FS1 Edited

.

Learning Focus on Gender, Needs,

FIELD STUDY 1 Episode Strengths, Interests
Experiences Language,
3
Race, Status, Difficult

FS 1
Circumstances, and
Indigenous Peoples
OBSERVE, ANALYZE, REFLECT
Observation learner characteristics at different stages

Activity 3.1
Resource Teacher: ROWENA Q. IHAO Teacher’s Signature: ____________

School: _MATACON NATIONAL HIGH SCHOOL Grade/Year Level: 7______
Subject Area: __ARALING PANLIPUNAN Date: __OCTOBER 11, 2023_____
OBSERVE
OBSERVATION REPORT
Name of the School Observed: MATACON NATIONAL HIGH SCHOOL
School Address: MATACON POLANGUI ALBAY
Date of Visit: October 11, 2023
The Grade 7 students, whose ages vary from 11 – 12 , were engaged in tasks such as seat works when
I observed them. I noticed that they have a variety of personalities: some are extremely quiet and
focused on their work, some are talking with their classmates while working, and a few are fond of
roaming around the classroom. The overall number of students in the class is 30, with 14 boys and 16
girls. As I studied the various traits they exhibit, The students are capable of working independently and
do not require the support of their homeroom teacher unless they have certain questions that they do not
understand. Students’ attention spans are sufficient, as is their patience when working on their
assignments. On their ability to concentrate, I noticed that they are mature enough to follow the
instructions given to them. On their listening skills, I noticed that they are mature enough to follow the
instructions given to them. On their ability to destruct to some ideas such as playing and having their
own discussion with their peer group, they can still finish their assigned task.
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 teacher and the students both play essential roles in classroom interactions. The teacher serves as
a facilitator, while the students serve as learners. Some students are attention seekers, attempting to
attract the attention of both their teacher and their classmates. There are students that look to be the
leader and the little teacher; they are the ones who teach their peers who are new to the topic. To break
up the boredom of the classroom, the teacher cracks jokes.
What makes the learners assume these roles? What factors affect their behavior?
What influences them to assume these roles are their peers, their belief that they would be better to be
this way, people’s reaction that somehow satisfy them and their teachers’ meaningful feedback.
2. 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 was no student who I’ve observe being left out or different. The students celebrate differences
and create bond with each other.
3. What does the teacher do to address issues like this?

The teacher influences the students to be supportive of each other and to respect each other’s’
differences by being mindful and careful of their words, and to be available for each other as friends
who are willing to help and be their emotional support. In addition, the teacher encourages the students
accept and appreciate each other’s opinion and belief about a certain matter, as well as their interest,
hobbies and preferences
4. What does the teacher influence the class interaction considering the individual differences of the
students?
One of the factors, as far as I can tell, is their academic level. Students who are focused on their
studies are gathered together in one group, while boys who are a little bit naughty are also grouped
together.
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?
As I was observing the classroom, although the students are individually different from each
other, their unity regarding acceptance and appreciation of each other had made me feel
comfortable. How the teacher manages diversity in the classroom is a sign that she is very effective
in developing teaching strategies that promotes awareness and creating connection with diverse
cultures. Evidently, the students are empathetic and open-minded about diverse backgrounds
which helped them understand each other well. Students demonstrating confidence and
independence in the class is also a sign that the teacher is effective in fostering cultural sensitivity
in the classroom. The way they care for each other and how openly they communicate with their
.
teacher and how they become united in collaboration activities made me feel a sense of oneness in
the classroom.

Activity 3.2
Resource Teacher: ROWENA Q. IHAO Teacher’s Signature:

________________
School: _MATACON NATIONAL HIGH SCHOOL Grade/Year Level: 7_______
Subject Area: __ARALING PANLIPUNAN Date: _____OCTOBER 11,
2023______
OBSERVE
OBSERVATION REPORT
Name of the School Observed: MATACON NATIONAL HIGH SCHOOL
School Address: MATACON POLANGUI ALBAY
Date of Visit: October 12, 2023
As I’ve noted, there are individual disparities among the students, not only in terms of physical characteristics but
also in terms of their skills. Some students have the potential to be good leaders and active learners who participate
in class, while others are passive learners and absentees. The difference between high and low achievers is that the
high achiever is active and involved in discussions and group activities, whereas the low achiever simply sits in his
chair and does not participate. The teacher employs diversified learning activities so that slow learners may
participate and high achievers don’t become bored with things that they think are simple. She also gives them
exercises that are challenging.
ANALYZE
1. Did your observation match the information given by the teacher?

Based on the teacher’s given information, the observations I had and jotted down matched what she
had given, in terms of the students’ needs, performance and how she handles their needs and how she
tries to develop activities that would suit the needs of her students.
2. Describe the differences in ability levels of the students in the class? What practices or strategies are
done or should be done to differentiate instruction to meet the needs of the learners.
.
The class is composed of diverse students with different levels of abilities. These abilities vary in terms
of their current knowledge and skills, Some lower-ability students are struggling to understand the
lesson while others who can independently learn by themselves are considered as higher-ability
students. Having these kinds of students in the class need effective strategies to respond to their
varying needs. For example, the teacher may use a differentiated instruction through structuring his/her
lesson plan in various phases such as review phase, inquiry phase, comprehension phase and
application phase.
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.
As I have observed, the teacher uses multiple means of presenting the topic. She utilizes various tools
and materials to aid her discussion such as video, textbooks and multimedia. She also provides
different ways for students to express their learning such as writing, art or presentation. In addition, she
allows them to work with their peers for an effective way of learning and employs performance-based
activities and authentic assessment.
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?
During elementary in Grade 6, I remember some of my classmates were still struggling how to
read fluently in English language. What my teacher did was, she assigned a study buddy for each
student who’s having hard time to read and let their study buddy help them. As one of the study
buddies, I helped my classmate in reading a book every recess or lunch time. My teacher constantly
monitors us, and the progress that my classmates are making. For me, it is very effective. She helps
the low achiever students improve their weakness while letting the high achievers share their
knowledge and skills through assisting their classmates.
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
Focus on collaboration along with the belief that this is more effective than letting the students
learn alone. Flexibility and Adaptability in changing and evolving environment. Empathetic teacher who
understands what her students backgrounds, needs and interest. Lifelong learners who continuously
seeks for what is best for students.
.

Activity 3.3
Resource Teacher: ROWENA Q. IHAO Teacher’s Signature: _____________

Subject Area: __ARALING PANLIPUNAN Date: _____OCTOBER 11, 2023____
OBSERVATION REPORT
I have done my observation virtually by watching documentaries about the education of the Indigenous
people since I don’t think there are Indigenous group of people that’s close to our area. I have watched
a video in YouTube entitled “Pangarap Koy Dinggin”, it is a documentary video of the Indigenous
People or the Aetas that’s located in Tarlac. The Aetas in Sitio Flora, Maruglu, Capas in Tarlac are
comprised of Kulots, or pure Aetas of a Mag- Antsi ancestry. The teacher there said that he would start
to travel and walk at 6AM every morning to go to the school that is situated in the mountains. The Aetas
in the place are left with no choice also but to walk for five hours and 6 hours when riding a makeshift
cart pulled by a carabao as a means of transportation.
I have seen that the class are very interactive and participative in every classroom lessons. I can see
that they are very determined to learn despite of inadequacy of learning materials and aids. I also
noticed that the teachers are resourceful, they are doing the best that they can in order to provide a
quality education to their students. They are following the indigenized curriculum. The main goal of the
IP students in Tarlac on why they pursue learning is for them to not be deceived by other people. By
watching the video I have learned that no matter how eager and effective a teacher is, the problem of
not being able to provide their basic needs like food influences their performance and ability to
understand and comprehend during classroom discussions.
teachers are resourceful, they are doing the best that they can in order to provide a quality
education to their students. They are following the indigenized curriculum. The main goal of the
IP students in Tarlac on why they pursue learning is for them to not be deceived by other people.
By watching the documentary I have learned that no matter how eager and effective a teacher is,
the problem of not being able to provide their basic needs like food influences their performance
and ability to understand and comprehend during classroom discussio
teachers are resourceful, they are doing the best that they can in order to provide a quality
education to their students. They are following the indigenized curriculum. The main goal of the
IP students in Tarlac on why they pursue learning is for them to not be deceived by other people.
By watching the documentary I have learned that no matter how eager and effective a teacher is,
the problem of not being able to provide their basic needs like food influences their performance
.
and ability to understand and comprehend during classroom discussio
ANALYZE
Curriculum Design, Competencies, Answer each question based on your observation and interview
and Content data.
1. Does the school foster a It's commendable that the SLT school has a fundamental goal of
sense of belonging to one’s maintaining and passing down the Aeta tribe's living traditions
ancestral domain, a deep from one generation to the next. This not only helps preserve the
understanding of the tribe's cultural heritage but also instills a sense of pride in
community’s beliefs and younger members about their ancestors and roots. Additionally,
practices? Cite examples allowing outsiders, such as travelers and vloggers, to experience
the culture through initiatives like homestays is an excellent way
to promote cultural understanding and awareness. This not only
provides educational opportunities but also can help generate
income for the community and promote cross-cultural exchange.
By opening their doors to outsiders and sharing their culture in a
respectful and informed manner, the Aeta’s tribe is taking
proactive steps to ensure the survival and appreciation of their
traditions. It's a powerful way to bridge the gap between
indigenous knowledge and the wider world, fostering greater
respect, understanding, and recognition of the value of their
cultural heritage.
2. Does the school show Yes, the school respects the community’s spiritual expression by
respect of the community’s valuing each unique and traditional music instrument, believing
expression of spirituality? that each has its own spirit and a proper way of playing and using
How? it.
3. Does the school foster in Yes, the school provides continual instruction and education on
the indigenous learners a how to live as an Aeta and the values that define their culture.
deep appreciation of their
identity? How?
4. Does the curriculum teach Yes, because there is a philosophical part to inculcate cultural
skills and competencies in awareness and the desire to preserve and promote one’s cultural
the indigenous learners that heritage, in addition to the practical instruction provided by the
will help them develop and school for the acquisition and transfer of skills from generation to
protect their ancestral generation. Yes, because there is a philosophical part to inculcate
domain and culture? cultural awareness and the desire to preserve and promote one’s
cultural heritage, in addition to the practical instruction provided
by the school for the acquisition and transfer of skills from
generation to generation.
5. Does the curriculum link Yes, because the school allows for research, documentation, and
new concepts and cultural immersion, they are able to let other people experience
competencies to the life their way of life, culture, and tradition while also learning from it.
experience of the Keep in mind that SLT used to be just a school for the
community? preservation of Aeta’s culture and tradition, but it has now
evolved into a homestay for anyone interested in exploring.
6. Do the teaching strategies Yes, students are able to transfer skills in a step-by-step
help strengthen, enrich, and approach to enrich their interest and further enhance mastery of a
.
complement the particular traditional art form because the manner of education is
community’s indigenous usually nonformal, oral, and with practical demonstrations.
teaching-process?
7. Does the curriculum The practice of having students who have learned and continue
maximize the use of the to grow in a particular traditional art form put on performances
ancestral domain and during important tribal meetings is a wonderful way to celebrate
activities of the community and showcase the cultural richness of the Aeta’s tribe. These
as relevant settings for performances not only serve as a means of entertainment but
learning in combination with also play several important roles such performances during tribal
classroom-based sessions? meetings are a testament to the value of cultural preservation and
Cite examples. promotion and can serve as a source of pride for the aeta tribe.
They ensure that the aeta's living traditions remain vibrant and
relevant in today's world.
8. Is cultural sensitivity to Yes, because the school is consulting with and asking culture
uphold culture, beliefs and bearers who embody the skills and practices of a particular
practices, observed and traditional art form to perform or educate a group of interested
applied in the development youth.
and use of instructional
materials and learning
resources? How? (For
example, culture bearers of
the indigenous peoples are
consulted)
9. Do assessment practices Yes, since the school teaches students about history and instills
consider community values in them important values. The teacher also assessed the
and culture? How? student’s comprehension of it using the standard question and
answer format, as well as a demonstration if necessary.
10. Do assessment practices Yes, because higher-order thinking skills such as weaving,
consider community values chanting, and craftsmanship are mirrored in the traditional art
and culture? How? form of teaching and mastering these talents.
What do you think can still be done to promote and uphold the indigenous people knowledge systems and
practices and rights in schools?
Working closely with indigenous communities, mainstream education systems and institutions can
create more inclusive, culturally rich, and effective educational experiences that empower indigenous
students while preserving their heritage and knowledge. This not only benefits indigenous peoples but
also contributes to a more diverse and enriched society as a whole.
Promoting and upholding indigenous peoples' knowledge systems, practices, and rights in schools is
crucial for cultural preservation, diversity, and equitable education. Here are some additional actions
that can be taken to further support these objectives:
Culturally Relevant Curriculum: Develop and implement a curriculum that respects and includes
indigenous knowledge, history, and perspectives. This should go beyond tokenism and ensure that
indigenous cultures are integrated into various subjects.
Indigenous Language Programs: Support the preservation and revitalization of indigenous languages
by offering language programs and bilingual education in indigenous languages. This helps in
transmitting linguistic and cultural knowledge.
Teacher Training: Provide comprehensive training for teachers on how to integrate indigenous
knowledge and practices into their teaching. Teachers should understand and respect the diverse
cultural backgrounds of their students.
.
Collaboration with Indigenous Elders and Community Leaders: Establish partnerships with indigenous
elders and community leaders to facilitate knowledge sharing and cultural exchange within schools.
Indigenous Teachers: Recruit and retain more indigenous teachers who can serve as role models for
students and bring cultural insights into the classroom.
Cultural Centers: Establish cultural centers or spaces within schools where indigenous art, history, and
traditions can be showcased and celebrated.
Community Involvement: Encourage active involvement of indigenous communities in school decision-
making processes, including curriculum development and school policies.
Traditional Knowledge Transmission: Support traditional methods of knowledge transmission, such as
storytelling, oral history, and cultural practices, both in and outside the classroom.
Access to Resources: Ensure that indigenous schools and students have access to the necessary
resources, including books, technology, and educational materials.
Legislation and Policy Advocacy: Advocate for policies and legislation that protect and promote the
rights of indigenous peoples in education, including the right to maintain and develop their own
educational systems.
Intercultural Education: Promote intercultural education, where indigenous and non-indigenous
students learn about each other's cultures, fostering mutual respect and understanding.
Monitoring and Evaluation: Continuously assess the impact of initiatives aimed at promoting indigenous
knowledge systems and practices in schools to make data-driven improvements.
Awareness Campaigns: Raise awareness among the broader population about the importance of
indigenous knowledge and the need for its preservation and integration into education.
Respect for Sacred Sites: Show respect for indigenous sacred sites and incorporate this into
educational practices, teaching students about the cultural and spiritual significance of these places.
Conflict Resolution: Implement conflict resolution and anti-discrimination programs to address any
cultural misunderstandings or conflicts that may arise within the school environment.
ANALYZE
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
From what I have watched, I have seen how dedicated the teachers are to provide the education that
the indigenous people deserve. Even though it is evident that facilities are not complete and they also
lack teachers to teach each grade level the teachers still somehow managed to deliver the lessons in
the most effective way. They’ve done their best to provide the experience students need as they
venture in the world. I have learned also that the indigenous students are more concerned of the harsh
reality which is getting fooled by other people. It speaks a lot about how most people have treated and
taken advantage of their kindness in the past. It made me realize that education is indeed important
and we should also give the best and provide equipment’s to areas where indigenous people are
situated for that will help them to communicate and have a voice of their own. Education for all should
be advocated.
2. What did you appreciate most from your experiences in visiting the school with indigenous learners?
Why?
I admire the dedication of the three teachers that is assigned in the Flora Primary School. I have seen
their struggles and challenges that they’ve encountered as they travel to the school which is situated in
the mountains. The way they do their best and utilize at the outmost possible way the resources that
.
are available in the school to still provide the education IP learners deserve. I also appreciate the
students’ effort to pursue education and still learn despite the hindrances in life that they are facing.
3. For indigenous learners, as future teacher, I promised these three things:

