FIELD STUDY 1-6

(now Field Study 1 and 2, 3 units each)

Experiencing Learning Course:
(Adopted from PAFTE Project WRITE by Lucas, Maria Rita D., Borabo, Milagros L.
Bilabao, Purita P. & Corpuz, Brenda. 2020.FIELD STUDY- Observation of Teaching-
Learning Actual School Environment,

Overview
This is the second (3 unit) experiential learning course in the new Education Curriculum
which will immerse the Pre-service Teachers (under normal health situation) to actual classroom
situation/environment. This will enable the future teachers to have a direct observation of the
teaching-learning processes where the educational laws/theories, and pedagogy are applied to
specific content and learners formerly learned from major and professional education subjects.
Observations will be focused for the first 3-unit course (FS 1) may include but not limited to; 1.)
School Environment, Learning Environment, 2.)Learner Diversity, Developmental
Characteristics, Needs, Strengths and Interest with due consideration to Gender, Culture,
Language, Religion, Socio-economic Status, Difficulties and Indigenous Peoples, 3.)Classroom
Management, and for the second part (FS 2): 4.) Curriculum, Preparing for Teaching and
Learning-the Instructional Cycle, 5.) Utilizing Teaching-Learning Resources and ICT; 7.)
Assessment of Learning-Formative and Summative; and 8.) the Global Teacher of the 21 st
Century. A portfolio shall be required in the course.

Course General Intended Outcome

At the end of FS 1 and 2,it is expected that you should be able to
1. Describe how a safe and secure learning environment contributes to the physical, socio-
emotional and cognitive development of learners.
2. Determine ways of addressing learners’ diversity in terms of gender, needs, interests,
cultural background and difficult circumstances
3. Appraise how a teacher manifests his/her personal and professional competencies
4. Illustrate the teaching and-learning process and the use of ICT to promote quality
relevant and sustainable instructional cycle
5. Assess the various classroom management strategies in the class *
6. Analyze concepts, theories and principles in curriculum development in actual classroom
setting
7. Evaluate assessment practices done in the classroom
8. Formulate one’s philosophy of teaching.
__________________
*
May be limited due to the suspension of Face to Face classes to protect the stakeholders of
school from the COVID 19.
COURSE GUIDE FOR COMPONENT 1: EXPLORING THE CURRICULUM

Week Topics Objectives

1 Orientation 1. State expectations from the course
(Understanding 1. Analyze the Vision and Mission of the school in relation
Curriculum to its existing curriculum;
Development) 2. Examine teaching resources used by the class in
relation to the attainment of the goals of the curriculum;
3. Tell how the resources materials used by the school
support the implementation of the curriculum;
4. Observe*/determine how the class schedule, room
assignment and teacher’s assignment contribute to the
effective implementation of the curriculum.

2,3,4 Preparing to Teach 1.Identify the teaching-learning practices that apply or

violate the principles of teaching learning;

2.Determine the guiding principles on lesson

objectives/learning outcomes applied in instruction;

3.Judge if the lesson objectives/intended learning outcomes

are SMART;

4.Determine whether or not the intended learning outcomes

are achieved at the end of the lesson;

5.Observe the teaching methods used by the Resource

Teacher; and

6.Differentiate methods of teaching.

5,6 The Instructional 1. Identify the application of some guiding principles in

Cycle the selection and use of teaching strategies.
2. Determine whether or not the lesson development
was in accordance with outcome-based teaching and
learning.
3. Identify the Resource Teacher’s questioning and
reacting techniques.
4. Outline a lesson in accordance with outcome based
teaching-learning
 Module 1
Understanding Curriculum Development
Overview:
This module shall allow you to apply and verify knowledge gained on curriculum
development through exposure to existing DepEd Curriculum. It shall provide insights to you
on how the curriculum can be effectively implemented.
Objectives:
At the end of the course, it is expected that you shall be able to:

 Analyze the Vision and Mission of the school in relation to its existing curriculum;
 Examine teaching resources used by the class in relation to the attainment of the goals
of the curriculum;
 Tell how the resources materials used by the school support the implementation of the
curriculum;
 Observe*/determine how the class schedule, room assignment and teacher’s
assignment contribute to the effective implementation of the curriculum.
______________
*
will be modified because of the current situation

Learning Activity No. 1

1. Search for the Vision, Mission and Philosophy of DepEd (www.deped.gov.ph), relate it
with the general goals of the K to 12 program. To do this, find a partner and discuss
with him/her how the vision and mission is translated to the Goals of the K to 12
program. Write you answer in your learning log/notebook/portfolio

