characterized by students reflecting on their own learning and
making adjustment so that they achieve deeper understanding?
A. Assessment of learning
 B. Assessment for learning
C. Assessment as learning
D. Assessment in learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to
be completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding
questions to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed
in order to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing
the tasks assigned to them by their teacher and so students move from the
passive learners to active owners of their own learning?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
11. Which assessment is likened to tasting the soup while in the process of
cooking the soup?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
 Assessment of
Learning
(Summative
Assessment)

SPARK Your Interest

Episode # 12 dwelt on Assessment for Learning (formative assessment)

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

TARGET Your Intended Learning Outcomes

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

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

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome


REVISIT the Learning Essentials

 In accordance with Outcome-Based Teaching-Learning, the learning outcome

determines assessment task.
 Therefore, the assessment tsk must necessarily be aligned to the learning
outcome. In accordance with Outcome-Based Teaching-Learning, the learning
outcome determines assessment task.

OBSERVE

 Observe at 3 classes – 1 Physical or Biological Science or Math,

English, Filipino; 1 Social Science or Literature, Panitikan, EsP and 1 P.E/
Computer/EPP/TLE
Subjects Learning Assessment Is the If not
Outcomes Task (How did assessmen aligned,
Teacher assess t tool/task improve on
the learning aligned to it.
outcome/s? the learning
Specify. outcome/s
PE/ EPP/ TLE To dance tango Written quiz- No Performanc
Enumerate the e test – Let
steps of tango students
in order. dance
tango.
Social Science, Nag iisa-isa Asking YES
Literature/Panitikan. ang mga uri questions
EsP ng kalamidadna during the
nararanasan class
sa ating bansa discussion
Physical/Biologica Adding Asking YES
l Science/Math/ numericalnumbers questionsdurin
 English/Filipino . g theclass
discussion

ANALYZE

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

Yes, all the assessment tasks are related 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?
It may cause confusion and misunderstanding to the side of the students
and it may cause for not achieving what was the learning outcomes.

REFLECT

 Reflect on past assessments you have been through. Were they

aligned with what your teacher taught (with learning outcomes?
In my experiences, all the assessments that I have encountered was
anchored and align to the learning outcomes. As a learner it is helpful
because I have an idea on what things do I need to focus. And I realize
that the proper construction of learning outcomes is really important to
make the students aware on they are going to achive at the end of the
discussion.
How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
It affects my performance in terms of making myself ready for the
discussion and I can assess my performance based on the learning
outcomes given by our teacher. And as a future teacher, I learned being a
teacher you should be able to see the outcomes in order for you to
prepare a lesson better.

LINK Theory to Practice

1. Here is a learning outcome: Describe a person by the use of a metaphor

Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

2. Learning outcome: Conduct an investigation to prove that plants can

manufacture their own food.
Test item: Can plants manufacture their own food? Explain your answer.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped

3. Learning outcome: Demonstrate the inductive method of teaching

Test: Outline the steps of the inductive method of teaching.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

4. Which assessment task is aligned to this learning outcome: Compute the mean if
the scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is the mean the same as average?

5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb
1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)

Is the test aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement

6. Here is a lesson objective/s intended learning outcome. ―illustrate the law of

supply and demand with your original concrete examples‖. For concrete validity,
which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

7. Teacher B wrote this learning outcome: ―To interpret a given quotation.‖ For
content validity which should she ask?
A. Interpret Nietzsche‘s statement: ―He who has a why to live for can bear with
almost any how.‖
B. Do you believe in Nietzsche‘s statement ―He who has a why to live for can bear
with almost any how‖?
C. What is true in Nietzsche‘s statement ―He who has a why to live for can bear with
almost any how‖?
D. Nietzsche‘s was an atheist. Do you believe that he can give this statement ―He
who has a why to live for can bear with almost any how‖?
8. After teaching them the process of experimenting, Teacher J wanted to be able
set up an experiment to find an answer to a scientific problem. Which will he ask
his students to do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observation
and present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive
when transferred in soil?

9. Here is an intended learning outcome of a Health teacher. ―Identify skill-related

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

A. Yes, very much.

B. Yes, because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities.

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

TARGET Your Intended Learning Outcomes

 Critique traditional assessment tools and tasks for learning in the context
of established guidelines on test construction


REVISIT the Learning Essentials

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive
domain
 Traditional or paper-and-pencil tests can be classified either as selected-
response test or constructed-response/supply type of tests.
 Common examples of selected – response type of tests are alternate
response test (True-False, yes-no), multiple choice and matching type of
test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay.
 OBSERVE

 Observe classes and pay particular attention to the assessment tool used by
the teacher.
 With teacher‘s permission, secure a copy of the assessment tool.

Direction: Put a check (/) on the test which teacher used. From your teacher’s test
items, give an example.
Type of Traditional Put a Learning Outcome Sample Test item of Comments to the
Assessment Tool/ Check Assessed Resource Teacher assessment tool
Paper-and Pencil (√) constructed in
Test Here accordance with
established
guidelines?
Explain your
answer.
Selected Response
Type
1. Alternate
response

2. Matching type

3. Multiple choice ✓ Differentiate 1. The The assessment is

narrative and following are related to the
journalistic tex examples of learning outcomes
narrative
texts,except
4. Others

Type of Traditional Put a Learning Outcome Sample Test Comments to the

Assessment Tool/ Check Assessed item of Resource assessment tool
Paper-and Pencil (√) Teacher constructed in
Test Here accordance with
established
guidelines?
Explain your
answer.
Constructed-
Response Type
[Link]

[Link] answer type ✓ Describing the picture What can you

tell about the

picture?

[Link] Solving ✓ Tradition 1+12= n The assessment is

related to
the
learning outcomes

[Link] - restricted
 [Link]-non- ✓ Narrate your childhood Narrate what The assessment is
restricted Experience you have related to the
experienced earning outcomes
when you were
just a child.

[Link]

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which

one were rarely used? Why were they rarely used?
Essays and short answers were the most commonly used by the teacher
as this will measure if the student has understood the topic, of which a
rubric was 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?
The assessment tools that the teacher was skilled the is the essay and
short answers, and the least skilled is problem solving.

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.
I think it can be considered as an authentic assessment because it shows
the creativity and skills of the students.

REFLECT

How good are you at constructing traditional assessment tools?

Which do you find most difficult to construct? Any lesson/s learned?
I think there are more things that I need to know about constructing
traditional assessment tools. I think the most difficult to construct was
problem-solving and non restricted and restricted essays.

LINK Theory to Practice

Here is the learning outcome of this Activity: Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.

1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.

B. Column 1 present the learning outcomes. Column 2 has the assessment tasks.
Determine alignment with learning outcome.
C. Here are 5 items. Evaluate them on the basis of established guidelines in test
construction.
D. In an essay more reliable than a multiple choice test.

2. What‘s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.

A. Opinionated C. Very Smart

B. Not fit for T-F test D. Sweeping

3. In this test item in accordance with rules on test construction?

Write everything you learned from this course.