Be open to and respect indigenous peoples by watching your choice of words when you’re with them. I
will also be culturally sensitive and respect their value of uniqueness, understand their sacred beliefs
and accept them wholly. Uphold and celebrate their culture, beliefs, and practices by respecting their
own perceptions in life and by showing my appreciation on the uniqueness of their own culture, beliefs
and practices. Advocate for indigenous people education by promoting to support every IP in our
country and show appreciation on what they do and also to raise awareness by teaching or educating
people on how to be culturally sensitive.
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.
 Use a variety of teaching methods and styles, such as direct instruction, flipped classroom, kina
esthetic learning, differentiated instruction, inquiry-based learning, exploratory learning, game-based
learning, and students-centered learning, to match the students’ multiple intelligences: verbal-linguistic,
logical-mathematical, visual-spatial, auditory, bodily kina esthetic, intrapersonal, interpersonal, and
naturalistic intelligences.
 Make use of a variety of learning tools, such as textbooks, magazines, newspapers, journals, research
papers, and other written materials; photographs, videos, documentaries, gifs, and other digital
materials; internet resources include search engines such as Google and Encarta, as well as online
websites, articles, and e-books; actual experience includes visits to museums, other schools, science
centers, galleries, and work immersion, among other activities.
 Provide an inclusive learning atmosphere in which all students, regardless of their individual
differences, feel welcome and cared for.
 Allows for the use of both Filipino and English in recitations and question-and-answer discussions so
that all students have an opportunity to contribute their thoughts, learning, and opinions.
 Individual, group, and pair-work activities and tasks for subject-related activities and tasks so that
students can engage, communicate, build relationships, and learn from their classmates.
 Pay great attention in class to the poor achievers and perform counseling to understand their concerns,
difficulties, and even hindrances to their learning focus so that you may handle it as a teacher.
LINK Theory to Practice

.
Directions: Read the items given below and encircle the correct answer
1. C
2. C
3. B
4. B
5. A
6. C
7. C
8. A
9. A
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_PATRICIA MAE B. BONGALOS Date Submitted ________________

Year and Section __4A___ Course _BSED SOCIAL STUDIES__
Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
observation Sheet questions tasks observation observation observation
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 Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
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 outcomes. learning 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 to
the learning 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
Learning
FIELD STUDY 1 Episode Learner Diversity:
The Community
4
and Home
FS 1 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.

Activity 4.1

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.
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: _Dennis Carl B. Bongalos_
School: Matacon National High School
Date of Home Visit: __October 14, 2023__
Date of Birth: _December 29, 2023_ Age: __13__
Grade/Year Level: __Grade 7__ Gender: _Male_
Family Profile
Number of Siblings: _4_
Birth Order: _4th_
Parent
Mother: _Marissa B. Bongalos_
Age: _43_ Occupation: _Store Owner_ Educational Attainment: _High School Graduate_
.
Father: _Sonny A. Bongalos_

Age: 42 _ Occupation: _ Store Owner_ Educational attainment: _ High School Graduate _
Physical Development
The child is in excellent health and does not have any significant health issues. His height is perfectly
typical for his age.
Social Development
He is friendly enough because he plays with his friends and mingles to his mother and siblings.
Emotional-Moral Development
He can’t express his emotions and he can’t control his emotions but he is not afraid to what’s on his mind.
Cognitive Development
He performs well in class but sometimes he is having a small chitchat with his classmates that distracts his
attention from the lesson.
Findings
In my findings into the child, I found out that he is properly cared for, despite the fact that his parents are
strict.
Conclusions
In conclusion, it is evident that a strong family background and upbringing are fundamental in developing
outstanding qualities in individuals, encompassing physical, emotional, moral, and cognitive aspects. Families
provide the foundational support, values, and guidance that contribute to a person's holistic development. The
nurturing environment within families plays a pivotal role in shaping individuals into well-rounded and exceptional
human beings.
Recommendations
To support learners' development effectively, it's important to provide a well-rounded and supportive
educational environment. Encourage the development of cognitive, emotional, social, and physical skills.
Promote a well-rounded education that goes beyond academics to include character education, emotional
intelligence, and physical well-being. Respect and appreciate the cultural diversity of your learners. Incorporate
diverse perspectives and materials in your teaching to create a more inclusive and culturally aware classroom.
Be attuned to learners' emotional well-being. Recognize the signs of stress, anxiety, or other mental health
issues and provide appropriate support or referrals.
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.
.
I believe the learner is exposed to authoritative parenting. My observations indicate that the
parents establish clear and realistic expectations for their child. Additionally, I've noticed they
are nurturing parents who prioritize their children's well-being. Despite their employment, they
make an effort to stay involved in their children's education. They grant their child the liberty to
explore and learn from their mistakes.
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?
I think that the family factor that contributes to the development and over-all adjustment of the
learner in school is the gentleness of the environment around the learner. I think because of it
the learner had always the time to be able to connect with others. Although sometimes he had
struggles on coping up with other learners who are reactive he was still able to socialize with
them in a way he was taught.
3. Does the communication between the home-school have an effect on the learner? If yes, what
are these effects?
Indeed, the learner is impacted by the home-school interaction's communication. Knowing this
since our parents serve as our first educators, the lessons they impart to us will truly affect our
worldview and relationships with other people. It's important for the teacher when it comes to
issues that the learner is concerned about, teachers and parents should work together to devise
methods that will support the student both intellectually and emotionally personal.
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.
Extensive research and a wealth of empirical evidence affirm the critical role that
teachers play as the backbone of any society. They hold a pivotal position in shaping the
present and future generations, not merely as conveyors of knowledge, but as profound
influencers and role models. This essay will delve into the multifaceted importance of teachers
in our society, emphasizing their role as guides, dedicated mentors, and architects of
education, which ultimately catalyze both social and economic development. Teacher stand as
unwavering role models for the youth, exemplifying the values, behaviors, and principles that
we aspire to instill in our upcoming generations. They embody the dedication, commitment, and
passion for learning that we wish to see in our children. When teachers lead by example, they
inspire their students to follow suit, thereby nurturing a culture of hard work, integrity, and
lifelong learning. Moreover, teachers are more than just purveyors of facts and knowledge; they
are indispensable sources of guidance and support for young individuals. As students navigate
the often complex journey of personal and academic development, teachers serve as beacons
of wisdom, offering advice, encouragement, and a listening ear. They provide a safe space for
students to express their concerns, seek clarification, and discover their true potential. The true
power of teachers, however, lies in their capacity to impart the gift of education. By equipping
students with the knowledge and skills needed to thrive in an ever-evolving world, they not only
empower individuals but also contribute to the socio-economic development of nations. Well-
educated citizens are better equipped to make informed decisions, participate in the workforce,
and drive innovation and progress. Consequently, teachers become the architects of a
society's intellectual and economic advancement. Furthermore, teachers are instrumental in
fostering a love for learning. By making education engaging and relevant, they inspire a thirst
for knowledge in their students. This curiosity, when nurtured, becomes the driving force behind
.
scientific discoveries, technological innovations, and artistic achievements. In turn, it fuels

social and economic growth by cultivating a society of forward-thinkers and problem-solvers.
In conclusion, teachers are indeed the backbone of society. They are the silent architects of our
future, molding young minds, offering guidance and unwavering dedication, and bestowing the
invaluable gift of education. In doing so, they propel not only individual growth but also social
and economic development. As we continue to appreciate the pivotal role teachers play in our
lives, it is imperative that we invest in their professional development and provide the support
they need to continue shaping a brighter tomorrow.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How did it
affect you?
Throughout my life, from childhood to the present day, I've noticed that the parenting style I've
experienced is primarily authoritarian. My parents' goal has always been to raise me into a responsible
and contributing member of society as I grow up. It has been a challenging task for them to determine
the most effective parenting approach to help me achieve this goal. Their strictness has led me to
identify their approach as 'authoritarian parenting.' They have established a multitude of rules and
respond to rule violations with forms of discipline that involve raising their voices, assigning blame, or
instilling fear. I've come to understand that these methods were employed with the intention of molding
me into a strong and morally sound individual, which has ultimately contributed to my personal growth
and the development of a better version of myself.
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 educator, I want to promote a child's involvement in both the social and academic aspects
of school life in order to strengthen the bond between the home and the school. In order to effectively
interact with parents, I will extend an invitation to parent-only events or seminars and stress that it is our
shared responsibility to support the educational endeavors of their children. I'll help them deal with
complaints and grievances, as well as recognize and handle student concerns, so they can provide
their child with clear guidelines. In this approach, they can assist me in understanding their
perspectives on people as educators and parents. The success of a child's education is a shared
responsibility between teachers and parents. Establishing effective home-school collaboration creates a
holistic support system that benefits the child's academic, social, and emotional growth. As a future
teacher, I am committed to fostering a collaborative and open relationship with parents, recognizing the
value they bring to the educational journey. By working together, we can provide the best possible
foundation for the child's future success.
LINK THEORY TO PRACTICE
1. D
2. A
.
3. D
Evaluate Your Work

Field Study 1, Episode -
4 – Learner Diversity:
The Community and
Home, school and community allows for personalized instruction tailored to the child's
individual needs, learning style, and pace. This can lead to a more effective and
Home Environment
efficient learning experience. Home offers flexibility in terms of scheduling and Learning
curriculum choices. Families can adapt the learning environment to accommodate Outcomes:
various interests, extracurricular activities, or family commitments. Homes and Describe the
community often involves increased family interaction and collaboration. This can influencing
foster stronger relationships and create a supportive learning environment. factors in the
home
H - Harmonious connections nurtured at home, environment that
O - Open communication, a foundation to roam, affect the
M - Mutual support, where love and care reside, student’s
E - Engaging interactions, where bonds are tied. learning; • Seek
advice
S - School, a place of learning and growth, concerning
C - Collaboration, where knowledge is both, strategies that
H - Honing skills, expanding horizons wide, build
O - Opportunities to thrive, with teachers as guides, relationships
O - Open minds, embracing diversity's tide, with parent’s/
L - Lifelong learning, a journey with pride. guardian and the
wider community
C - Community, a tapestry of shared space, (6.2.1); •and
O - Outreach and service, making a positive trace, Identify effective
M - Meaningful connections, neighbors hand in hand, strategies on
M - Mobilizing resources, united we stand, how teachers
U - Unity in diversity, a strength we command, can work
N - Nurturing relationships, a vibrant land, together with the
I - Inclusion and support, for all to understand, family
T - Together we flourish, a collective brand,
Y - Yearning for progress, hand in hand.
.


4 3 2 1
spelling wrong
.

analyzed. what were
observed and
analyzed
outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

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

.
Learning
FIELD STUDY 1 Episode Creating an
Appropriate
5
Learning
FS 1 Environment
SPARK Your Interest
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
Managing Time, Space, and Learning Resources

Activity 5.1

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.
12 to 14 years old
2. How many boys are there? How many girls?

In Grade 7 Marigold, there are 17 boys and 14 girls.
3. Focus on their behavior. Are they able to manage their own behavior?
Most students can’t manage their own behavior. But, there are also some students who
act responsibly and can manage their own behavior.
4. Can the learners already work independently?