Course Content
Formal education begins in school. Schools are institutions established to design 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 plans 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 schools 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 classroom 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 achieve the learning objectives or outcomes. There are many styles of
writing a lesson plan, but the necessary parts or elements such as (a) Learning Outcomes (b)
Subject Matter (c) Teaching-Learning Strategies (d) Evaluation or Assessment should always
be included.
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 continue to a specific learning space called school.
Schools are formal institutions of learning where the two major stakeholders are the learners
and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd and
the recommended curriculum is the K-12 or Enhanced Basic Education Curricula of 2013. All
basic education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary
(Grades 7-10, Junior High School and Grades 11 to 12, Senior High School) adhere to this
national curriculum as a guide in the implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the Curriculum. Thus, in-depth
knowledge, skills and values, attitudes through continuity and consistency across every
level and subject.
3. Builds skills in literacy. With the use of Mother Tongue as the main language in studying
and learning tools from K to Grade 3, learners will become ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finish basic education in Grade 12
will be ready for college or tech voc careers. Their choice of careers will be defined when
they go to Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready
to embark on different career paths for a lifetime.

You will recall that a school curriculum is of many types for the kindergarten to grade 12
in the country.

 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 the Enhanced Basic Education Act of 2013. In the teacher’s class it is
the lesson plan. A lesson plan is a written curriculum in miniscule.
  What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of
the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum.
Learned Curriculum whether small or big indicates accomplishment of learning
outcomes.
 However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the
media, the school environment, the culture and tradition, natural calamities and many
more. This curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the
school curriculum, specifically in the K to 12 or the enhanced curriculum for basic
education?
Teachers then should be multi-talented professionals who:

 Know and understand the curriculum as enumerated above;

 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.

Learning Activity No. 2

1. In the Introduction and enrichment sections, you were made aware of the definition
and different types of curriculum used in schools. Enhance your understanding of the
term by searching from the net for further definition of the term, look also for theories
and principles of curriculum development. You may read the scanned pages sent to
our GC, then note down principles about the curriculum viewed as CONTENT,
PROCESS and Product and foundation(Philosophical , Historical, Psychological)
and theories of curriculum development and then find time to discuss them with your
classmate-partner.
2. After the discussion with your partner, write a reflection on what you have discussed
(learning Log/notebook/portfolio).
3. Write your answers for the following questions in your learning log
 Why should teachers know about curriculum design?
 What do most Principles and Theories of curriculum development have in
common? How is this commonality expressed or spelled out in the curriculum
 of a chosen class(choose a grade level)

Good day. I hope you are enjoying your first learning journey in FS 2
Let us continue. . . .
Because we are still in the pandemic, instead of observing a class, look at the lesson
plan which was uploaded in your Google Classroom. Look at the activities from Motivation to
Assessment.
Procedure:
1. Keep a close watch on the different components of the miniscule curriculum; the lesson
2. 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 Based on the Lesson Plan, answer the following questions
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How will the teacher engage the learners?
d. Were the students participating in the class activity?
Give evidences.
e. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives aligned with the test questions?
b. What evidence was shown? Write word/s that shows
alignment.
 Module 2. Preparing to Teach
Overview
This module 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, Attainable, Realistic, and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
Facilitating Learner-Centered Teaching.
Objectives
At the end of this Module, you 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 the 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.

Course Content

These are the time-tested principles of teaching and learning.

1. Effective learning begins with setting clear expectations and learning
outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember;
what I do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given
the opportunity to connect what they learn with other concepts learned, with
real world experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching-

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

DEDUCTIVE INDUCTIVE

Begins with a rule, Begins with concrete,

generalization, Methods experience, details,
abstraction and ends of examples, and ends
with concrete Teaching with a rule,
experience, details, generalization,
and examples. abstraction.
Activity No. 1. To be prepared in your notebook
Observe the activities provided in the Learning Plan prepared by Sir Kenneth with the use of the
principles of learning given in this module. Using the format below, write the evidence of
applications/violations of the principles of learning. Cite more than one evidence per principle of
learning.

Principles of Learning What did the Resource Teacher do

(consider the activities in the LP) to apply
the principle of Learning
1. Effective learning begins with the
setting of clear and high expectations
of learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning and relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

Additional Questions.
1. What principles of learning were most applied? Least applied?
Most applied-

Least applied-

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

2. From among the principles of learning, which one do you think is the most important?
Identifying Learning Outcomes that are aligned with Learning Competencies
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
 Observe the Learning Plan, this time focusing on how the learning outcomes were
stated. Determine if the learning outcomes was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning (SMART objectives?) Achieved

Outcomes Yes No Yes No
1.
2.
3.
4.
5.

2. Cite pieces of evidence that these learning outcomes were achieved.

Write a paragraph based on the data you gathered using these key questions?
 How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
 Was the lesson implemented as planned? Describe.
 Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
 Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
 I will observe one Resource Teacher with the use of this observation
sheer.

3. Using the guide questions, I shall reflect on my observations and analysis.

Teacher-Centered Student-Centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or they were mere
passive recipients of instruction?