A. No C. Somewhat
B. Yes D. No, opinionated

4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Unattractive

5. In a multiple choice type of test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?

A. Implausible C. Plausible
B. Realistic D. Unattractive

6. The students were at a loss as to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?

A. Too complex C. Over mutilated

B. Unattractive D. Implausible

Observing the Use of Non-Traditional Assessment Tools and

Activity 13.3
Scoring Rubrics

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

TARGET Your Intended Learning Outcomes

 Evaluate non-traditional assessment tools including scoring rubrics


REVISIT the Learning Essentials
  There are learning outcomes that cannot be assessed by traditional assessment
tools.
 Authentic/ non-traditional /alternative assessment tools measure learning
outcome like performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student‘s work that includes descriptions
of levels of performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student work
as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.

OBSERVE

 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher‘s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 What type of rubric did the Resource Teacher use – analytic or holistic?

Authentic-Assessment/ Non- Learning Sample of How a product/ Comments (is the

traditional/Alternative Outcome Product/ performance scoring rubric
Assessed performance was assessed constructed
Assessed according to
Describe how standards?
One example the product/
of a product performance
assessed. was assessed.
(Put a photo Which was
of the used analytic
product/ rubric or
documented holistic
performance rubric?
in My INCLUDE THE
Teaching RUBRIC IN MY
Artifacts. TEACHING
INCLUDE THE ARTIFACTS
RUBRIC IN MY
TEACHING
ARTIFACTS
1. Product Creating a Using a Yes, It is
plating rubric according to a
standards

2. 2. Performance Perform a Using a Yes, it is

practicum rubric/criterio according to
n standards
 ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you
think that type pf rubric was used more?
Holistic rubric, it is not easy to use by just giving marks to the learners
performance.
2. Based on your answers in # 1, what can you say about the scoring rubrics made
and used by the Resource Teachers?
The resource teacher uses a holistic rubric. It was clear and be easily to
understand by the students
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
It may be possible to not assess the students‘ performances because it
can hard for the teacher to give them grades fairly.
4. If you were to improve on one scoring rubric used, which one and how?
It may be really difficult for me to improve a scoring rubric but for me I
want to improve the creativity and the grammar because it will help the
students to become better.
5. Can you essay or other written requirements, even if it is paper-and-pencil test,
be considered an authentic form of assessment? Explain your answer.
No, because authentic assessment is can be measure through actual
performance.
6. Can rubrics help make students to become self-directed or independent
learners? Do rubrics contribute to assessment? AS learning (self-assessment)
What if there were no rubrics in assessment?
Yes, a rubric contributes to assessment because it will serve as a guide
on giving grades.

Does the Scoring Rubric in this FS Book I help you come up with better output?
Yes, because I‘ am able to suit my performance based on the standards
given bythe teachers.

REFLECT

Are authentic assessment tools and task new? Reflect on your experiences of
tests for all the years as a student.
Authentic assessment is not a new task because when I start studying
authentic assessment is used by our teacher to grade our activities and
essays fair and equal.

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

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

LINK Theory to Practice

1. To pinpoint which part of the lesson needs more explanation, which scoring
rubric can help?
i. Analytic
ii. Holistic

A. I only C. II only
B. I and II D. No need for rubric

2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report
C. Group the students for research report writing
D. Make students conduct an action research.

3. I want to get a global view of a student‘s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic

4. Which can prove that students are now capable of sewing after a 200-hour
course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

Activity 13.4 Scrutinizing the Type and Parts of a Portfolio

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ___________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:
 TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio

 DISCOVER the Learning Essentials

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

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

OBSERVE

1. Ask your Resource Teacher for samples of portfolio, if any, if there are, select
one best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning
Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by
you, accomplish Observation Sheet #
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. 1. Clear objectives – The ✓
objectives of the
lesson/unit/course are clear which
serve as a bases for selection
2. 2. Explicit guidelines for selection ✓
– what, when, where, how are
products/documented
performances selected?

3. 3. Comprehensible criteria – the ✓

criteria against which the portfolio
is graded must be understood by
the learners.
4.
5. 4. Selective significant pieces – ✓
The portfolio includes only the
selected significant materials.

6. 5. Student‘s reflection – There is ✓

evidence that students reflected
on their learning.

7. 6. Evidence of student ✓
participation in selection of content
of portfolio – There is proof that
students took apart in the selection
of the content of the portfolio.
8.

ANALYZE

1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
Students‘ Reflection

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. 1. Cover Letter – ―About the author‖ and ―What my portfolio Shows About My
Progress as a Learner‖

2. 2. Table of Contents with numbered pages

3. 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. 5. Drops of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)

6. 6. Student‘s Reflection
3. Where and when does the teacher make use of each of the 3 types of portfolio?
Growth portfolio used to measure the growth of the students in teaching and
learning process. Showcase portfolio use to show students best qualities and
skills whileevaluation portfolio was used to show the students‘ weaknesses and
strengths
Growth portfolio used to measure the growth of the students in teaching
and learning process. Showcase portfolio use to show students best
qualities and skills whileevaluation portfolio was used to show the
students‘ weaknesses and strengths

REFLECT

Have portfolios made the learning assessment process more

inconvenient? Is the effort exerted on portfolio assessment commensurate to the
improvement of learning and development of learner‘s metacognitive process
that result from the use of portfolio?
No, portfolios made the learning assessment process more convenient for
the teacher to easily identified and understand the students‘ abilities, skills
and knowledge because it shows what kind of efforts can a students does.

SHOW Your Learning Artifacts

 Sample/s of Improved Written Tests, both selected-response type and supply

type.
 Sample/s of product and performance and performance assessed
 Sample/s of a rubric
 Sample/s of students‘ reflection on his/her portfolio
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)

Learning Outcomes determine the alignment of assessment tools and tasks with intended learning outcomes; critique
traditional and authentic assessment tools and tasks for learning in the context and established guidelines on test
construction; evaluate non-traditional assessment tools including scoring rubrics; evaluate a sample portfolio; distinguish
among the three types of portfolio; construct assessments questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy; Explain the function of table of specification; distinguish
among types of learner’s portfolios and their functions; examine different types of rubrics used and relate to assessment of
learning; compute student’s grades 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 Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 LINK Theory to Practice

1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes

2. Which is an essential part of portfolio?

A. Student‘s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student‘s artistic talent
D. Student‘s self-rating

3. I need to prove that I have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?
A. Showcase Portfolio C. Development Portfolio
B. Development Portfolio D. Process Portfolio

4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?
A. Showcase Portfolio C. Assessment Portfolio
B. Development Portfolio D. Process Portfolio

5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
A. Showcase portfolio C. Assessment Portfolio
B. Development portfolio D. Process Portfolio

Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: __________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

TARGET Your Intended Learning Outcomes

 Construct assessment questions to measure HOTS following Bloom‘s and

Anderson‘s revised taxonomy and Kendall‘s and Marzano‘s taxonomy.


REVISIT the Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples
Remembering – Produce the right information from memory
Recognizing

Recalling  • Name three 19th – century women English authors

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

Implementing • Design an experiment to see how plants grow in different

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
.
Differentiating • List the important information in a mathematical word
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 editors to determine the authors‘ point

of view about local issue.
• Determine a character‘s motivation in a novel or short
story.
• Look at brochures of political candidates and
hypothesize about their perspective issue.