Yes, students can work independently but they performed well when they are
collaborating with each other. Collaboration allows students to exchange ideas, share
perspectives, and learn from one another.
5. Describe their span of attention.

I can see that they don’t need much supervision because, as I previously stated, they
are excellent at what they do and are very responsible with their own tasks. Some
students merely require extra attention, to be observed and assisted with their
concerns.
.
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?
The classroom is set up in the traditional Philippine high-school style, with a blackboard in front of
the room and a table in the front center. The row of seats takes up the entire room, leaving barely a
few inches for other tasks. At the back of the room, there is mini book shelf where students can store
their stuff. On the left side of the classroom, near the window, there is a little cabinet. It’s where you’ll
find some of the previous students’ old projects and work. The majority of the wall displays are gone
because of the new order from DepEd. Despite the fact that it does not support an active learning
environment, the way it is organized encourages good learning among students.
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
 Raise your hand if you want to speak.
 No talking during classes.
 Come to class early.
The success of a student’s learning is reflected in the establishment of classroom norms. Students
take responsibility for their behaviors, which leads to a clear understanding of their tasks.
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?
The teacher claimed that with the help of the classroom president and a voting procedure, the kids
participated in creating the rules for the classroom. Participating in the process of creating rules
increases the likelihood that students will follow them positively and develop into disciplined,
responsible adults.
.
4. What are the daily routines done by the Resource Teacher? (Prayer, Attendance, Assignment of
monitors, Warm-Up Activities, etc.) How are they done?
As the class begins, the teacher extends a warm welcome to everyone and asks the student
representative pray the opening prayer. Next, she asks how everyone is doing. Students usually
claim that they are doing well. After settling everybody in, she started getting ready for her
presentation (laptop, projector). By calling the students by last name, she also maintains track of
their attendance. She continues the lecture with an inspiring exercise after that.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing
the class?
The seating arrangements are based on the learners collaborative group that helps them to do a
task collaboratively.
6. Observe the noise level in the Classroom. How is this managed?

Because students in high school want to engage in a lot of conversation with their peers, there is
quite a bit of noise in the classroom. Each student is actively participating in the discussion and
excited to share their opinions. However, the instructor remains composed and gives them
instructions on how to talk more politely. She tells them that their loud noises can also bother nearby
classrooms.
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do? Describe
the behavior strategy used.
Some students ignore directions, especially when working on their assignments. The teacher still
accepts their work, but she warns them to follow the directions since she won't accept it if they
repeat the same mistake. Students are encouraged to learn from their mistakes and follow the
teacher's instructions as a result.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
Resolve issues in a nice manner. She doesn’t reprimand them; instead, she speaks gently to
them. Resolving issues in a gentle and constructive manner is a commendable approach.
Instead of reprimanding, a more compassionate and effective way to address concerns is by
speaking gently. This approach not only promotes understanding and cooperation but also
maintains a positive and respectful atmosphere. It allows for open communication and a space
where issues can be resolved collaboratively, focusing on finding solutions rather than assigning
blame.
Providing incentives or rewards to encourage learners to work better is an effective motivation
strategy that can lead to improved performance and increased engagement.
REFLECT
Reflection as a future Teacher.

1. Why do you need to enforce positive discipline?
.
Enforcing positive discipline in the classroom is essential for effective classroom management. Even
when students generally exhibit good behavior, unexpected situations can test a teacher's patience and
disrupt the learning environment. Positive discipline is a valuable tool for addressing challenges in a
way that maintains a positive and supportive atmosphere for learners. positive discipline is a valuable
approach to classroom management that benefits both teachers and students. It creates an
environment where students feel valued, develop positive self-esteem, and are more likely to exhibit
desirable behaviors. It also empowers them to become responsible, critical thinkers who make informed
and thoughtful decisions. By focusing on positive discipline, teachers can create a nurturing and
conducive learning environment where students thrive academically and socially.
Activity 5.2 Identifying the Different Aspects of Classroom Management

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 the In Grade 7 Marigold, all specific Neat and clean classroom is
Classroom areas were clean and organized. pleasing and satisfying it can
They have cleaning tool storage, also protect the child form any
book storage area, teacher’s infections due to dirty
table, and blackboard. surrounding.
2. Classroom Rules The rules in the classroom are The rules encourage them to be
effective. more responsible and well-
behaved.
3. Classroom Procedures Classroom procedures were Good classroom procedures
defined as the routine of the contribute to the smooth
classroom during class conduction and transition of
discussion. Based on my class. It also contributes to the
observation, my CT followed the effectiveness of teachinglearning
.
prescribed procedures of the process.

class base on 4 A's lesson plan.
The classroom procedures were
implemented smoothly.
4. Daily Routines The teacher started the day with Permits pupils to form a habit of
a prayer and greetings and then doing something, like as washing
followed by review. and praying. Such Things work
out well for them. Over time,
5. Seating Arrangements In my observation Students It helps student to acquire the
arrangement is base on their ideas that being discussed
groupings in activity. Typically, a collaboratively.
classroom has for columns
6. Handling When there is a student who It helps students to become a

misbehavior/off-task acted in unrighteous manner, well-manned person. It will also
behavior they will be scolded by the inform them on what they should
teacher in a nice way. There are do and what they should avoid.
also some instances which
teachers call their parents and
ask them to talk with them in
school. The treatment was based
on the intensity of the case.
7. Reinforcement of Teachers in MNHS aim to mold Correcting students for their
Positive Behavior their students in to a responsible mistakes is helpful for the
and well-mannered individual. learners themselves. It helps
Every time students did them realize what should be kept
something wrong, the teacher away from.
will inform him/her that it’s not
good and if they repeat it they
will face a certain consequence.
ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
Classroom organization and established routines play a significant role in shaping students' behavior
and overall learning experience. They have several positive effects on students' development, which
include:
Responsibility: Classroom organization and routines help students develop a sense of

responsibility. When students know what to expect and understand the classroom procedures,
they become more accountable for their actions and participation in the learning process.
Improved Learning Management: Clear organization and routines assist students in managing
their learning effectively. They know where to find materials, how to submit assignments, and
what to do during various classroom activities. This fosters a more efficient and focused
learning environment.
.
Boosted Self-Esteem: When students are confident in their understanding of classroom

procedures and expectations, it boosts their self-esteem. They feel more competent and
capable, which can positively impact their overall self-image.
Behavior Regulation: Classroom organization and routines help regulate behavior. Students
have clear guidelines and expectations, reducing the likelihood of disruptive behavior.
Predictable routines create a stable and safe learning environment.
Positive Classroom Relationships: A well-organized classroom with established routines fosters
positive relationships between students and their peers and between students and their
teacher. This positive classroom climate encourages collaboration and a sense of belonging.
Self-Control: Through regular routines and consistent organization, students can develop self-
control. They learn to manage their time, emotions, and impulses, which is essential for
academic success and personal growth.
Reduced Risk of Academic Failure: Effective classroom organization and routines contribute to
a conducive learning environment where students can focus on their studies. This reduces the
risk of academic failure and enhances their chances of success in their subjects.
In conclusion, classroom organization and routines have a wide range of favorable impacts on
students. They promote responsibility, efficient learning management, self-esteem, behavior regulation,
positive relationships, self-control, and academic success. By providing structure and predictability in
the classroom, teachers create an environment where students can thrive academically and develop
valuable life skills.
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?
When designing classroom organization and routines, teachers should consider various theories and
principles to create an effective and conducive learning environment. Here are some key
considerations:
Developmental Theories: Understand the developmental stages of your students. Apply theories such
as Piaget's stages of cognitive development or Erikson's psychosocial stages to tailor your classroom
organization and routines to their age-appropriate needs and abilities.
Social and Emotional Learning (SEL): Incorporate principles from SEL frameworks, which emphasize
the importance of emotional intelligence, self-regulation, and interpersonal skills in students'
development. Design routines that promote self-awareness, social awareness, responsible decision-
making, relationship skills, and self-management.
Cognitive Load Theory: Consider cognitive load theory, which focuses on the mental effort required for
learning. Design routines that minimize extraneous cognitive load and maximize germane load to
facilitate learning
Multiple Intelligences: Acknowledge Howard Gardner's theory of multiple intelligences, recognizing that
students have diverse strengths and learning preferences. Create an inclusive classroom organization
that allows for various ways of demonstrating understanding and participating in activities.
Constructivism: Embrace the principles of constructivism, where students actively construct knowledge
through their experiences. Design a classroom organization that encourages hands-on, inquiry-based
learning and allows for student autonomy and exploration.
Zone of Proximal Development (ZPD): Keep in mind Vygotsky's ZPD theory. Design routines that
support students' learning in their ZPD, providing appropriate scaffolding and guidance when needed
while gradually promoting independence.
Classroom Management Theories: Familiarize yourself with classroom management theories, such as
Canter's Assertive Discipline or Wong's The First Days of School. These theories provide insights into
creating a structured, respectful, and well-managed classroom environment.
.
Student-Centered Learning: Apply principles of student-centered learning, emphasizing active

participation, collaboration, and student autonomy. Design your classroom organization and routines to
facilitate student-centered activities and projects.
Cultural Competence: Be culturally competent and inclusive. Consider the cultural and diverse
backgrounds of your students when designing routines and organizing the classroom to create an
equitable and welcoming environment.
Universal Design for Learning (UDL): Implement UDL principles to address the diverse needs of all
students. Ensure that your classroom organization and routines provide multiple means of
representation, engagement, and expression to support every learner.
Effective Feedback: Integrate principles of effective feedback, where students receive timely, specific,
and constructive feedback on their performance and progress. Design routines that facilitate ongoing
assessment and feedback mechanisms.
Technology Integration: Explore technology integration theories and principles to incorporate
appropriate digital tools and resources into your classroom organization and routines, enhancing the
learning experience.
In summary, teachers should consider a combination of developmental theories, educational principles,
and classroom management strategies when designing classroom organization and routines. Tailoring
these to the unique needs and characteristics of their students is essential for creating an effective and
inclusive learning environment.
3. Which behavior strategies were effective in managing the behavior of the learners? In motivating
students? Why were they effective?
Providing positive reinforcement, such as praise, rewards, or recognition, for desired behaviors has
been effective in managing behavior and motivating students. This strategy works because it
reinforces the connection between positive behavior and positive outcomes.
Clear Expectations: Establishing clear and consistent expectations for behavior in the classroom
helps manage behavior by providing students with guidelines for appropriate conduct. When
students know what is expected of them, they are more likely to meet those expectations.
Classroom Rules and Consequences: Setting up a structured system of rules and consequences
helps manage behavior. When students understand the consequences of their actions, they are
more inclined to make responsible choices.
Engaging Lessons: Designing lessons that are interactive, interesting, and relevant to students'
lives can motivate them to participate and engage in learning. When lessons are enjoyable and
meaningful, students are more likely to be motivated.
Intrinsic Motivation: Fostering intrinsic motivation by connecting learning to students' interests and
personal goals can be highly effective. When students see the value and relevance of what they
are learning, they are motivated to actively participate and excel.
Student Choice and Autonomy: Allowing students some degree of choice and autonomy in their
learning can increase motivation. When students have a say in what and how they learn, they feel
a sense of ownership and are more likely to be engaged.
Building Positive Relationships: Establishing positive teacher-student relationships is crucial. When
students feel valued, respected, and supported by their teacher, they are more motivated to behave
well and engage in learning.
Peer Collaboration: Encouraging collaboration and group work can motivate students. When they
work together with peers, they can experience a sense of community and shared learning, which
boosts motivation.
.
Goal Setting: Helping students set and track their academic and personal goals can be motivating.
When students have a clear vision of what they are working toward, they are more likely to stay
focused and engaged.
Differentiation: Tailoring instruction to meet the diverse needs and abilities of students can be
effective in motivating and managing behavior. When instruction is adapted to each student's level,
they are more likely to be engaged and on task.
The effectiveness of these strategies can be attributed to various factors, such as the alignment with
students' needs and motivations, the clear communication of expectations, and the establishment of a
positive and respectful learning environment. Successful strategies often cater to the individual and
collective needs of the students while promoting a sense of autonomy, responsibility, and self-efficacy.
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?
In a few years from now, I see myself teaching junior high school pupils in my Araling Panlipunan class.
I will start my lesson with prayer because I find it to be very significant. I'll then ask them about their
happiness, general well-being, thoughts on our topic, and so forth. I can assess the current level of my
students' learning in my classes with the use of these questions. If they ever told me how they felt about
studying my subject, I could see what tactics I should use to suit their requirements very quickly. Then
there are the customary practices, like attendance, engaging in motivational activities, and having
sincere conversations interspersed with inquiries to verify understanding.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
Follow the directions - to remind them that things will go smoothly if they follow the directions.
Respect is a universal rule that everyone should learn.
To reduce loud noises, keep calm and raise your hand if you want to communicate.
While in class, no foods, gums, or drinks are allowed; it is rude to the teachers if students eat while
discussing.
3. Should learners be involved in making the class rules? Why?

Integrating student participation into the development of classroom rules can foster leadership skills
and instill the value of accepting responsibility for one's own actions and actions. It also enables
collaboration between teachers and pupils to decide on the regulations that need to be put in place.
Teachers, on the other hand, should lead the process of creating the rules because they are the ones
who are knowledgeable about the guidelines and have experience leading productive discussions
about the rules that should be included.
.
Direction: Read the items given below and encircle the correct answer.
1. D
2. C
3. B
Paste pieces of evidences of classroom rules that work in class. You may also put pictures of the physical
space and learning stations which contribute to the effective implementation of classroom management.
.
Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate Learning Environment
.
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a learning environment
appropriate to the learners and conducive to learning.