Was the emphasis on the mastery of the Was the emphasis on the students’ application
lessons or on the test? Prove. of the lesson in real life? Give proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

Did teacher focuses only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
4. For Reflection Writing (Notebook)

 What are possible consequences of teaching purely subject matter for mastery and for the
test?
 If you were to reteach the classes you observed, would you be rather be teacher-centered
or students-centered? Why?

Option 2. After the Actual Observation of Online classes:

Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching
and Learning
Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher do to

apply the principle of Learning
1. Effective learning begins with the
setting of clear and high expectations
of learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning and relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

Module 3
The Instructional Cycle
(Lucas , MR. et.al.2020)
Overview
This Module 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, standards and competencies. This means
that lessons must be delivered with focus on outcomes. Likewise, this Module dwells on types of
questions, questioning and reacting techniques that teachers may use of. The types of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Module strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subject in Education.
Objectives
At the end of this Module, you must be able to:
5. Identify the application of some guiding principles in the selection and use of teaching
strategies.
6. Determine whether or not the lesson development was in accordance with outcome-based
teaching and learning.
7. Identify the Resource Teacher’s questioning and reacting techniques.
8. Outline a lesson in accordance with outcome based teaching-learning
Course Content
1.Guiding principles in the selection and use of teaching methods:
 Learning is an active process.
 The more senses that are involved, the more and the better the learning.
 A non-threatening atmosphere enhances learning.
 Emotion has the power to increase retention and learning.
 Good teaching goes beyond recall information.
 Learning is meaningful when it is connected to student’s everyday life.
 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
institutions in the country to go outcome-based education (OBE) in its CHED Memo 46, 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 it that teaching-learning activities (TLA’s) 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 it out if you attained you ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we
use to teach and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.

2.Types of Questions that Teachers’ Ask

1. Factual/Convergent/Closed/Low-Level Who, What, Where, When questions
With one acceptable answer
2. Divergent/Open-ended/High-level/Higher- Open-ended; has more than one acceptable
order/Conceptual answer
a.) Evaluation
b.) Inference e.g. When the phone rang and Liz picked it
up, she was all smile. What can you infer
about Liz?
c.) Comparison
d.) Application
e.) Problem-solving
3. Affective e.g. How do you feel?

3.These are also some of the reacting techniques that teachers use:
 Providing acceptance feedback
 Providing corrective feedback
 Giving appropriate and sincere praise
 Repeating the answer
 Explaining the answer/ expanding the answer
 Rephrasing the question
 Asking follow up questions
 Redirecting questions to other pupils
 Soliciting students questions
 Encouraging through no-verbal behavior
 Criticizing respondent for his/her answer
 Scolding for misbehavior or not listening
 Overusing expressions such as “okay”, “right”
 Observation/Activity No. 1

Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system
2. Learning is an active process. Teacher used an online game to expose the
knowledge of the student
3. A non-threatening atmosphere enhances The teacher provide good approaches for the
learning. student and encourage them to be more active
and motivate to participate in the lesson and
different activities
4. Emotion has the power to increase Teacher give positive response for student to
retention and learning. encourage the emotional aspects
5. Good teaching goes beyond recall of Teacher provide some questions which are
information. related to the present topic which is industrial
arts. It meant to enhanced the prior
knowledge regarding to the current lesson.
6. Learning is meaningful when it is Teacher used a personal experiences for the
connected to students’ everyday life. learner engaged to the lessons. It helps
learners to know the benefits brought of low
cost handicraft and how to apply their skills.
7. An integrated teaching approach is far Teacher integrate values about the benefits
more effective than teaching isolated bits brought of industrial arts and how to protect
of information. the environment through using recyclable
materials in making handicraft

Activity No. 2 for Reflection Writing

1. What is the best method of teaching? Is there such a thing?
 Based on my overview the best method to facilitate the leaning environment with
diverse learner’s is differentiated instruction. Teacher must be apply this method
for individual differences of the leaners.
2. How do we select the appropriate strategy for our lessons?
 In selecting appropriate strategy for the lesson first determine the learning objective
or learning outcome and also the nature of the lesson. Think if attainable in the
short period of time and consider the learning style since we have individual
differences.
3. What are your thoughts bout Outcome-Based Teaching and Learning (OBTL)?

Observation/Activity No. 2
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during
the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Questions Examples of questions that the Resource
Teacher Asked
1. Factual/ Convergent EPP(Industrial Arts)
Closed/ Low Level What is handicraft
2. Divergent/ Higher-Order/ Open-
ended/ Conceptual
a. evaluation EPP(Industrial Arts)

What is the two general types of Industrial

arts
b. inference EPP(Industrial Arts
What is different categories of handicraft
c. comparison
d. application EPP(Industrial Arts)

How can you help the environment by

making handicraft
e. problem-solving
3. Affective What is the benefits of making handicraft

Reflection Writing

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?
2. The Importance of Using Various Reacting Techniques”