Evaluating – Make judgements based on criteria and syllabus guidelines

Checking  • Participate in a writing group, giving peers feedback on
organization and logic 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 projects meets the criteria of a rubric.
 • Choose the best method for solving a complex
mathematical equation
 • 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 the
criteria.
Planning  • Make a storyboard for the multimedia presentation
on insects.
 • Outline a research paper on Mark Twain‘s views on
religion.
 • design a specific study to test the effect of different
kinds of music on hens‘ egg production.
Producing  • Write a journal from the point of view of
mountaineer
 • Build a habitat for pigeons
 • Put on a play based on a chapter form a novel
you‘re reading.

The New Taxonomy (Marzano and Kendall, 2007)

Level of Difficulty Process Useful Verbs, Phrases, Definition
6 Examining The student can analyze how important specific knowledge is to them.
Self-System Thinking Importance
Examining The student can examine how much they believe they can improve their
Efficacy understanding of specific knowledge.
Examining The student can identify emotional responses associated with a piece of
Emotional knowledge and determine why those associations exist.
Response
Examining The students can examine their own motivation to improve their understanding
Motivation or competence in specific knowledge.
5 Specifying The student can set specific goals relative to knowledge and develop plan for
Metacognition Goals accomplishing the goal.
Process The student can self-monitor the process of achieving a goal.
Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The student can determine how accurate their understanding of knowledge
Accuracy
Investigating investigate; research; find out about; take a position on; what are the differing
4 features of; how & why did this happen; what would have happened if the
Knowledge student generates a hypothesis and uses the assertions and opinions of others
Utilization to test the hypothesis.

Experimenting experiment; generate and test; test the idea that; what would you determine if;
how can this be explained; based on the experiment, what can be predicted. The
student generates and tests a hypothesis by conducting an experiment and
collecting data.
Problem- solve; how would you overcome; adapt: develop a strategy to; figure out a way
Solving to; will you reach your goal under these conditions. The student can accomplish
a goal for which obstacle exist.
Decision- decide; select the best among the following alternatives; which among the
Making following would be the best; what is the best way; which of these is most
 suitable. The student can select among alternatives that initially appear to be
equal and defend their choice.
3 Specifying make and defend; predict; judge; deduce; what would have to happen; develop
Analysis an argument for; under what conditions
Cognitive System The student can make and defend predictions about what might happen.
Generalizing What conclusions can be drawn; what inferences can be made; create a
principle, generalization or rule; trace the development of; form conclusions.
The student can infer new generalizations from known knowledge.
Analyzing Identify errors or problems; identify issues or misunderstanding; assess;
Errors critique; diagnose; evaluate; edit; revise. The student can identify and explain
logical or factual errors in knowledge.
Classifying Classify; organize; sort; identify a broader category; identify different types/
categories.
The student can identify super ordinate and subordinate categories to which
information belongs. Classify; organize; sort; identify a broader category;
identify different types/ categories.
The student can identify super ordinate and subordinate categories to which
information belongs.
Matching Categorize; compare & contrast; differentiate; discriminate; distinguish; sort;
create an analogy or metaphor.
The student can identify similarities and differences in knowledge.
2 Symbolizing Symbolize; depict; represent; illustrate; draw; show; use models; diagram chart.
Comprehension The student can depict critical aspects of knowledge in a pictorial of symbolic
form.
Integrating Describe how or why; describe the key parts of; describe the effects; describe
the relationship between; explain ways in which; paraphrase; summarize.
The student can identify the critical or essential elements of knowledge.
1 Retrieval Executing Use; demonstrate; show; make; complete; draft. The student can perform
procedures without significant errors.

Recalling Exemplify; name; list; label; state; describe; who; what; where; when. The
students can produce information on demand.
Recognizing Recognize (from a list); select from (a list); identify (from a list); determine if
the following statements are true
The students can determine whether provided information is accurate,
inaccurate or unknown.

Figure 10. The New Taxonomy in Detail

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: __________

School: San Juan High School Grade/Year Level: _7,8,9,10
Subject Area: TLE Date:

OBSERVE

1. Observe a teacher in the classroom.

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

Table 1. Number of Questions per Level

Cognitive Cognitive Tally of

Processes Processes Assessment
(Bloom as Rank (and Kendall Rank Tasks/Questions Total
revised by and Marzano)
Anderson and
Krathwohl)
Self-system 6
 Thinking

Metacognition 5

Creating 6-
Highest

Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization

Understanding/ 2 Comprehension 2 /

Remembering/ 1- Retrieval 1 ////-Example

Lowest

Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Tally and Total Example of Rank

Total Score Score of Assessment Based
of Cognitive Cognitive Tasks/ on
Processes Rank Processes Rank Questions Use
(Bloom as (and Kendall Given by
revised by and Marzano) Resource
Anderson Teacher
and
Krathwohl)
Self-system 6- e.g. Teacher
Thinking Highest asked
students.
Why is the
lesson
important to
you?

Metacognition 5

Example: 6-
Creating = I Highest

Evaluating = I 5

Analyzing / An 4 Analysis 3
= II
 Applying = III 3 Knowledge 4
Utilization

Understanding 2 Comprehension 2
= III

Remembering 1- Retrieval = III 1-

= IIII Lowest Lowest
=I
Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? lowest
number?
Creating is the highest rank while the lowest was remembering

2. What do these (lowest and highest number of assessment questions) reveal

about Resource Teacher‘s level of questions?
The questions are not relatable with the students

3. Based on Kendall‘s and Marzano‘s taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills- metacognitive skills and self-system thinking.

REFLECT

If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5
as highest) where will you be?
3

As a future teacher, reflect on how will you contribute to the development of

learners‘ HOTS?
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)

Learning Outcomes determine the alignment of assessment tools and tasks with intended learning outcomes; critique
traditional and authentic assessment tools and tasks for learning in the context and established guidelines on test
construction; evaluate non-traditional assessment tools including scoring rubrics; evaluate a sample portfolio; distinguish
among the three types of portfolio; construct assessments questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy; Explain the function of table of specification; distinguish
among types of learner’s portfolios and their functions; examine different types of rubrics used and relate to assessment of
learning; compute student’s grades 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 Arabella Joy O. Bisco Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 LINK Theory to Practice

1. ―Is my thinking CORRECT?‖ ask a student to himself.

In which level of Cognitive process is he?

A. Self-system C. Metacognition
B. Analysis D. Application

2. Formulate a 5 –item imperfect matching type of test, is a test item in the level of
which cognitive process?

A. Creating C. Self-system thinking

B. Analyzing D. Evaluating

3. Which one demonstrates self-system thinking?

A. Ask the question ―What has this lesson to do with me?‖

B. Critic your thinking process.
C. Come up with the solution to the given problem.
D. Relate your present lesson to past lessons.

4. Paraphrase the first stanza of Rizal‘s ―My last Farewell‖ calls for ___________

A. Analyzing
B. Understanding
C. Evaluating
D. Applying

5. How would you rate students‘ ability to reason out logically is a question to test
students‘ ability to_______________?