4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
Learning Artifacts Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in reflected on in the
learning outcomes.
learning learning learning outcomes;
Complete, well
outcomes. outcomes. not complete, not
learning outcome.relevant to the to relevant to the to
outcome outcome
.
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning
FIELD STUDY 1 Episode Classroom
Management and
Classroom
Routines
.
FS 1 6
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.
Observing Classroom Management and Routines

Activity 6.1

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 X
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?
Yes, doing this would serve to remind students of their responsibilities during regular class time. It
also helps students maintain order and discipline in their study habits, even in the event of
occasional slip-ups.
2. Which of those routines were systematic and consistently implemented? Explain your answer.
Routines that were observed or applied in a systematic and consistent way included changing
between tasks, turning in assignments, submitting materials, asking for assistance, and taking part
in class activities. For these routines to be properly executed, the teacher must provide a great deal
of guidance.
REFLECT
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
.
In fact, it's noteworthy that nearly all of the established routines in our classroom are diligently followed
by our students. However, one particular aspect that stands out as more prevalent and valued is the
practice of working in pairs. This trend is unsurprising as college life places a heightened emphasis on
the pursuit of a deep and comprehensive understanding of subjects, which, in turn, demands
continuous collaboration and support from peers to navigate this critical phase of education
successfully. Moreover, there is another significant facet to consider – the absence of some students
during our scheduled class hours. This phenomenon has piqued my curiosity and led me to
contemplate the underlying reasons. While the specific causes may vary, it's safe to assume that
financial constraints and learning difficulties play a substantial role in this equation.
Listing Down Classroom Rules

Activity 6.2

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.
Always wear the proper uniform. The virtue of responsibility is being promoted.
If someone is speaking in front of you, no one Respecting and loving one another as brethren
should speak. If you have a question, raise your
hand. If someone is speaking in front of you, no one
should speak. If you have a question, raise your
hand.
Requesting approval for a personal need Respecting the teacher who is in charge
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
.
More often than not, students who lack proper guidance or appear to be operating without clear
directives tend to display a higher degree of irresponsibility and are prone to making frequent mistakes.
It is in recognition of this reality that rules and guidelines are painstakingly crafted and enforced for the
student body. These rules are not merely a set of restrictions, but rather a blueprint for fostering a
brighter future by promoting discipline, accountability, and a sense of responsibility among students.
They serve as the compass guiding students toward a path of personal and academic growth, ensuring
that they navigate their educational journey with integrity and a greater likelihood of success.
2. Are classroom rules really important?

Indeed, classroom rules play an indispensable role in the educational ecosystem, serving as a catalyst
within the minds of students, propelling them towards the development of responsibility and maturity
over time. While the tangible results of this transformation may not always be immediately apparent, it's
crucial to acknowledge that progress, no matter how incremental, is invariably occurring. These rules
act as the silent architects of character, shaping students into more responsible and accountable
individuals, nurturing their growth even when the changes may seem subtle. It's in these seemingly
modest strides that the seeds of personal and academic advancement are sown, laying the foundation
for a promising future.
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.
Throughout my entire educational journey, I've encountered a consistent set of rules, a common thread that
connects my experience with those of my teachers and mentors. The true distinction lies not in the rules
themselves but in the manner in which they are put into practice. The effectiveness of regulations hinges on
their implementation, and this principle holds true universally. When rules are thoughtfully and rigorously
enforced, they elicit a high degree of compliance and contribute to a harmonious learning environment.
Conversely, when rules are haphazardly applied or disregarded, they often result in a lack of order and
discipline. It underscores the pivotal role that responsible implementation plays in ensuring that the regulations
are not just words on paper but practical guidelines that shape the educational experience.
Take some snapshots of the classroom routines employed by the Resource Teacher which are worth
emulating. Tell something about the pictures.
.
Right after the discussion the teacher remind the students to write the important information from her lesson in
order for the students to have a reviewer when the exam is near
1. A 4. D
.
2. A 5. D
3. A
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.


4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
.

outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning
FIELD STUDY 1 Episode Physical and
Personal Aspects
7
of Classroom
FS 1 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.
Identifying Personal and Physical Aspects of Classroom

Activity 7.1
Management

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?

When it comes to auditory learning, the power of a modulated voice cannot be overstated. Students
who have the privilege of hearing a teacher's voice, delivered with modulation and emphasis, are more
likely to experience a profound impact on their learning. Such a method of communication enhances
the effectiveness of conveying information across various subjects. Whether it's a captivating lecture,
an engaging discussion, or a clear and well-paced explanation, a modulated voice can transform the
learning experience into a dynamic and absorbing journey, making the assimilation of knowledge more
accessible and engaging for students across the board.
2. How does the punctuality of the teacher affect classroom discipline?

The punctuality of a teacher holds a profound influence on classroom discipline, as educators are not
just purveyors of knowledge but also role models for their students. Teachers serve as beacons of
responsibility and conduct, setting the tone for the classroom environment. When a teacher consistently
exhibits punctuality, it sends a powerful message to students about the value of time management and
the importance of being dependable. Students, who naturally look up to their teachers, absorb these
lessons not only in the academic context but as life skills. The teacher's commitment to being on time
fosters an atmosphere of respect for schedules and commitments. Consequently, students are more
likely to internalize the notion that it is not acceptable to be consistently late or unreliable. By
embodying these virtues, teachers not only nurture discipline within the classroom but also instill
valuable values and habits in their students that extend far beyond the walls of the educational
institution.
3. Why do we need to check on the physical aspects of classroom management?

To facilitate a seamless flow of discussion and effective learning activities, it is imperative to consider
the physical components of classroom management. These elements, when thoughtfully integrated,
play a pivotal role in creating an environment that is conducive to both safety and orderliness. By
identifying and incorporating the most suitable physical elements within the classroom, we not only
optimize the learning space but also promote a harmonious atmosphere that encourages engagement,
cooperation, and a focused learning experience.
From the arrangement of desks and seating to the use of visual aids, lighting, and even technology,
each aspect contributes to the overall functionality of the learning environment. When well-designed
and strategically implemented, these physical components become essential tools that enhance the
teaching and learning process, fostering a positive and productive atmosphere for both teachers and
students.
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.”
When a teacher lacks the necessary skills to effectively manage a classroom, the repercussions are far-
reaching and profound. Classroom management is the cornerstone upon which effective instruction is built. It
not only sets the stage for learning but also ensures that the learning environment remains conducive and
productive. In the absence of proper classroom management, a teacher may struggle to create a conducive
atmosphere for teaching, and this, in turn, can impede their ability to deliver instruction effectively. The
consequences of inadequate classroom management are often reflected in the students' ability to learn.
Disruptions, lack of engagement, and a sense of disorder can lead to students' failure to grasp the intended
educational content. Consequently, it's not just the teacher who faces challenges; it's the students who suffer
from a diminished learning experience. Therefore, the importance of effective classroom management cannot
be overstated, as it is the linchpin that holds the key to successful teaching and learning.
2. What are your plans in ensuring effective classroom management?

Effective classroom management is a multifaceted endeavor that begins with the attributes of a competent
teacher. These attributes encompass not only pedagogical knowledge but also personal qualities such as
patience, empathy, and communication skills. A competent teacher serves as a role model, demonstrating to
students the behaviors and values that contribute to a positive and well-managed classroom. Personal
elements like personal grooming, punctuality, and professionalism further reinforce the teacher's authority and
credibility, setting the tone for a disciplined learning environment. Moreover, the physical aspects of the
classroom are equally crucial. A well-maintained learning space, replete with adequate ventilation, lighting, and
well-organized learning stations, enhances the functionality of the classroom. These physical components
create a welcoming and conducive atmosphere for learning, ensuring that students are comfortable and
focused, while also promoting the teacher's ability to effectively manage the classroom. Together, these teacher
attributes and classroom elements form the bedrock of successful classroom management, facilitating the
smooth flow of instruction and creating an environment where students can thrive."
Identifying Personal and Physical Aspects of Classroom

Management
.
Activity 7.2

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.
.
The resource teacher used a variety of strategies, and these strategies helped to improve classroom
management. Because, according to our resource teacher, if you, as a teacher, act as a role model for your
students and treat them with respect and authority, you will be able to successfully use these classroom
management strategies. The resource teacher's role in improving classroom management is invaluable, as they
bring a wealth of strategies and insights to the educational setting. These strategies, when applied effectively,
have the potential to transform the classroom environment for the better. As our resource teacher emphasized,
one of the fundamental principles in implementing these strategies is to act as a role model for students. By
demonstrating respect and authority in their interactions with students, teachers can set the tone for a well-
managed classroom. When students witness their teacher treating them with respect, they are more likely to
reciprocate with respectful behavior. This reciprocal dynamic forms the cornerstone of successful classroom
management, as it fosters a sense of trust, cooperation, and discipline. The resource teacher's guidance
underscores the significance of the teacher's demeanor and behavior in creating a positive classroom
atmosphere. When educators embody these qualities, they not only serve as effective role models but also lay
the foundation for the successful utilization of classroom management strategies, ultimately promoting a
conducive and productive learning environment."
2. What were not used by the Resource Teacher? Were these important? What should have been used
instead? Explain.
During our interview with our resource teacher, she stated that this classroom management is similar to what
she established in her own class, and that all of them are vital and useful, and that they have all been used.
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?
In order to effectively address the needs of a diverse range of learners, it is imperative that we employ a variety
of classroom management strategies. This approach entails a multifaceted effort to accommodate and support
individual differences among students. One crucial strategy involves ongoing evaluation to assess each
student's unique requirements, enabling educators to tailor their teaching methods and support accordingly.
Furthermore, creating opportunities for students to work in groups serves as a powerful tool for fostering
awareness of their individual distinctions. Collaborative learning encourages peer interaction and an
understanding of diverse perspectives, which can be instrumental in promoting an inclusive and supportive
classroom environment. Incorporating peer teaching and recognizing group achievements are additional
strategies that can have a positive impact on classroom dynamics. By empowering students to teach and learn
from each other, we not only enrich their learning experiences but also promote a sense of responsibility and
mutual respect. It is important to acknowledge that the realm of classroom management is dynamic, and as
such, it offers room for innovation and adaptation. As the educational landscape evolves, we must continuously
explore new strategies and approaches to enhance our classroom management techniques, ensuring that our
learning environments remain inclusive and conducive to the diverse needs of our students.

.
1. D 4. D
2. C 5. D
3. D
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.


4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
.

outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning
FIELD STUDY 1 Episode Close Encounter
with the School
8
Curriculum
FS 1 Close Encounter
.
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 nee
ds 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.
Curricula in the School Setting

Activity 8.1
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!
1. What are the salient features of the K to 12 Curriculum that you observed in the school?
It is a Student Centered approachwhere curriculum can be delivered through various modes, It
provides career guidance and readiness programs to help students make informed decisions about
their future educational and career paths.
2. How does the different curriculum implemented based on your observations?

Teachers align their lesson plans and instructional strategies with the curriculum's learning
objectives and content. They ensure that what they teach reflects the intended curriculum.
Teachers develop lesson plans that outline what they will teach in each class, how they will teach it,
and the resources they will use.
.
3. What are the roles and responsibilities of the teachers that you observed in relation with the school
curriculum?
Their responsibilities is to ensure that students achieve the intended learning outcomes. Teachers
design assessments to measure student understanding and progress. They evaluate students'
work and provide feedback to help them improve. Teachers communicate regularly with students
and their parents or guardians about progress, challenges, and areas for improvement. They
address concerns and provide guidance for student success.
OBSERVE

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

1. Recommended Curriculum (K At the school setting Recommended by professionals and
to 12 Guidelines) organization
2. Written curriculum (Teacher’s At the teacher’s drawer or Documents based on recommended
Lesson Plan) faculty curriculum
3. Taught Curriculum (Teaching At the teacher’s storage Teachers actually deliver day by day
Learning Process)
4. Supported Curriculum Students’ drawer Textbook where students can learn
(Subject Textbook)
5. Assessed Curriculum Appears as test and State test, standardize, district test
(Assessment Process) measures performance
6. Learned Curriculum Achievements board Bottom-line curriculum that students
(Achieved Learning actually learn
Outcomes)
2. Hidden Curriculum (Media) At the office It describes what students learn from
the school’s physical environment,
policies, and procedures.
ANALYZE
.
Which of the seven types of curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.
Hidden Curriculum
Learned
Recommend
Curriculum
Curriculum
Types of
Assessed Curriculum
Written
Curriculum
Curriculum
Supported
Taught Curriculum
Curriculum
REFLECT
Make a reflection on the diagram that you have drawn.