A. Engage in metacognition
B. Analyze
C. Do self-system thinking
D. Evaluate
 Activity 13.6 Analyzing a Table of Specification

Resource Teacher: Mrs. Analiza R. Micua Teacher‘s Signature: ____________

School: San Juan High School Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

TARGET Your Intended Learning Outcomes

 Explain the function of Table of Specification

 REVISIT the Learning Essentials

 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.
 Sometimes the type of items are described in terms of cognitive level as
well
1. Study the sample of Table of Specification on Assessment

Cognitive Level Total

No. of
Class
Learning Hours Rem Un Ap An Ev Cr
Outcome

1.

2.

3.

4.

5.

6.

Total

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
To ensure content validity, a Table of Specifications (TOS) should include
information that helps teachers align the learning objectives with the test
items and class time.

2. Why is there a need for number of items per cognitive level?

The number of items per cognitive level is important because it can help
ensure a more precise assessment of knowledge.

3. With OBE in mind, is it correct to put learning outcome not topic in the first
column? Why or Why not?
Yes, in OBE learning outcomes should be put in first column and not the
topic, it gives specific targeted goals, from the word outcome -based it we
can say that learning outcomes should be put there. If we consider
Outcome Based Education (OBE), the first column should contain the
learning outcome, not the topic.

4. Can a teacher have a test with content validity even without making TOS
No, a teacher cannot have a test with content validity without making a
Table of Specifications (TOS). A TOS is important for test validity because
it ensures that the test covers what it should and that there is a match
between what is taught and what is tested.
5. Complete the given TOS

REFLECT

Read this conversation and reflect on teachers‘ assessment

practices. Write your reflection here.

Student A: Saan naman pinulot ni Teacher and 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 problems of misaligned
tests?

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Analysis
 Reflection
 Complete Sample TOS
 LINK Theory to Practice

1. In Teacher R‘s Table of Specifications (TOS), 60 percent of the 1 st grading test

items are applying questions based on Bloom‘s Taxonomy. A review of her test
shows that 50% are remembering items, 20% are analyzing questions and 30%
are applying questions. Is Teacher‘s test aligned with her TOS?
A. No
B. No, her analyzing question is supposed to be 60%
C. Yes
D. Yes, her applying questions are also analyzing questions, too.

2.s What is a function of a TOS?

A. content validity C. reasonable length of test
B. predictive validity D. predictive validity of a test

3. A TOS ensures alignment of test with learning outcomes. Is the statement is

TRUE?
A. Very true C. False
B. Sometimes true D. Sometime true, sometimes false

4. In a TOS, the number of hours spent on a learning outcome determines the

number of test items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the
question asked

5. The following are found in a TOS EXCEPT________________.

A. Teaching-Learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test items
D. Number of test items

6. ” It’s just not fair. I studied everything we discussed in class about the Philippines
and the things she made a big deal about, like comparing the Philippines

And to think all she asked was ‘What’s the capital of Singapore?

What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity

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

Resource Teacher: MRS. ANALIZA R. MICUA Teacher‘s Signature: _______

School: SAN JUAN HIGH SCHOOL Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

TARGET Your Intended Learning Outcomes

 Compute student‘s grade based on the DepEd‘s grading policy

 State the new features of the latest grading system in basic education

 REVISIT the Learning Essentials

 With the implementation of the Enhanced Basic Education Program of

2013, more popularly known as K-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, which emphasis on
the latter. The quarterly exam may be a combination of written tests and
performance task.

OBSERVE

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 Students‘ Report Card. Observe its
content.
3. Ask permission 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

Read DepEd Order #8 s. 2015. You may refer to Appendix A.

Based on DepEd Order 8, s. 2015, answer the following:

1. What ae 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?
The bases for promoting or retaining learners at the end of the school year
are a student's final grade and the number of subjects they have failed:
6. What is the report on learners‘ observed values?

E. Grade Computation
Show sample computation of grade:
 In subject of your choice from Grade 1 to 6 (if you are future
elementary teacher)
 In your specialization if you are a high school teacher
 Show the percentage contribution of written work, performance
tasks and quarterly assessment. Then give the descriptor. Refer to
DepEd Order #8, s. 2015.

ANALYZE

1. Do teachers and students like 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 the teachers challenged to do by this new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks
and quarterly assessment?
5. Did you like the experience of computing grades? Why or why not?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)

Learning Outcomes determine the alignment of assessment tools and tasks with intended learning outcomes; critique
traditional and authentic assessment tools and tasks for learning in the context and established guidelines on test
construction; evaluate non-traditional assessment tools including scoring rubrics; evaluate a sample portfolio; distinguish
among the three types of portfolio; construct assessments questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy; Explain the function of table of specification; distinguish
among types of learner’s portfolios and their functions; examine different types of rubrics used and relate to assessment of
learning; compute student’s grades 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 ARABELLA JOY BISCO Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7- below
 18
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

 The Teacher as
a PERSON and
as a
PROFESSIONAL

SPARK Your Interest

What is really like to be a TEACHER? Why is being a TEACHER

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

TARGET Your Intended Learning Outcomes

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

 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.

REVISIT the Learning Essentials

“My Teacher, My Hero” was a banner during the World Teacher‘s Day
celebration in the Philippines in the years past. Are Filipino teachers, real
heroes? What do you think? Why?
My answer is YES! Here are my reasons.

Personal Qualities of Filipino Teachers

To be a teacher in the Philippines is a challenging profession. Teachers
serve the country just like any other hero. To be a teacher requires a lot of
personal and professional qualities. These qualities make an excellent Filipino
teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are
exemplary and are fitted to be teachers. These are natural tendencies of a
 person. Here are some of the qualities and attributes that distinctly characterized
a teacher.

Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES
 Lives with dignity that  This teacher is honest, has integrity, self-respect and
exemplifies self-respect, self-discipline. Likewise, respected by students, peers
integrity and self-discipline and the community.
 Takes care of one‘s  This teacher is physically, emotionally and mentally
physical, emotional and healthy. Clean and neat, dresses appropriately and
mental well-being pleasant in words and in action.
 Lives a life inspired by  This teacher behaves according to the personal spiritual
spiritual principles and beliefs that are not contrary to the norms, mores and
beliefs tradition of the community.
 Exhibits deep knowledge  This teacher is mentally alert, makes correct decision,
and understanding across intelligent to be able to acquire new knowledge, skills
disciplines 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 the current times.

 Recognizes own strength  This teacher sets high goals for himself/herself, but
with humility remains humble and willing to share success. He/she is
confident of doing task but does not consider self to be
better than others all the time.
 Perseveres in challenging This teacher is calm in the midst of chaos, remains
situation steadfast under pressure, does not easily give up and
adjust to different situations.
 Demonstrates a natural  This teacher volunteers tasks for others, always willing
action to work together to share, extends help willingly, accepts responsibility,
with others tolerant of other people, and gives up time for the group.

Not everyone has these qualities, hence not everyone can be a good
teacher. As the old saying goes; ―Teachers are born but good teachers are both
born and made.”