The interplay between various forms of curricula is indeed intricate, forming a dynamic tapestry within the
educational landscape. These curricula, while distinct in their content and approaches, often intersect and
complement each other in meaningful ways. The effectiveness of any curriculum can vary, with some proving
more impactful than others depending on factors such as the subject matter, teaching methods, and the unique
needs of students. It's important to recognize that not all students will benefit equally from every curriculum.
.
Each student possesses their own learning style, strengths, and areas of interest, and as a result, their
responsiveness to different curricula may vary. In acknowledging these differences, educators can tailor their
approach to cater to the diverse needs of their students, striving to create a more inclusive and effective
learning experience for all. In this intricate interplay, educators play a crucial role in selecting and implementing
curricula that are most suitable for their students, thereby ensuring that learning is both engaging and relevant
to the individual needs of each learner.
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__________________________________ Date Submitted ________________
Year and Section ______________________ _____ Course ____________________________________
Learning Excellent Very Satisfactory Satisfactory Need Improvement

Episode 4 3 2 1
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
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)
spelling wrong
supported by what depth supported shallow, rarely supported by what
were observed and by what were somewhat were observed and
analyzed. observed and supported by analyzed.
analyzed. what were
observed and
.
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not reflected
Artifacts reflected on in the reflected on in the reflected on in on in the context of the
context of the context of the the context of learning outcomes; not
learning outcomes. learning the learning complete, not organized,
Complete, well outcomes. outcomes. not relevant.
organized highly Complete well Complete not
relevant to the organized very organized very
outcome outcome
Submission Submitted before Submitted before Submitted a day Submitted two (2) days
the deadline the deadline after the or mote after the
deadline deadline
COMMENT/S
Rating
(Based on
OVER ALL

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

Choose the correct answer from the options given.
1. B 4. D
2. B 5. B
3. D
.
Learning
FIELD STUDY 1 Episode Preparing for
Teaching and
9
Learning
FS 1
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.
Managing Time, Space, and Learning Resources

Activity 5.1

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 setting of Before the class discussion began, the teacher
clear and high expectations of learning introduced/presented the objectives or learning
outcomes. outcomes. She creates an objective for the
students that is specific, measurable, attainable,
realistic, and timebound.
2. Learning is an active process During the class discussion, the teacher prepares
activities that will encourage students to become
more active and involved. She makes sure that no
one is left behind during the learning process.
3. Learning is the discovery of personal The teacher facilitates, assesses, and responds to
meaning and relevance of ideas. the needs of the students. She allowed them to
openly engage and share ideas both inside and
outside of class, as well as during class
discussions. It is one method of determining
whether or not each student is making progress.
4. Learning is cooperative and collaborative The teacher prepares collaborative tasks in which
.
process. Learning is enhanced in an students must work together to complete them.

atmosphere of cooperation and collaboration. She asked each group to share their thoughts and
opinions about the topic, which encouraged
students to think critically and analytically.
ANALYZE
1. What principles of learning were most applied? Least applied?

Most Applied
Active learning is the learning principle that is applied most frequently. The instructor calls on every student to
pay attention and engage in class discussion. She advised students to enquire in order to learn more about the
subject. She also creates engaging and active learning activities for her students.
Least Applied
Collaborative work is the principle of learning that is used the least. It is not necessary for them to collaborate in
every activity that the teacher assigns. It’s also positive that they’ll work on their task individually. Everything in
the learning process should be adjusted so that each learner may work independently and collaboratively.
Give instances where this/these principles /s could have been applied?

In the classroom, the teacher devises a plan fostering both collaborative efforts and independent work among
students. Additionally, she ensures strict adherence to the school's curriculum, choosing the most suitable
methods tailored to the learners' requirements. For activities involving collaboration, such as participating in a
play or delivering a presentation alongside peers, students are actively encouraged to engage in these activities
while inside the classroom.
REFLECT
From among the principles of learning, which one do you think is the most important?
In my view, the paramount element of a student's education is active learning. Embracing a student-centered
approach that prioritizes engagement and encourages exploration is crucial. Unlike traditional learning, which
relies on a singular lecture format, active learning activities are indispensable. They prove to be more effective
in propelling the learning progress of all students.
Identify Learning Outcomes that are Aligned with Learning

Activity 9.2
Comptencies
.

School: MATACON NATIONAL HIGH SCHOOL Grade/Year Level: : 7______
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 Objectives) Achieved

Yes No Yes No
1. Define the form of passive voice  
construction.
1. Convert a sentence from active voice to  
passive voice.
2. Write sentences in passive voice in  

simple tenses.
3. Explain the use of correct voice.  
Cite pieces of evidence that these learning outcomes were achieved.
1. The students can answer the teacher’s questions correctly.

2. The students can compare and contrast with the help of the instructions
3. The students can do realistic task after the discussion.
ANALYZE
Do SMART objectives make the lesson more focused?
Certainly, establishing clear objectives that are Specific, Measurable, Achievable, Realistic, and Time-bound
(SMART) is instrumental in directing the lesson. These objectives ensure a focused and purposeful learning
process, engaging students across cognitive, affective, and psychomotor domains. Adhering to the SMART
pattern not only provides a clear direction in teaching but also aids in the effective organization and attainment
of desired learning outcomes.
REFLECT
Reflect on the
.
Lesson learned in determining SMART learning outcomes

Absolutely, adhering to the SMART pattern when formulating objectives or desired learning outcomes is
crucial. This approach ensures a clear and specific direction for what needs to be achieved in the learning
process. The introduction of SMART goals is beneficial for students as it fosters problem-solving skills and
provides them with a head start in their learning journey.
Distinguishing Between Inductive and Deductive

Activity 9.3 Methods of Teaching

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?
No, she also allowed students to talk or share How? Or were they mere passive recipients of
their thoughts on the subject. instruction?
Yes, they actively participate in the learning process
because it is a student-centered approach. By giving
students the opportunity to express their ideas and
opinions, the instructor encourages them to speak up and
take part in class discussions.
Was the emphasis on the mastery of the Was the emphasis on the students’ application of the
lesson or on the test? Prove. lesson in real life? Give Proofs.
The focus was on the test because it was Yes, teachers do occasionally ask their students to share
outcome-based. their viewpoints and apply them to actual circumstances.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
No, I didn't observe any competition in the Yes, there was interaction in the classroom as the
school atmosphere. From what I've observed, teacher and students worked together to accomplish
they seem to be creating a collaborative what they were learning.
environment.
Did teacher focus only on one Did teacher connect lesson to other discipline subjects?
discipline/subject? Yes, she makes connections between the lesson and
No, the teacher is a multi-discipline/ subject other fields of study or subjects that will aid in their
teacher. advancement.
What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed new lesson
.
meanings.
According to this theory, students actively create knowledge rather than merely absorbing it.
When students actively participate in the learning process, learning effectiveness is increased.
b) Inquiry-based
It’s a learning technique that stresses the learner’s role in the process rather than the teacher
telling students what they need to know. They are encouraged to explore and ask.
c) Developmentally appropriate – learning activities fit the developmental stage of children
It is a teaching approach in early childhood education in which teachers encourage the
development of their students.
d) Reflective
Similar to teaching, reflection is a cycle that needs to be repeated: evaluate how your own lessons
have affected students' learning, look into innovative teaching methods, put new concepts to the
test in the real world, and repeat.
e) Inclusive – No learner was excluded; teacher taught everybody.
Every student have access to a multitude of learning opportunities and can accomplish their
academic objectives in a welcoming environment.
f) Collaborative – Students work together.
It's an approach to teaching where students work in groups to enhance their learning through
mutual assistance. This approach will also help students work independently and cooperatively at
the same time.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were taught.
This method of instruction involves the student applying prior knowledge and experiences to
impart new information.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
Relying solely on educating for mastery and testing may have potential drawbacks as it might not foster the
development of higher-order thinking skills. If students merely memorize information without attaining a
comprehensive understanding of the subject matter, their knowledge base may be weak. Higher-order thinking
skills, which involve more than basic data observation and memorization, could be neglected. Emphasizing a
more holistic approach that considers each learner's progress can contribute to the enhancement of critical
thinking skills.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered?
Why?
If I were to teach again, I would opt for student-centered learning. This approach involves the careful
consideration of each learner's abilities and needs throughout the planning, teaching, and assessment
processes. It transforms students from passive recipients of information into active participants in their own
discovery process. Emphasizing the creative and effective use of technology, this method aims to achieve
learning objectives. It also underscores the importance of utilizing a teacher's skills in diverse ways to
encourage the participation of all students in the class.
REFLECT
.
Reflect on
Principles of Teaching worth applying
Learning is most effective when approached cooperatively and collaboratively. This encourages
students to work independently while also fostering collaboration. The collaborative nature of the
process helps in establishing unity among students, contributing to the development of social skills and
self-confidence in all learners.
Direction: Encircle the letter of the correct answer.

1. A 4. A
2. B 5. C
3. A
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.

.

Episode 4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
outcome outcome
deadline deadline
COMMENT/S
Rating
(Based on
OVER ALL

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
.
Learning
FIELD STUDY 1 Episode The
Instructional
10
Cycle
FS 1
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.
Applying the Guiding Principles in the Selection and Use of

Activity 10.1 Strategies

OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my observations with
the help of the guide questions.
1. The more senses that are involved, the e.g. The teacher used a video on how digestion takes
more and the better the learning. place and a model of the human digestive system
2. A non-threatening atmosphere enhances The integration of technology into education facilitates

learning students in comprehending subjects more easily. This
incorporation enhances their cognitive abilities,
allowing them to grasp the intricacies of how things are
done more effectively.
3. Emotion holds the capacity to enhance Students can rapidly absorb information at their own
both retention and learning. pace, aided by technology and an approachable
teaching method where the teacher addresses all
student queries. Integrating a feedback session
provides an opportunity for all learners to bridge gaps
and address their learning deficiencies.
4. Learning is meaningful when it is The teacher inquired about the role of computers in the
connected to students’ everyday life. students' daily lives, encompassing aspects such as
study, communication, and other activities. This
approach aimed to establish a connection between the
subject matter and the learners' everyday experiences.
.
ANALYZE
What is the best method of teaching? Is there such a thing?

In my view, the most effective teaching method combines a range of approaches that cater to students' diverse
intelligences. It integrates student-centered learning and incorporates elements of discovery learning. A teacher
should commence the class with a compelling introduction that sparks students' interest and curiosity, guiding
them through the core of the lesson. Following the provision of background information and instructions, the
teacher transitions away from direct instruction (teacher-led lecture) and empowers students to take control of
their own learning.
REFLECT
Reflect on this question.

How do we select the appropriate strategy for our lesson?
In my opinion, the cornerstone of effective teaching lies in employing the right strategies that align with both
the teaching objectives and the diverse needs of students. Recognizing that students learn in various ways, it
is often beneficial to integrate a range of methods, along with diverse learning activities and projects, within a
single class.
Activity 10.2 Determining Outcome-Based Teaching and Learning

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?
To address her class objectives, she outlines the specific targeted learning objectives related to the
subject matter. She initiates the class by presenting questions, elaborating on her approach, and
conveying what the students are expected to learn from her.
.
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.
She distributed worksheets to the students and prompted them to articulate their thoughts or
perspectives on the content of the worksheets. Given that the students were able to respond to her
questions, it seems that she has successfully attained some of her objectives.
3. What assessment task/s did teacher employ? Is/her these aligned to the lesson objectives/ILOs?
The teacher designs a written exam, providing the students with story guide questions to answer. This
aligns with her objectives as it corresponds to the lesson under discussion. Her entire teaching
approach revolves around the targeted learning outcomes or objectives, encompassing both learning
activities and assessments.
ANALYZE
1. What are your thoughts about Outcomes-Based Teaching and Learning (OBTL)?
The Outcome-Based Teaching and Learning (OBTL) approach is a student-centered strategy
extensively adopted by universities globally. The educational objectives associated with this approach
should be both measurable and specific. These objectives articulate what learners are expected to
accomplish upon finishing their course or program.
REFLECT
Reflect on the use of OBTL.

In the Outcome-Based Teaching and Learning (OBTL) approach, the focal point lies in the intended impact of
instruction on the learner rather than solely on what the teacher wishes to impart. The outcomes derived from
this approach play a decisive role in shaping the curriculum, guiding instructional methods and strategies, and
establishing the evaluation process. Moreover, these outcomes serve as a foundational framework for
evaluating the effectiveness of the curriculum itself. In essence, OBTL places paramount importance on the
tangible and measurable results that influence every aspect of the educational process.
Activity 10.3 Applying Effective Questioning Techniques

.
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 Ano ang Klima?

Closed/low level
2. Divergent/ higher-order/open- Paano nakakatulong ang klima sa pang araw araw na
ended/conceptual pamumuhay ng mga tao sa asya?
3. Evaluation Naunawaan po ba ang ating tinatalakay?
4. Inference Paano kaya kung malamig ang klima ngayon? Anong
uri kaya ng damit ang inyong isusuot?
5. Comparison Paano nyo ihahalintulad ang Panahon sa Klima?
6. Application Kung sa tingin nyo ay importante ang klima, paano
kaya ito nakakatulong sa mga tao?
7. Problem solving Sa paanong paraan nakakatulong ang klima?
8. Effective Paano nyo masasabi na nagbabago ang klima araw
araw?
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?
Certainly, in the context where the educator is performing exceptionally well in their class, and the
students are actively acquiring knowledge from their teachers. This scenario reflects a positive and
effective teaching and learning environment.
REFLECT
Reflect on
.
The importance of using various reacting techniques

Providing feedback on the correctness of responses is crucial for effective teaching. Acknowledging
and praising commendable comments fosters a positive learning environment. Following up with
additional questions, especially if there's a need for redirection, is a valuable strategy. Utilizing
comparable questions in response to a student's answer promotes deeper understanding.
Encouraging students through nonverbal techniques and rephrasing challenging questions can
enhance comprehension. Additionally, prompting students to ask questions is an excellent way to
initiate and sustain meaningful engagement in the learning process.
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.