Professional competence of Filipino Teachers

Going to teacher training institutions and earning a teaching degree mean

developing a professional teacher like you. You can only become a professional
teacher if you earn a degree to teach in either elementary level or high school
level. You should also earn license to teach by passing a licensure examination
for teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or
specialization and the professional courses including the pedagogy courses.
Your professional courses include experimental learning courses that include
Field Study 1, Field Study 2 and Teaching Internship. These are Important in
your preparation to become professional teachers.
 So what are the professional competencies that every teacher should
have? You will find these in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competencies What the Teacher DOES
 Abides by the code of ethics for  This teacher practices the rules
the profession and conduct of professional
teachers.
 Masters the subject matter to be  This teacher masters and
taught updates himself/ herself with
subject matter content to be
taught.
 Updates oneself on educational  This teacher keeps abreast with
trends, policies and curricula educational trends, policies and
curricula by taking up graduate
students, attending seminars
and workshops.
 Uses teaching methods to  This teacher practices different
facilitate students learning ways of teaching appropriate to
the learners and the subject
matter.
 Builds a support network with  This teacher engages the
parents and community cooperation of parents and
stake holders in educating the
learners.
 Demonstrates knowledge,  This teacher has substantial
understanding of the knowledge of the characteristics
characteristics and needs of and needs of the learners.
diverse 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
appropriate assessment and uses appropriate
strategies and tools. assessment tools for, as and of
learning.
 Provides safe, secure, fair  This teacher arranges the
physical and psychological classroom to provide safe,
learning environment that secure psychological
supports learning environment that supports and
encourages learning.
 Serves beyond the call of duty  This teacher does task and
works even beyond the official
time when needed.

So, it is not easy to become a professional teacher. The demand is great.

A qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found
among the teachers you are going to observe.
There are two observation activities in this Episode. Activity 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: MRS. ANALIZA R. MICUA Teacher‘s Signature: ________

School: SAN JUAN HIGH SCHOOL Grade/Year Level: 7,8,9,10
Subject Area: TLE 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 you will observe
and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities
that you have found out. If the personal quality is not observed by you or is not
revealed in your interview, write not observed or not manifested.

Personal Qualities Observe(o) Data Results

Interview (i) I have found out that…
a. Dignified Observe The teacher had a fair
treatment

b. Healthy Observe The teacher has a good

personal hygiene

c. Spiritual Observe The teacher gives

Interview importance in spiritual
matter

d. Knowledgeable Observe The teacher mastered her

lesson

e. Humble Observe The teacher humbly

Interview corrects her
studentswhen they
commit mistakes
f. Determined Observe The teacher laves she
Interview was doing

g. Cooperative Observe The teacher is

Interview alwaysapproachable and
always listens to the
student needs
 Activity 2 will focus on the Professional Competencies of the Teacher. You
may change your sample Teacher in Activity 1 with another teacher or you can
still observe the same teacher. In case you will not change your teacher to be
observed the same teacher will be your sample for both Activity 1 and Activity 2.
Aside from direct observation, you will also do a survey in Activity 2.

ANALYZE

Did you learn from your observation of the teacher? Now let us analyze
the information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a) Determine - The teacher loves she was doing.
b) Knowledgeable – The teacher mastered her lesson.
c) Dignified - The teacher had a fair treatment.

2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
I think the qualities that I already had are, spiritual, dignified, determine,
cooperative and humble. For me, I can say that I can fit this job since it was my
dream job.

REFLECT

Good teachers are role models, whether in school, at home or in

the community. From the teachers that you had from elementary to college, did
the personal qualities that they possess help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a
great impact in your life as a learner. Reflect and describe how this quality
influenced you.
My model teacher is a quality teacher, the quality of a teacher that I want the most was
being optimistic. She always encourages us that we can do it, she always us strength to
not give up and keep on reaching our goals in life.
 Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: MRS. ANLIZA R. MICUA Teacher‘s Signature: ___________

School: SAN JUAN HIGH SCHOOL Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher.
a. Name
b. LET License No.
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co teacher or the head (only one of the 2) to answer the checklist/
rating scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with your answer on
the survey. In what items do you have the same answer?
6. Show the results in a summary table.

Competencies of the Professional Teacher A Special Case

Dear Ma‘am/Sir,

I am a future teacher and I would like to know the characteristics of a

professional teacher. I will be very glad if you could answer the survey from
about your co- teacher ___
____________________________________________.

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.

____________________________
BEED/BSED Student
Name of Teacher:
PRC License No. Grade Level
Taught:
Answer the following statements based on your OBSERVATION of the teacher.
Check Yes or No or Doubtful.
Professional Competence Does the Teacher exhibit
the competence of a
professional teacher?
Check your answer below.
Yes No Doubtful
1. Practice the Code of Ethics for Professional ✓
Teachers
2. Teachers the subject matter very well with ✓
mastery.

3. Keep yourself updated with educational trends, ✓

policies and curricula.

4. Uses varied teaching methods that facilitate ✓

learning with skill and ease

5. Engage the parents and other stake holders to ✓

cooperate as partners in educating the children.

6. Teachers with compassion based on the ✓

knowledge and understanding of the characteristics
and needs of diverse learners

7. Prepares curriculum plans, implements these ✓

with innovation in every lesson.

8. Designs or selects and utilizes appropriate ✓

assessment strategies and tools for lessons taught.

9. Makes classroom atmosphere physically ✓

(arrangement) and psychologically (friendly,
inclusive) safe and secure for learning.
10. Serves willingly beyond teaching work by ✓
participating in other extra-curricular activities when
needed.

______________________________________________________________
Name and Signature of the Teacher Informant (Peer)

OR:

_____________________________________________________________
Name and Signature of the Supervisor Informant (Head)

AND
________________________________________________________________
__
Your Name and Signature (Pre-Service Students)
 ANALYZE

Did you learn from your observation and interview on teacher‘s

professional competences? Now let us analyze the data.

Answer the following questions.

1. In activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ___________Doubtful? __________ Why?
Teacher has strong competencies because she applies all the required
competencies as a teacher. These will help her to be an effective and efficient
teacher

2. Did your answers to the survey form coincide with the answers of the co-teacher
or head of the teacher you observed?
Why?
Yes, the result on my survey to the resource teacher was the same as the co-
teacher.

REFLECT

Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity
2.
1. As a future teacher, the results imply that I should__be prepared and developed
my skillsand abilities for me to be a good and effective teacher. I must prepare
myself in handling diverse students and be able to provide their needs as
students.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be
learn easily andwill be more interested to learn. It will also help them increase
their motivation about learning if their needs as students would be provided by
the teache

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
The teacher I observed is a high school educator. Based on my observation, she
is a very competent teacher because of her skills and mastery of the subject
matter, which makes her highly effective in teaching. She applies various
techniques and strategies to meet her students' needs and has a well-organized
teaching plan.
 EVALUATE Performance Task

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.

Name of FS Student ARABELLA JOY O. BISCO Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 LINK Theory to Practice

Based on Episode 1, choose the correct answer for each item.

1. Any Teacher currently teaching is called a professional because he or she
_____________.
I. is a licensed teacher
II. has personal qualities appropriate to be a teacher
III. possesses the characteristics given in A, B, C.