Episode 4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
.

outcome outcome
deadline deadline
COMMENT/S
Rating
(Based on
OVER ALL

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

1. D 4. A
2. C 5. B
3. D
.
Learning
FIELD STUDY 1 Episode Utilizing Teaching-
Learning Resource
11
and ICT
FS 1
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.
Visiting the Learning Resource Center

Activity 11.1

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 Unique Capabilities Teaching Approaches where the
Resources Resource is Most Useful
(Enumerate in bullet form)
.
1. Print Resources
There has been an enhancement It’s important to figure out
Books in reading proficiency. how fast the students are
These resources prove valuable learning.
for educators in terms of class
preparation.
2. Audio Resources These audio resources are These tools are highly
Microphones effective in maintaining students' beneficial for amplifying
Speakers attention. volume, whether during
music sessions or
lectures.
3. Non-electronic
Visual Resources These conventional materials When the teacher utilizes
Pictures represent some of the most a combination of both
Whiteboard fundamental resources available. direct and indirect
Blackboard They serve as reliable methods of instruction,
Chalk companions for teachers during these materials prove to
Whiteboard Pens lessons due to their ease of be highly advantageous.
accessibility.
4. ICT Resources Teachers and students can tap These tools are flexible,
Computer into a vast reservoir of knowledge enabling their utilization
Internet (Wi-Fi) and teaching resources through in a variety of educational
Smart TV the internet. methods and
approaches.
Impression about the LRC: The school possesses essential resources crucial to the teaching and learning
process. The students were introduced to novel concepts and ideas through the incorporation of electronic
resources. The organization of resources and materials was meticulous, and supplementary materials,
including subject-specific book, were well arrange.
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?
Certainly, the resources and materials were well organized, including books. It is crucial to impart to students
the importance of proper management of all learning resources in the learning resource center.
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?
Regarding the utilization of resources such as microphones, speakers, and projectors, close monitoring is in
place. Teachers wishing to borrow these materials sign a borrower's slip, indicating the expected return date.
This protocol is essential to prevent the loss of valuable educational materials.
What are the strengths of this Learning Resource Center?
.
The learning resource center's primary strength, attributed to the dedication of the teachers, lies in its appeal to
students. Numerous photos adorn the walls, functioning as independent learning materials for the students.
Additionally, the ICT resources are well-maintained, contributing to an enriched learning environment.
What are its weaknesses?
Due to the overcrowded nature of the space, there is limited room for movement. Students were not granted
additional time in the computer room to access the computer lab for extended study or to explore various
computer applications.
What suggestion can you make?
A more spacious room would facilitate the display of additional specimens or equipment crucial to the learning
process, enabling students to engage in various activities within the learning resource center. To cater to the
entire class, the computer center should feature additional computer units. Students should be encouraged to
explore and navigate the various functions of the computers, and they should have the flexibility to access the
computer area whenever they have assignments or tasks to complete.
REFLECT
1. Which of the materials in the Learning Resource Center caught you interest the most? Why?
A Smart TV has been installed in the learning resource center with a sufficiently large screen visible to
students and connectable to a computer. From my perspective, these Smart TVs prove highly beneficial for
teachers. They can minimize the need for creating additional visual aids as supplementary clips are readily
available online.
2. Which gadgets/materials are you already confident to use/operate?

I believe it is the computer in their computer room that I am most comfortable using or operating. However,
just the most basic computer applications are available.
3. Which ones do you feel you need to learn more about?

In my opinion, the integration of Smart TVs represents an emerging trend in both technology and education.
When the learning environment becomes dynamic, students may feel motivated to actively participate in
classroom discussions. The interactive nature of Smart TVs captures students' attention, contributing to a
more engaging and successful teaching and learning experience.
Observing Technology Integration in the Classroom

Activity 11.2

.
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: Grade 7
Date of Observation: October 20, 2023
Subject Matter: MGA VEGETATION COVER SA ASYA
Brief Description of Teaching Approach used by the Teacher:
Class discussion using Google meet.
Teaching Aids Strengths Weaknesses Appropriateness of the Teaching

used Aids used
(Enumerate in
bullet form)
.
 Visual  Enhances time and  The costs  Highly relevant and suitable for
aids energy management. associated with the contemporary world,
 Contributes to the investing in especially considering that
 Audio permanence of modern teaching students are extensively
learning outcomes. aids. exposed to technology and
 Video  Engages and retains gadgets.
the attention of
students effectively.
 Encourages healthy
and interactive
discussions within the
classroom.
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?
The teacher lacks a specific and consistent approach to technology integration. Occasionally, she employs an
adaptation level strategy, facilitating students' independent exploration of technology tools. Other times, she
offers the learning context and allows students to choose the technology tools themselves.
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.
To the best of my observation, utilizing instructional materials is not challenging. The incorporation of visual aids
seems to capture the students' attention, fostering motivation and interest.
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
A conducive learning environment is established in the class due to the teacher's approachability and flexibility
in providing assistance tailored to the students' individual needs related to the subject matter.
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 should be also flexible to my approach. to the students because every student has its own capacity and
level of understanding.
Exploring Education 4.0

Activity 11.3
.

OBSERVE
Class Observation Guide

Read the following statements carefully before you observe.
1. What is the lesson? What are the teacher’s objective?

The cooperating teacher discussed the lesson about the VEGETATION COVER NG ASYA,
Naipaliliwanag, Natutukoy at Nailalarawan ang ibatg ibang uri ng Vegetation cover ng Asya.
2. Note the important concepts that teacher is emphasizing.

The important concept was focused on the different kinds of vegetation cover in different places
in asia and how does it affect the life of the Asian People.
3. Note the skills that the teacher is developing in the learners.

The teacher is instilling in the students the capacity to respond appropriately to situations and to
be mindful of their actions. Despite the freedom individuals may have, it is emphasized that
consideration for others is a crucial aspect.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic for the class? What made it easy?
Difficult?
Before delving into internet searches for relevant electronic resources for the class, I make it a point to read
the outline of materials available on Google. This step helps me assess their relevance to my topic. While it
presents a challenge, the abundance of websites makes the process relatively straightforward.
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?
Selecting an electronic resource involves considering multiple factors. The primary factor is credibility,
opting for resources with established reliability. The second consideration is appropriateness, as a Google
search often yields unrelated items that should be disregarded. Additionally, ensuring accessibility is
crucial, favoring resources that are readily available.
.
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?
This approach is highly beneficial, and I consider it a valuable tool for teachers to achieve the intended
lesson objectives. Being adaptable to students and understanding their individual needs, particularly in
relation to their comprehension levels, is essential for reaching the desired outcomes.
Activity 11.4 Professional Development through MOOCS

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 to MOOCs related to the MOOC Providers

work on competency/ies
(include a short description)
1. Content I would like to improve Effective classroom COURSERA
.
knowledge and my communication communication strategies.

Pedagogy strategies in the
classroom.
2. The learning Social and physical Learning activities COURSERA
Environment Environment.
3. Diversity of Understanding the Different set of learning COURSERA
Learners different types of activities
learners.
4. Curriculum and Through my work, I Teaching learning COURSERA
Planning desire to contribute to approaches practices
the implementation of
greater standards for
learning outcomes.
5. Assessing and Incorporating formative Facilitating activities for
Reporting assessment procedures learning. COURSERA
into the instructional
process.
6. Community I intend to involve The teacher's basis for COURSERA
Linkage and parents in the process learning: Building solid
Professional in order to have a connections with peers,
Engagement successful working family, and educational
relationship with the leaders becomes easier by
school. building relationships.
7. Personal Growth I want to develop my Students that are computer COURSERA
and Professional skills more proficient in literate can research a
Development using computers. variety of computer-related
subjects.
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: Human-Computer Interaction

Provider: COURSERA
Objectives of the MOOC: Learn how to design technologies that bring people joy, rather than frustration.
Content Outline:
• Human-centered design: An Introduction
• Design Principles: An Introduction
• Social computing
Why did you pick this MOOC?

I came to this MOOC (Massive Open Online Course) because of the potential advantages it offered to
learners. I feel obligated to convince them of the immense significance of technology in every area of daily
.
life. I think it's important to highlight how common and revolutionary technology can be for numerous
aspects of daily life.
2. MOOC Title: Foundations of Teaching for Learning: Being a Professional

Provider: COURSERA
Objectives of the MOOC:
• To develop your own philosophy of teaching and making sure that you continue to
• improve your knowledge and skills.
Content Outline:
• What it means to be a professional
• Ethics, codes of conduct and standards for teachers
• Legal and administrative responsibilities of a teacher
Why did you pick this MOOC?
This MOOC caught my interest since it appears to bring light on the core principles of teaching. This
opportunity for learning is essential for encouraging reflection on the essential functions that teachers and
schools play in every student's academic achievement and overall development. I am excited to learn about
the complicated nature of teaching, the standards that are set for teachers, and the wide range of duties
that are included in the teaching profession.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?
Because MOOCs allow individuals to learn on a limited budget, they will be beneficial to me in my future
work as a professional teacher and lifelong learner. In addition, it will help me learn about emerging
technologies, build connections outside boundaries, and acquire some teaching ideas.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
Even though technology is constantly changing, learning is a nice and fulfilling process. A few advantages,
in my opinion, set aside different MOOC providers: discussion participation is an important benefit for
individuals looking to connect with others in a more social manner. Tens of thousands of students are
taking-action, which not only makes learning more fun but also helps to increase involvement and
completion of courses.
.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday teach
MOOCs?
MOOCs provide educators with an opportunity to observe their peers' activities. I have always believed that
observing other teachers provides important pedagogical insights. If their strategies work, one should try to
duplicate them; on the other hand, if their tactics don't work, one must stay clear of making the same
mistakes twice. As a future teacher, this was the main reason I participated in MOOCs. In addition to giving
me the chance to watch skilled teachers prepare and present material, these classes also give me the
chance to learn from the responses and experiences of other students.
Directions: Read the items given below and encircle the correct answer.
1. D 4. B 7. D 10. B
2. B 5. A 8. A 11. B
3. A 6. C 9. D 12. A
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).


4 3 2 1
.
spelling wrong
analyzed. what were
observed and
analyzed
outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
.
Learning
FIELD STUDY 1 Episode
Assessment FOR
Learning and
Assessment AS
FS 1 12 Learning (Formative
Assessment)
SPARK Your Interest
Assessment in an essential part of the instructional cycle. The instruction cycle consists of: 1. setting
the intendent learning outcome/s, 2. Selecting a teaching methodology, strategy and activity that are aligned to
the learning outcome and topic which are developmentally appropriate to the learners and 3. Assessment itself.
Assessment is the part of the instructional cycle that determines whether or not the intended learning outcome
has been attained and so necessarily, the assessment task must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of learning and
assessment as learning.
.
This episode will dwell on assessment for learning and assessment as learning. Assessment for
learning is referred to as formative assessment while assessment as learning is referred to as self-assessment.
At the end of this episode. I must be able to:

 Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment.
Activity 12.1 Observing Assessment FOR Learning Practices (Formative

Assessment)

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
Ano kaya ang ______ ? II 2
Bakit Ito ay Mahalaga? II 2
May makakasagot ba? III 3
Sino ang makakasagot? IIII 4

What Teacher Did Tally Total
Call a student to answer the questions IIIII-II 7
Give good feedback or words of appreciation IIIII-III 8
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response?
.
Yes, the teacher would keep checking with the class to see if they had understood the discussion. The
students’ reactions will be determined by whether or not the topic being discussed is simple to
comprehend. The teacher regularly checks in with the class to gauge their understanding of the
discussion. The students' reactions are likely influenced by the complexity of the topic; simplicity often
leads to better comprehension, while more challenging concepts may elicit varied responses.
Continuous monitoring and adapting teaching strategies accordingly are key aspects of effective
communication in the classroom.
3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the
lesson? How?
Yes, the teacher's ability to observe students' reactions, such as furrowed brows indicating confusion or
difficulty, is a valuable skill. Recognizing these cues allows the teacher to adjust the teaching approach,
provide additional explanations, or offer support to ensure better comprehension when the lesson is
challenging or confusing. This proactive engagement contributes to a more effective learning
experience for the students.
4. If they did, how did the teacher respond?

The teacher makes a concerted effort to thoroughly explain the lesson, incorporating examples or
illustrations whenever possible. This approach aims to enhance understanding and engagement among
students.
5. Were the students given the opportunity to ask questions for clarification? How was this done?
Yes. If there is any confusion, the teacher proactively addresses it by posing additional questions to the
class. Encouraging students to seek clarification or express when they don't understand fosters an
open and communicative learning environment.
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 concentrated on offering an additional example and scenario to facilitate the students'
comprehension. This approach aims to reinforce previously taught knowledge, keeping students
engaged and significantly enhancing their understanding of skills, concepts, and content.
.
8. While re-teaching by himself/herself and / or with other students-turned tutors, did teacher check on
students’ progress? If yes, how?
Yes, she kept track of her students’ progress while re-teaching. It's commendable that the teacher
monitored the progress of her students during the re-teaching process. Tracking progress allows the
teacher to gauge the effectiveness of the additional instruction and make further adjustments if
necessary, ensuring that students are on the path to improved understanding. This is achieved by
prompting students with questions about what they have grasped regarding the topic. This approach
encourages communication and the exchange of ideas among students, fostering a collaborative
environment based on genuine understanding.
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?
To evaluate students' understanding of the lesson, the teacher periodically poses questions or assigns
assignments with specific deadlines. Conducting a single, comprehensive assessment is not advisable as it
hinders the ability to address diverse student needs. Continuous assessment allows teachers to respond
effectively to individual requirements, promotes ongoing learning, and facilitates successful peer
collaboration.
2. Why is not enough for a teacher to ask “Did you understand, class? “When he/she intends to check on
learners’ progress?
The teacher faces the challenge of assessing students' comprehension, as they may be unable to respond
due to confusion, hold a mistaken belief in their understanding, or feel too embarrassed to admit their lack
of comprehension publicly. Nevertheless, by employing follow-up questions or engaging activities and
delivering lessons effectively with an appropriate teaching style, the teacher can significantly enhance
students' understanding of the material.
3. Should teacher record results for formative assessment for grading purposes? Why or Why not?
In my view, the answer is both yes and no. While recording is a valuable aspect of the learning process,
serving as a means to monitor and test learners' knowledge, it is not the sole necessity. There are
alternative formative evaluations that should also be conducted. However, recording becomes beneficial
when aiming to foster a more profound engagement with the lecture material. It has the potential to
motivate students to take the content more seriously, encouraging active participation and a deeper
involvement in the teaching-learning process.
4. Based on your observations, what formative assessment practice worked?