A. I only B. II only C. III only D. I, II, and III

2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating

3. Which statement is TRUE about the spirituality of the teacher?

I. Go to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, more and tradition of the community

A. I only B. II only C. III only D. I, II, and 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 lesson taught
D. Masters one teaching method and uses it all time

5. The saying goes ―Many are called but few are chosen.‖ How is this directly 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.
 Towards Teacher
Quality:
Developing a
Global Teacher of
the 21ST Century

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 most sought
profession. It was comparable to being a social worker, librarians, nursing and
even doctors. Majority of the parents asked, answered that they encourage their
children to become teachers. To them, teaching is one of the most respected and
trusted profession.
However, with the change in global landscape, the 21st century teachers
must have the competence to address the new learning environment, the new
learning contents, the processes of learning and how these are facilitated and the
new types of learners.
Hence, we need the type of teachers, a glocal 21st century Filipino
teacher.
(Global Teacher Status Index p. 123 Teaching Profession)

TARGET Your Intended Learning Outcomes

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

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

REVISIT the Learning Essentials

FILIPINO GLOCAL TEACHER

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

Towards Quality Glocal teachers

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

More specifically, quality teachers are competent teachers who can

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

The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to ―create a learning
environment that encourages creativity and innovations among learners.‖ With it,
comes the management of learning in such environment. These are required
skills for a global teacher.
Majority of the current classrooms provides learning spaces that can
hardly prepare the 21st century learners for the development of the 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.
Thus classroom designs should respond to the 21st century learning. More so,
quality teachers should be changing their roles from teaching in isolation to co-
teaching, team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as
well as the management of learning. These are the two teacher qualities needed
to address the new roles of teachers.
How should a new classroom be? Here are some suggestions on the sex
elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
7.
With the classroom structure, a quality teacher should be able to manage
learner under a very conducive learning environment. Teacher should use
effective classroom management strategies that will ensure productive learning.
Quality teacher should manage learning in an enhanced classroom by
seeing it to it that learners are:
- Organized,
- Orderly,
- Focused,
- Attentive,
- On task, and
- Are learning.
This will take much of your skills, experience and patience. The two
important factors that may affects learning management are the use of
technology and the diversity of learners.

OBSERVE, ANALYZE, REFLECT

Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: MRS. ANALIZA R. MICUA Teacher‘s Signature: _______

School: SAN JUAN HIGH SCHOOL Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:
Observation 1: This activity will require you to stay in school for one school day.
Special arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your entitled: ―A Day in the School Life of a Quality
Teacher‖.
7. If permitted, you may include the teacher‘s picture in action to you essay.

OBSERVE

Note: observe and record observations on the following aspects as

key guide to observations.
Teacher’s Major Key guide for Observation (carefully look for the
 Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts)
A. Actual Teaching This teacher
1. Is learner-centered
2. Acts as a facilitator of learning
1. 3. Has mastery of subject matter
2. 4. Sees to it that learning outcomes are achieved
3. 5. Is pleasant and fair in dealing with the learners
B. Management of This teacher
Learning 1. 1. Allows all learners to participate in the lesson
2. 2. Considers the needs of the learners in the seating
arrangement
3. Uses instructional support materials to help learners
understand the lesson
3. 4. Sees to it that learning is achieved within the period
of time
4. 5. Dismisses the class on time
C. Administrative This Teacher
Work 1. 1. Keeps records of the learners‘ attendance everyday
2. 2. Keeps record of formative and summative test
3. 3. Submits reports and other documents on time
4. 4. Does other tasks as requested by superior
5. 5. Cooperates with peers and staff in the cleanliness
and safety of the school

ANALYZE

Refer to the result of your observation to answer the questions that follows.
1. Which of the three responsibilities shows majority of the indicators being
practiced?

A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Actual teaching because the teacher has shown her mastery about the
subject, she entertains all the students‘ needs and she also applies the
learner-centered approach in teaching
2. Which demonstrated behavior, do you find in the teacher that is worthy of
emulation when you become a teacher? Describe.
She is always approachable and cooperative. She always gives time in
entertaining the queries of the students. As a future educator this is the
behavior that I need to practice and Improve because it will make my
teaching more effective.

3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
Administrative work is the most difficult to comply because sometimes
students‘ fail to pass their activities and work outputs on time so it will
result in delaying the reports of the students
4. From your perspective, would you consider this teacher as quality teacher?
Why?
Yes, she is a quality teacher because she was able to teach her students
effectively through applying different methods and strategies in order for
her to achieve her objectives

REFLECT

Now, that you have spent one school day to observe this teacher, it
would be good for you to reflect on all your observations by answering reflective
question below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no,
why not?
Yes, I was inspired. My interest in teaching students increase, the willingness of the
students and the determination of the teachers makes me realizes that I ‗am very
proud to the profession what I have chosen.

2. When you become a teacher in the future, how else would you do better as a
professional teacher?

Try something new in teaching. The students will always look on how the teacher
teaches them

3. What are some of the concerns that you foresee in the future as a quality
teacher? Do you think you will be ready to address these? Give at least 2 concerns.

- limited teaching resources

- difficulty handling students‘ behavioral problems
I think I need to prepare myself for these because I know that I‘ am not ready to
encounter these kinds of problem.

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)
 The Creation and Management of the New Learning Environment
Activity 15.2
as a Skill of the 21st Century Quality Teacher

Resource Teacher: MRS. ANALIZA R. MICUA Teacher‘s Signature: _______

School: SAN JUAN HIGH SCHOOL Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

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

OBSERVE

Procedure:

1. Draw or sketch the current classroom where you are observing.

2. Indicate and label all significant parts and furniture that you find inside
including these but not limited to:
a. Doors, windows
b. Teachers table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, 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

ANALYZE

Make a comparison of your drawing A and B. Describe the

similarities and differences. Explain why.
 Features of the Present My Vision of the Future Why the similarities?
Classroom Components Classroom Why the differences
• Wide space • wide space They are similar because
• Neat and clean • Neat and clean they can the features
• Conducive • Conducive andmaterials that are
• Unlimited • Unlimited inside the classroom
learningmaterials and learningmaterials and
resource resources

REFLECT

Based on the task that you made, what challenges await you
as a future teacher? How will you manage learning in the future classroom? How
will you prepare yourself to respond to 21st teaching-learning and become a
glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the
21st century classroom.

As a future teacher of the 21st century, I will manage teaching learning in 21st
century classroom in providing the needs of the students suchlearning materials
and resources and I will make sure that I‘ am capable of being a teacher that I
must possess the required qualities and competencies that a teacher need to
comply.

SHOW Your Learning Artifacts

These are the artifacts that you need to file in this Episode.

1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 drawing of the present classroom and a drawing of your Vision of
the Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st
Century classroom.

LINK Theory to Practice

Based on the Episodes you went through on Glocal Teacher of the 21 st century,
answer the question that follows.

1. Anywhere in the world, when you embrace teaching as a profession, you should
be prepared to do_____________.
 I. Actual teaching
II. Manage learners and learning
III. Do administrative work

A. I only B. II only C. III only D. I, II and III

2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes

3. Which is one of these descriptors exemplifies a glocal teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global
standards.
D. On-line teacher teaching learners all over the world.

4. One of the fundamental requirements of a 21st century classroom that will

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

5. The new type of teachers in the 21st century are those who are ____________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Master of the discipline, excellent in English, multi-talented

A. I only B. II only C. III only D. I, II and III

 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality: Developing a Glocal Teacher
of the 21st Century

Learning Outcomes: describe the personal qualities and competencies of glocal classroom teachers of the 21st
century; and design a learner-centered classroom for the 21st century learners with learning spaces that are safe,
that allows creativity and use of ICT.