The formative assessment's question and response section proved effective for me as it facilitated
interaction between the teacher and students. This interaction provided a platform for discussing ideas on
how to enhance the engagement levels in their classes.
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?
.
Peer tutoring within the classroom is often deemed more effective than instruction from the educator alone,
partly because this approach is less intimidating for students. The process is inherently less daunting,
making it easier for students to construct their understanding. Once a personal connection is established
with their peers, students find it more comfortable to engage, pose questions, share ideas, and learn with
confidence. Peer tutoring brings about mutual understanding among students, fostering the generation of
new ideas and mutual assistance in overcoming challenges. Consequently, students become more
engaged and take increased responsibility for their group's learning.
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?
Yes, a high number of failures at the end of the term or grading period might be linked to a deficiency in
formative assessment. Formative assessment is crucial for ongoing monitoring of students' progress, and
its absence suggests less meticulous monitoring throughout the teaching-learning process. In essence, it
implies that the teacher has not consistently assessed and addressed students' learning progress,
potentially contributing to a disproportionate number of failures at the end of the period. Simply put, skipping
the steps of assessing students' learning progress along the way could lead to inadequate preparation for
the final evaluation.
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
Formative assessment is a tool used to analyze and track student progress in real-time during the
teaching-learning process. This is why we compare it to tasting the soup while it's cooking. A
teacher may ask questions or give assignments with deadlines to determine how well a lesson or
instruction is understood by the class. Through this participatory method, teachers can respond to
students' questions with more clarification, creating a lively learning atmosphere. Thus, formative
assessment is a method that helps educators identify areas that need to be adjusted. It turns into
a tool that allows teachers to modify their methods in response to real-time input, guaranteeing
that the learning process is precisely tailored to the requirements of the pupils.
 Should you record results of formative assessment? Why or why not?

Yes, certain types of formative evaluation, like brief quizzes, should be documented to enhance
student engagement with the lesson. Recording these assessments can serve as a motivational
tool, prompting students to pay closer attention in class and actively participate in the teaching-
learning process. The prospect of assessments being recorded often encourages students to
invest more effort in understanding the material, contributing to a more focused and participatory
classroom environment. This practice not only benefits individual students but also promotes a
culture of attentiveness and involvement within the broader learning community.
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

.

OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide opportunities for the Yes, the teacher fosters a reflective learning
learners to monitor and reflect on their environment through various methods such as
own learning? inviting questions, maintaining notebooks,
assigning reflective essays, and curating portfolios.
By actively asking if students have any questions,
the teacher prompts them to engage in thoughtful
consideration of the material, encouraging a
deeper understanding. The practice of keeping
notebooks enables students to document their
thoughts, questions, and insights, facilitating
ongoing reflection on their learning journey.
Additionally, writing reflective essays provides a
structured opportunity for students to articulate and
ponder their experiences and understandings. The
collection of a portfolio further reinforces the habit
of introspection, as it compiles tangible evidence of
progress and achievements over time. Through
these strategies, the teacher not only imparts
knowledge but also instills a habit of self-reflection,
promoting a more meaningful and enduring
learning experience for the students.
2. What are proofs that students were The fruits of students' self-reflection are often
engaged in self-reflection, self-monitoring evident to a significant extent in their notebooks
and self-adjustment? and portfolios. These repositories serve as tangible
records of the students' thoughts, insights, and
progress over time, offering a window into their
evolving understanding and learning journey. The
notebooks, where students jot down questions,
observations, and reflections, provide a real-time
glimpse into their thought processes during the
learning process. Portfolios, on the other hand,
compile a more comprehensive collection of their
work, showcasing their growth, achievements, and
the development of critical skills.
These artifacts not only act as a means of

assessment but also serve as valuable tools for
.
both students and teachers. They provide a basis

for constructive feedback and facilitate ongoing
dialogue about the learning experience. Moreover,
the process of reviewing and revisiting these self-
reflective materials encourages students to take
ownership of their learning and fosters a deeper
awareness of their academic and personal
development. In essence, the outcomes of
students' self-reflection materialize in these
tangible records, offering insights into the richness
of their educational journey.
3. Did students record and report their own Yes, students maintain a record of their learning by
learning? compiling their work, including quizzes, written
assignments, and various projects, and presenting
them to the class at the end of the quarter. This
practice of collecting and submitting their work
serves as a tangible representation of their
academic progress and achievements over the
designated period.
By showcasing a diverse range of assessments
and projects, students not only provide evidence of
their understanding but also demonstrate the skills
and knowledge they have acquired. This form of
presentation can be a valuable self-assessment
tool, allowing students to reflect on their growth,
strengths, and areas for improvement. It also offers
their peers and the teacher an opportunity to gain
insights into the depth and breadth of their learning
experiences throughout the quarter.
In essence, this end-of-quarter submission process
becomes a holistic method for students to
document, reflect upon, and share the outcomes of
their learning journey with the class. It not only
contributes to a sense of accomplishment but also
encourages a culture of transparency and mutual
learning within the classroom community.
4. Did teacher create criteria with the Yes, the criteria used by a teacher in assessing
students for tasks to be completed or skill student work depend on the nature of the learning
to learned? task at hand. Different types of assignments and
activities necessitate distinct criteria for evaluation.
For written activities, criteria may include elements
such as mechanics (grammar, punctuation), style,
structure, and substance (content and depth of
understanding). These factors are essential for
assessing the quality of written work.
On the other hand, for tasks that demand

creativity, originality, and innovation, the criteria
shift to encompass these aspects. Teachers may
evaluate students based on their ability to think
.
outside the box, generate unique ideas, and

present creative solutions.
The adaptability of criteria highlights the
importance of aligning assessment with the
specific objectives of each learning task. It ensures
that students are evaluated not only on their
understanding of the subject matter but also on the
skills and competencies relevant to the particular
type of assignment or activity. This approach
contributes to a more nuanced and comprehensive
evaluation of students' abilities across diverse
learning experiences.
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?
The primary purpose of evaluation in education is to foster learning rather than solely assess it. When
teachers allocate significant instructional time to the administration and scoring of tests, it often serves
as a means to actively support and enhance the learning process. Assessments, when strategically
designed, become integral tools that contribute to ongoing improvement in both teaching
methodologies and student outcomes. The value of assessments lies not only in gauging what students
have learned but, more importantly, in informing educators about how best to facilitate learning. The
results gleaned from assessments should be substantial enough to warrant the time and effort invested.
This perspective underscores the notion that assessments should be purposeful and yield meaningful
data that can be leveraged to refine instructional strategies. Teachers are not merely concerned with
the act of evaluation for its own sake; rather, they are deeply invested in the potential insights that
assessment data can provide. Their focus extends to how this data can be utilized to advance
education and contribute to the holistic development of students. This data-centric approach involves a
thoughtful analysis of student performance, enabling educators to identify areas of strength and
weakness, tailor instruction to individual learning needs, and ultimately foster a more effective and
student-centric learning environment. In essence, the agreement with the idea that assessment is a tool
for promoting learning underscores a commitment to the thoughtful and purposeful integration of
evaluation practices into the broader educational landscape, with the ultimate goal of continuous
improvement and the holistic advancement of both teaching and student development.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
The inclusion of the word "for" in the phrase "assessment FOR learning" signifies a purpose aimed at
improvement and the assurance of ongoing learning. This concept is encapsulated in the term
"formative assessment," which refers to assessments conducted while the teacher guides students
through the learning process, ensuring that learning is actively taking place during instruction. The
essence of formative assessment is that it goes beyond evaluating what students have learned; it
serves as a real-time tool for shaping and enhancing the learning experience as it unfolds. The
connection between assessment and self-assessment within the learning context is notable.
Assessment, in this sense, becomes a form of learning for students. It goes beyond traditional
evaluation; it becomes a mechanism through which students gain insights into themselves as learners,
.
whether it's as paragraph writers or in any other capacity. Through self-assessment and peer
assessment using tools like scoring rubrics, students actively engage in the evaluation of their own
work or that of their peers. In doing so, they not only evaluate the quality of a paragraph or other tasks
but also learn about the criteria that define excellence in those areas. The process of self-assessment
and peer assessment becomes a powerful learning experience. It propels students to understand what
constitutes a well-crafted paragraph, for example, as they critically evaluate their own work or that of
their peers. It transforms assessment from a mere measure of knowledge acquisition to a dynamic and
participatory learning process, where students actively contribute to their own educational journey.
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?
During my educational journey, I've formed the viewpoint that the human mind is inherently wired to engage in
comparisons with others as a fundamental aspect of knowledge acquisition. This inclination is woven into the
very fabric of our learning processes. It's a phenomenon that becomes evident right from the moment we come
into the world, and it permeates our educational experiences on various scales. From birth, we embark on a
journey of learning that involves imitation, repetition, and assessment. Babies, for instance, begin to acquire
language skills through the natural instinct of imitating the sounds and words they hear from those around them.
This early form of learning through observation and mimicry sets the stage for a lifelong process of comparing
and contrasting oneself with others. As we progress through formal education, this inclination to compare
becomes more explicit. The educational environment introduces various forms of assessments, competitions,
and collaborative activities where individuals inevitably measure themselves against their peers. This
comparative process serves as a crucial mechanism for understanding one's own abilities, knowledge, and
skills in relation to others. Moreover, the feedback derived from these comparisons plays a pivotal role in
shaping our learning trajectories. Assessments, whether formal or informal, offer insights into areas of strength
and areas that may require improvement. This continuous cycle of comparison and assessment contributes to
the refinement of learning strategies and the cultivation of a deeper understanding of the subject matter. In
summary, the notion that the human mind instinctively compares itself to others is not just an observation from
school but a pervasive aspect of our cognitive architecture. It underscores the profound role that comparison
plays in the intricate process of knowledge acquisition, from the earliest stages of life through the entirety of our
educational endeavors.
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.
.

4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
.
99 96 93 90 87 84 81 78 75 72 71-
below
1. C 4. B 7. C 10. A
2. A 5. A 8. C 11. B
3. C 6. A 9. D
Learning
Assessment of
Learning
13
(Summative
FS 1 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.
Aligning Assessment Task with the Learning Outcome

Activity 13.1

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 Task Is the If not aligned,
Outcomes (How did Teacher assessment improve on it.
assess the tool/task aligned
learning to the learning
outcome/s? outcome/s
Specify.
PE/ EPP/ TLE To dance tango Written quiz- No Performance test
Enumerate the – Let students
steps of tango in dance tango.
order.
Social Science, Differentiate Compare and No Need to improve
Literature/Panitikan. supply and Contrast Supply
EsP demand and Demand
Physical/Biological Show concern Identify the type Yes Task was related
Science/Math/ and cooperation of Ecological to the learning
English/Filipino in taking good relationship that outcome because
care of the is present in the the students were
environment given statement. able to identify
the type of
ecological
relationship.
ANALYZE
.
1. Are all the assessment tasks aligned to the learning outcome?

No , the assessment methods and tools employed by the teacher were not all connected to the
specified learning objectives.
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s Does this
affect assessment results? How?
When assessment activities lack a direct connection to specific topics, several factors may impact
students' learning outcomes. The practical application of classroom learning through tasks and
activities allows students to demonstrate their acquired knowledge. This approach ensures that the
assessment accurately evaluates the relevant skills using appropriate procedures.
3. Why should assessment task be aligned to the learning outcomes?