Name of FS Student ARABELLA JOY O. BISCO Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 On Teacher’s
Philosophy
of Education

SPARK Your Interest

One thing asked of teacher applicants in the Department of Education is to

write their philosophy of education. This means that they have to write their
concept of the nature of the learner, how that learner learns and how that learner
ought to live life meaningfully. Based on these philosophical concepts, the
teacher applicants describe how they ought to relate to the learner, what to teach
and how to teach so that the learner learns and lives life happily and
meaningfully.

TARGET Your Intended Learning Outcomes

At the end of these Episode, I must be able to:

 Determine prevailing philosophies of education based on DepEd Vision and

Mission statements, core values and mandate, K to 12 Curriculum Framework
and Guide and RA 10533;
 Cite teacher‘s teaching behaviors and the philosophies of education on which
these behaviors are founded; and
Articulate my philosophy of teaching.

REVISIT the Learning Essentials

We‘ are beneficiaries of a rich philosophical heritage passed on to us by

great thinkers of the past and of the present. The way teachers relate to learners
and the way they teach are anchored on philosophies of education.

Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12
Curriculum as contained in Section 3 of RA 1053 and the K to 12 Curriculum
Guide are manifestations or expressions of the philosophies of education of the
country. They state the standards and the outcomes of education towards which
all curricular activities and teaching-learning should be directed
 OBSERVE, ANALYZE, REFLECT

Activity

Resource Teacher: MRS. ANALIZA R. MICUA Teacher‘s Signature: _________

School: SAN JUAN HIGH SCHOOL Grade/Year Level: 7,8,9,10
Subject Area: TLE Date:

OBSERVE

 Determine prevailing philosophies of education based on DepEd Vision and

Mission statements, core values and mandate on the K to 12 Curriculum
Framework and guide
 Study the DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
framework and guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You
are given an example.
Philosophies of Which Philosophies are Which Philosophies are
Education expressed in the DepEd expressed in the K to
Vision, Mission 12 Curriculum and
Statements, Core Guide and Sec 5 of RA
Values, Mandate? Give 10533?
proof. Give proof.
1. Essentialism-teach Essentialism- The core Essentialism - List of
mastery of the basics; values of maka-Diyos, standard that learners
curriculum is prescribed; maka-tao, maka- are expected to attain is
subject matter- centered kalikasan and mak-bansa the subject matter that
there are universal, show that DepEd is students are expected to
objective values; essentialist. DepEd learn.
inculcate values in believes in uncaging - Essentialist
subject matter values that need to
inculcated.
2. Perennialism- teach Any proof of The students needed to
those that last, the Perennialism? acquire
classics; there are I in depth knowledge,
universal, objective which students learn in a skills,
values child values and attitudes
friendly, gender- through
sensitive,safe consistency across all
and motivating levels
environment
3. Progressivism- very Any proof of Curriculum development,
child-centered; teach progressivism? learner-centered,
those that interest the The DepED Vision, they inclusiveand
child; one learners by consistently develop to developmentally
experience; learners bebetter. curriculaare
learn by doing so DepED believes that required demonstrating
teacher‘s teaching is students that
experiential; values are learn by doing as well as Progressivism is used.
subjective; no inculcation bybeing taught
of values since they are
subjective; instead
teachers help students
clarify their values

Philosophies of Which Philosophies are Which Philosophies are

Education expressed in the DepEd expressed in the K to
Vision, Mission 12 Curriculum and
Statements, Core Guide and Sec 5 of RA
Values, Mandate? Give 10533?
proof. Give proof.
4. Reconstructionism- Any proof of
school is agent of Reconstructionism
change; schooling is
preparing students in
discussion of moral
dilemmas
5. Existentialism - Any proof of Existentialism is shown in
Teachers teach learners existentialism? the K-
to make a choice, to DepED believes that 12 curriculum framework
make decisions and not every
merely to follow the learner
crowd; one who does not
make a choice and so
simply follow others do
not leave meaningful life
6. Pragmatism- That Any proof of Pragmatism is shown in
which is useful, that pragmatism? theK-12
which is practical and The DepED Vision, which curriculum framework
that which works is what enables wherein
is good; that which is to reach their full Making the
efficient and effective is potential. CurriculumRelevant
that which is good. E.g. They to Learners
showing a video clip on believe that teaching (Contextualization
mitosis is more efficient students and Enhancement)
and more effective and practical life skills will
therefore more practical help
than teacher coming up them
with a visual aid by grow into better people
drawing mitosis on a
cartolina or illustration
board.
7. Rationalism- Any proof of R.A. No. 10533 Section 5
emphasizes the Rationalism? which is curriculum
development of the Any proof of rationalism? development
learner‘s reasoning The core values of maka
powers; knowledge Diyos,
comes though reason; maka-tao, maka-
teacher must develop the kalikasanand
reasoning power of the mak-bansa show that
learner DepEd is rationalism
8. Utilitarianism- what is Any proof of R.A. No. 10533 Section
good is that which is Utilitarianism? 5which
most useful (that which The DepED Vision, is curriculum
brings happiness) to the because development.
greatest number of they
peoples; encourage behaviors
thatpromote happiness
and
pleasure
while opposing activities
that bring misery and
injury
9. Empiricism – source Any proof of Empiricism?
of knowledge is through
the senses; teacher must
involve the senses in
teaching-learning.
10. Behaviorism- Any proof of
behavior is shaped Behaviorism?
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
person‘s own free will;
teacher must carefully
shape desirable
behavior; drills are
commonly used to
enhance learning
rewards reinforce
learning.
11. Constructivism- Any proof of
learners are capable of Constructivism?
constructing knowledge
and meaning; teacher
does not just ―tell‖ or
dictate but asks learners
for knowledge they
construct and meaning of
lesson
Other Philosophies

Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher: MRS. ANALIZA R. MICUA Teacher‘s Signature: ________

School: SAN JUAN HIGH SCHOOL Grade/Year Level: 7,8,9,10
Subject Area:TLE Date:
 OBSERVE

 Observe how teacher relates to every learner and how he/she

proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested
in class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the
teacher said, taught or did).
1. Essentialism- tech mastery of the In what way was teacher essentialist?
basics; curriculum is prescribed; subject e.g. He/she saw to it that the students
matter centered there are universal, mastered basic concepts and skills.
objective values; inculcate values; subject He/she inculcated values

2. Perennialism- teach those that last, the Teachers are the instructors who feel that
classics; there are universal values;
inculcate these universal, objective values the knowledge was passed through ages

3. Progressivism- very child-centered; Teachers instruct the students in

teach those that interest the child; one allactivities
learns by experience; learners learn by
doing so teacher teacher‘s teaching is
experiential; values are subjective; instead
teachers help students clarify their values.

4. Reconstructionism- school is agent of The teacher focuses in the instruction

change; schooling is preparing students onmajor social and economic issues with
for the social changes; teaching is thegoal of solving them
involving the students‘ in discussions of
moral dilemmas

5. Existentialism- Teachers teach learners Classroom debates generate

to make a choice, to make decisions and deep
not merely to follow the crowd; one who personal though on one‘s convictions and
does not make a choice and so simply stimulates awareness.
follow others do not leave meaningful life

6. Pragmatism- That which is useful, that The scientific method-which

which is practical and that which works is emphasizesthe need to act on concepts by
what is good; that which is efficient and testing
effective is that which is good. e.g. them-is used to organize instruction
showing a video clip on mitosis is more around problem-solving.
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 Rationalist are educators who try to

development of the learners‘ reasoning extract knowledge form students. Their
powers; knowledge comes though reason; belief is that knowledge is inherent in a
teacher must develop the reasoning child and must be elicited by reasoning,
power of the learner thinking and experience. Rationalists
areborn with some information
8. Utilitarianism- what is good is that Utilitarianism entails a set of educational
which is most useful (that which brings ideas, including the social character of
happiness) to the greatest number of human beings, democracy, responsibility,
peoples; fairness, equality, and individual liberty, all

of which should be promoted by schools in

order to ensure social happiness.

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 person‘s own free will; teacher
must carefully shape desirable behavior;
drills are commonly used to enhance
learning, rewards reinforce learning.

11. Constructivism- Learners are capable

of 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

ANALYZE

1. Based on your findings and observations in Activity 16.1 and Activity 16.2,
which philosophies of education are dominant in Philippine basic schools? Why
do you say so?
According to the findings, Filipino preservice teachers adhered to a high level Of
progressivism educational philosophy and a high level of existentialist and
reconstructionism orientation. They also demonstrate strong commitment to the
ideologies of postmodernism and existentialism.
2. If there is one philosophy that schools and teachers should give more attention
to, what should that be and why?
Because a good teacher knows and understands kids how they develop and
learn. I‘m aware that kids actively develop and modify their own knowledge
based on earlier learning and experiences. I understand that not all pupils study
in the same way or at the same pace. As a teacher, I feel that it is my obligation
to effectively diagnose pupil‘s interest, abilities, and prior knowledge.
 REFLECT

What is your philosophy of teaching? This describes what you believed

you should teach, how you should teach and how you should relate to others in
school- with the learners, your colleagues, your superiors and all other
stakeholders. Write them down. This is your title, ―My Philosophy of Teaching‖

My Philosophy of Teaching
I believe that a child has the capacity to grow throughmeaningful and authentic
interactions within a classroom. This isbecause the first meaningful interactions
start at school whereinthe child learns social skills, cognitive development,
physical andpsychological development, and even creativity. Furthermore,
Ibelieve that these can help build a child to become a model citizento the
community, of which he/she has the capability to lead the people into a newer
and developed life.

As a teaching-intern, I know that my expertise is not that justified enough

compared to a teacher that has more experience in the field of education.
However, my thing is that I can be with learners in today‘s generation that are
now molded into the 21st century landscape. For instance, I can help them in
anything related to the inclusion of technology and media in education, as well as
using them in creating a more substantial and inclusive classroom. Lest be
known that I hold utmost priority in educating the masses.

In conclusion, my firm belief is that a child starts at school in practicing valuable

skills that will help him/her in the future landscape that they will tackle. As such, it
is my solemn duty to help them in reaching that future
 EVALUATE Performance Task

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

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

Name of FS Student ARABELLA JOY O. BISCO Date Submitted ________________

Year and Section IV-A FSM Course BTVTED

Learning Excellent Very Satisfactory Satisfactory Need Improvement

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher Above Printed Name Date

 \\\ LINK Theory to Practice

1. In its vision and mission statements, DepEd wants to develop learners….‖

Whose values and competencies enable them to realize their full potential…. ―On
which philosophy of education is this mission statement anchored?

A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism

2. Based on the DepEd‘s mission statement, quality basic education means that the
students learn in a child-friendly, gender sensitive, safe, and motivating
environment‖. This implies that DepEd believes that environment affects learning.
Which philosophy of education is this?

A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism

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

which philosophy of education?

A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism

4. The inclusion of logic and critical thinking as subjects in the curriculum is an

offshoot of which philosophy?

A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism

5. It‘s Valentines‘ Day. The lesson is a part of human digestive system- the
stomach. Students bargain with teacher and so ask if they can discuss the heart
in place of the stomach. Teacher responds ―Let talk about the stomach which is
the lesson for today then go to the heart when we are done with stomach. Based
on philosophies of education, which is TRUE of teacher?

A. Is essentialist in the sense that she stickled to the subject matter for the day
and progressivist since she also considered students‘ interest.
B. Is pragmatic because it was practical to give way to students‘ request even
she prepared for the day‘s lesson.
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson.
6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?

I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III

7. For a lesson on developing classifying skills, instead of making students‘ body

parts like kind of ear lobes, kinds of hair line or a lesson on classifying. On which
philosophy is teacher‘s practice anchored?
 A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism

8. The history of curriculum development in the Philippines shows reduction of units

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

A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism

9. There are a number of laws in the Philippines requiring the teaching of subject
matter such taxation and agrarian reform, etc. This proves that schools must
bring about reform in society. On which philosophy of education is this based?

A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism

10. Teacher make used of moral dilemmas to enable students to make a stand in
moral issues. Which word CORRECTLY applies to teacher‘s teaching practice?

A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist

REFLECTION
During my field study observations in the classroom, I had the opportunity to
witness first-hand how teaching methods and student engagement come
together to create a dynamic learning environment. One of the key takeaways
from my experience was the importance of adapting teaching strategies to meet
the diverse needs of students. I observed that teachers who employed a variety
of instructional techniques—such as group work, visual aids, and hands-on
activities—were more successful in maintaining students‘ attention and fostering
deeper understanding.

In the classrooms I observed, I saw how effective classroom management

directly impacted the learning atmosphere. When teachers established clear
rules and consistently reinforced them, students were more focused, engaged,
and respectful of the learning process. Conversely, in instances where classroom
management was weak or inconsistent, disruptions were more frequent, and
student participation dropped.

The role of assessment in guiding instruction was also evident. Teachers used
bothformative assessments, such as quizzes and exit tickets, and informal
checks forunderstanding to adjust their lessons in real-time. This allowed for a
more personalizedapproach, ensuring that students who struggled with specific
concepts could receiveadditional support before falling too far behind.

I also noticed the importance of creating a positive and inclusive classroom

[Link] who fostered a supportive environment, where students felt
safe to askquestions and make mistakes, had higher levels of student
engagement. Thisatmosphere of trust and encouragement allowed for greater
student participation andrisk-taking in learning.

Another key observation was the use of technology. Some teachers

effectivelyintegrated technology into lessons, using educational apps, interactive
whiteboards, andonline resources to enrich learning. However, in some
instances, technology was eitherunderused or misused, which led to
disengagement. This highlighted the importance ofnot just using technology for
the sake of it, but ensuring its relevance to the lesson andits ability to enhance
learning

Overall, these observations have deepened my understanding of the

complexitiesinvolved in teaching and learning. They have reinforced the idea that
effective teachingis not a one-size-fits-all approach; it requires flexibility,
creativity, and continuous reflection. As I continue my studies and prepare to
enter the teaching profession, I ammotivated to incorporate what I have learned
into my own future teaching practice—focusing on creating an engaging,
inclusive, and responsive learning environment for allstudents.
DOCUMENTATION