Students receive a full understanding of the standards that are employed to evaluate their performance
when assessments are aligned with the intended learning objectives of a planned course. The learning
outcomes serve as a guide, encouraging students to actively apply the knowledge they have learned.
On the other hand, the plan for assessment provides a detailed description of the techniques and steps
that students must follow in order to demonstrate their learning. This alignment creates a coherent link
between the course objectives, anticipated learning outcomes, and evaluation procedures in addition to
guaranteeing transparency.
REFLECT
 Reflect on past assessments you have been through. Were they aligned with what your teacher taught (with
learning outcomes?
Taking part in this task brings back memories of examinations I had taken in high school and while
entering this college. It reminded me of the two types of teachers: those who are genuinely passionate
about their work and always give it their all in the classroom, and those who are not. There's also a
certain class of teachers that don't spend much time with their students. When it comes to
assessments, teachers who are committed to teaching every day frequently use simple techniques that
are directly related to the learning objectives. However, instructors who don't teach often could use
tests that have nothing to do with the learning objectives. This analysis of prior experiences highlights
the variety of methods teachers use for both instruction and evaluation.
 How did this affect your performance? As a future teacher, what lesson do you learn from this past experience
and from this observation?
Because these tasks test my thinking abilities and response skills, they are a strong source of
motivation for me. It turns becomes a proving ground for my abilities, encouraging me to keep trying to
.
get better. The tasks also provide me a great chance to reflect on myself and pinpoint particular areas
that still require improvement. As I work toward my goal of becoming a teacher, I've learned how
important it is to match evaluations with learning objectives. Because it directs students' attention to the
course topic and creates a clear relationship between the activities and the overall class objectives, this
alignment has a substantial impact on students' intrinsic motivation. This knowledge highlights the
significance of purposeful assessment design for both assessing performance and encouraging a more
in-depth discussion of the subject.
1. C 4. C 7. A
2. A 5. A 8. A
3. A 6. A 9. C
Activity 13.2 Observing the Use of Traditional Assessment Tools

OBSERVE
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
Assessment Tool/ Paper- Check Assessed Resource Teacher tool constructed in
and Pencil Test (√) accordance with established
Here guidelines?
Explain your answer.
Selected Response Type
.
Alternate response
Matching type
Multiple choice
Others
Type of Traditional Put a Learning Outcome Sample Test item of Comments to the assessment
Assessment Tool/ Paper- Check Assessed Resource Teacher tool constructed in
and Pencil Test (√) accordance with established
Here guidelines?
Explain your answer.
Constructed-Response
Type
1.Completion
.
2.Short answer type
3.Problem Solving
4.Essay - restricted
5.Essay-non-restricted
.
6.Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one were rarely used? Why were
they rarely used?
The multiple-choice and short-answer formats are frequently employed in assessments due to their widespread
use and effectiveness. These formats have become standard tools because they offer students a common and
efficient means of demonstrating their understanding and comprehension of a given topic. The structured nature
of multiple-choice questions and the concise responses required in short-answer formats provide educators with
reliable methods for assessing students' knowledge, critical thinking skills, and overall grasp of the subject
matter. This popularity is attributed to their practicality and effectiveness in facilitating a comprehensive
evaluation of students' comprehension of the material.
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?
Short-answer and multiple-choice questions hold significant importance in the assessment process. Multiple-
choice questions offer a structured approach, allowing teachers to gather factual knowledge about a topic while
providing students with a set of options for potential responses. On the other hand, essay-type questions enable
teachers to tap into students' perspectives on specific issues, promoting a more comprehensive understanding
of their thoughts and insights.The combination of these assessment types serves a dual purpose. Multiple-
choice questions efficiently assess foundational knowledge, while essay-type questions encourage students to
engage critically with the material, fostering a deeper level of understanding. The process of formulating
detailed responses in essays requires students to not only recall information but also apply critical thinking skills
to analyze, synthesize, and articulate their viewpoints. This balanced approach to assessment, incorporating
both multiple-choice and essay-type questions, contributes to a well-rounded evaluation of students' knowledge
and skills. It encourages a deeper engagement with the subject matter and enhances the development of
critical thinking abilities, ensuring that students can not only retain information but also apply and analyze it in
meaningful ways.
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.
Yes, essays and other written tasks play a crucial role in allowing students to articulate their experiences and
outline how they intend to apply their knowledge in real-life situations. These written assignments provide a
.
platform for students to not only demonstrate their understanding of the subject matter but also reflect on how
the acquired knowledge can be practically employed. The assumption that students can translate what they've
learned into meaningful applications in the community or their personal lives is inherent in this approach. By
encouraging students to articulate their plans and intentions through essays, educators are fostering a deeper
level of engagement and application of knowledge. This process goes beyond rote memorization and promotes
a more profound understanding that students can actively carry into their real-world experiences. In essence,
essays and written tasks serve as a bridge between theoretical learning and practical application, reinforcing
the idea that education is not just about acquiring information but also about empowering students to use that
knowledge meaningfully in their communities and personal lives.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to construct?
Any lesson/s learned?
In comparing myself to teachers, particularly concerning traditional assessment methods, I recognize
that I might not possess the same level of skill. From my experience with Assessment of Learning I and II, I find
constructing multiple-choice exams to be particularly challenging. This type of assessment demands careful
consideration of various factors, and a single mistake in the stem or choices can invalidate the entire item.
There are additional intricacies, restrictions, and limitations to navigate, adding to the complexity of the task.
Additionally, the process of developing a multiple-choice test requires a substantial investment of time and
effort. The challenge is compounded by the fact that students exhibit varying completion times, with some
finishing swiftly and others requiring more time or making educated guesses. I've come to realize that creating a
table of specifications can be immensely helpful in guiding the construction of this type of exam. In
acknowledging these difficulties, I am also aware of the importance of precision and meticulous planning when
engaging in traditional assessment methods, particularly with multiple-choice exams. The learning curve has
highlighted the need for a nuanced understanding of the intricacies involved in creating assessments that are
both fair and effective in evaluating students' understanding and knowledge.
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. C 4. B
2. A 5. A
3. A 6. C
Observing the Use of Non-Traditional Assessment Tools and

Activity 13.3 Scoring Rubrics
.

OBSERVE
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 of the product/
a product performance
assessed. (Put was assessed.
a photo of the Which was
product/ used analytic
documented rubric or holistic
performance in rubric?
My Teaching INCLUDE THE
Artifacts. RUBRIC IN MY
INCLUDE THE TEACHING
RUBRIC IN MY ARTIFACTS
TEACHING
ARTIFACTS
1. Product
2. 2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type pf rubric was used
more?
Based on my observations, it appears that holistic rubrics are more frequently utilized compared to analytic
rubrics. This preference may stem from the perceived ease of construction and the simplicity they bring to the
evaluation process. Holistic rubrics offer a comprehensive analysis of the output as a unified whole, which can
streamline the assessment process. This broader approach allows for a more straightforward and holistic
.
evaluation, potentially contributing to efficiency in grading and providing a quick overall view of the performance
without delving into detailed criteria.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the Resource
Teachers?
The scoring rubrics employed were well-suited for evaluating the specific product or performance in question.
The appropriateness of the rubrics contributed to a fair and accurate assessment, ensuring that the evaluation
criteria aligned effectively with the nature of the task at hand. This alignment is crucial for providing a
comprehensive and just evaluation of the product or performance, reinforcing the reliability and fairness of the
assessment process.
3. Will it make a difference in assessment of student work if teacher would rate the product or performance without
scoring rubrics? Explain.
Yes, Indeed, the use of criteria or rubrics is essential when evaluating a product or performance. Their absence
can raise concerns about the credibility and reliability of the grades or scores assigned. Without clearly defined
criteria, there's a risk of subjective judgment and potential bias in the grading process. Students deserve a
transparent understanding of the basis for their evaluation, and criteria or rubrics provide the necessary
framework to ensure fairness, consistency, and reliability in assessments. They serve as a guide for both
educators and students, fostering a shared understanding of the expectations and standards against which
performance is measured.
4. If you were to improve on one scoring rubric used, which one and how?
If I’m going to improve one of the rubrics, it would be poster rubrics, I've identified the poster rubrics as a
specific area for improvement. My intention is to introduce modifications to the format, aiming for a structure that
is not only more suitable but also enhances the clarity and comprehensibility of the assessment tool. By refining
the format, I aspire to create a rubric that not only aligns more precisely with the evaluation criteria but also
ensures a more user-friendly experience for both assessors and students. This strategic adjustment in format is
a proactive step toward optimizing the assessment process and ultimately fostering a more accurate and
meaningful evaluation of poster-based performances.
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.
Yes, an essay can be considered an authentic assessment, even though it involves the traditional paper-and-
pencil format, as its authenticity lies in the nature of the task itself. In contrast to assessments that involve
selecting responses from a predetermined list of options, an essay demands that students generate, construct,
and organize concepts. It prompts them to apply what they have learned to real-world problems, showcasing a
higher level of cognitive engagement and critical thinking. The authenticity of the essay as an assessment tool
stems from its capacity to evaluate not only the recall of information but also the ability to synthesize, analyze,
and articulate ideas coherently. It mirrors the cognitive processes required in real-world scenarios, where
individuals are often tasked with formulating comprehensive responses rather than choosing from predefined
answers. Therefore, despite its traditional medium, an essay remains a powerful means of authentically
assessing students' understanding, application, and integration of knowledge.
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?
Rubrics play a crucial role in promoting self-directed learning among students as they provide a structured
framework for self-evaluation. By examining the specified criteria, students can assess their own work, fostering
a sense of autonomy and responsibility for their learning. This self-directed approach not only facilitates the
evaluation of their work but also serves as a valuable tool for learning itself. Engaging in self-evaluation using
rubrics encourages students to reflect on their outputs and the associated learning experiences. This reflective
.
process enables them to discern whether they have genuinely achieved the desired outcomes. In essence, the
use of rubrics contributes to the concept of evaluation as learning, where students actively participate in
assessing their progress, identifying areas for improvement, and gaining a deeper understanding of the learning
objectives. Incorporating rubrics into the evaluation process not only aids in providing clear expectations but
also empowers students to take an active role in their own educational journey, promoting a culture of self-
directed learning and continuous improvement.
Does the Scoring Rubric in this FS Book I help you come up with better output?
The scoring rubric for FS Book 1 has proven to be valuable tool for me, significantly contributing to the
enhancement of my work. It serves as a guiding framework, facilitating a systematic evaluation of my output
and aiding in the decision-making process regarding whether improvements are necessary, adjustments are
warranted, or if the work is satisfactory as is. The rubric provides a structured set of criteria that illuminates key
aspects to consider, offering me a comprehensive and well-defined roadmap for creating a high-quality output.
This strategic use of the rubric not only streamlines the assessment process but also serves as a supportive
mechanism for continuous improvement and the attainment of desired standards.
REFLECT
Are authentic assessment tools and task new? Reflect on your experiences of tests for all the years as a
student.
Reflecting on my high school experience, I recall encountering assessment tools that were commonplace at the
time. However, I'm curious whether ongoing innovations are in progress, potentially introducing novel methods
to enhance learning for a broader spectrum of students. Assessment, being a crucial component of the learning
process, has undergone a transformation from traditional approaches to the adoption of authentic assessment
methods. While not entirely novel, authentic assessment has gained prominence in recent years, finding its way
into classrooms as a means of evaluating students' understanding and application of knowledge. This shift is
not entirely revolutionary; authentic assessment practices have been in use for years. Performance tasks, for
instance, have become regular features in classrooms, providing students with opportunities to demonstrate
their practical understanding of the material. Throughout my educational journey, authentic assessments have
been integral to my learning path. Engaging in activities such as creating authentic outputs, collaborating on
group projects, and tackling diverse performance assignments has been both interesting and demanding.
These assessments go beyond traditional evaluations by encouraging the application of acquired knowledge in
real-life situations, fostering a deeper and more practical understanding of the subject matter. As education
continues to evolve, it raises the question of what new innovations may be on the horizon, poised to further
enrich the learning experiences of students. The integration of authentic assessments, with their emphasis on
real-world application, exemplifies a dynamic approach that aligns with the evolving nature of education in the
modern era.
1. A 4. A
2. B 5. A
.
3. C
Scrutinizing the Type and Parts of a Portfolio

Activity 13.4

 Evaluate a sample portfolio

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

Elements of a Portfolio Present? Missing?
1. 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. 4. Selective significant pieces – The portfolio includes only the selected 
significant materials.
5. 5. Student’s reflection – There is evidence that students reflected on their 
learning.
6. 6. Evidence of student participation in selection of content of portfolio – There is 
proof that students took apart in the selection of the content of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that what the
student was supposed to learn was learned?
Students’ Reflection In the context of Outcome-Based Education (OBE), I advocate for the utilization of
students' actions and outputs as primary indicators for selecting evidence that demonstrates their learning. This
evidence, showcasing what students have genuinely absorbed from their educational experiences, should be
thoughtfully incorporated into a portfolio. The portfolio becomes a dynamic tool for the teacher to assess the
ongoing progress of students within a specific class period. In this approach, the portfolio serves as a
comprehensive repository of students' achievements, reflecting not only their actions but also any written or
creative responses derived from their learning experiences. By including these diverse elements, the teacher
gains a multifaceted view of the students' understanding and application of the intended learning outcomes. The
portfolio, thus, becomes a living document that captures the essence of students' learning journeys, offering a
more holistic and nuanced perspective on their educational development. This methodology aligns with the
principles of OBE, emphasizing the importance of observable and measurable outcomes. By anchoring the
evidence of learning in students' actions, outputs, and reflective responses, the assessment process becomes
more authentic and reflective of the intended educational goals. This approach not only provides a richer
.
understanding of students' progress but also empowers them to take an active role in curating and presenting
evidence of their own learning.
2. Scrutinize the elements of this portfolio, based on the parts, under which type of portfolio does this fall?
1. Cover Letter: The inclusion of a cover letter titled "About the Author" and "What My Portfolio Shows About
My Progress as a Learner" provides a personalized introduction. It sets the tone for the portfolio by offering
insights into the student's identity and outlining the purpose of the portfolio in showcasing their
developmental journey.
2. Table of Contents: A well-organized table of contents with numbered pages is a hallmark of a
developmental/growth portfolio. It enhances accessibility and allows for easy navigation, enabling the
audience, including teachers and peers, to locate specific entries and track the progression of the student's
work.
3. Entries: The portfolio includes both core (required items) and optional items chosen by the students. This
comprehensive approach ensures that key elements, as well as items of personal significance to the
student's learning journey, are represented. This inclusion of optional items allows for a more individualized
and reflective portrayal of growth.
4. Dates on Entries: Dating all entries is an essential feature for a developmental/growth portfolio. It facilitates
the proof of growth over time, allowing the audience to discern the chronological progression of the
student's work and development.
5. Drafts and Revisions: Including drafts of aural/oral and written products, along with revised versions,
exemplifies a developmental/growth focus. It showcases the iterative nature of the student's work,
emphasizing the process of improvement and refinement over time.
6. Student’s Reflections: Integrating reflections from the student adds a crucial dimension to the portfolio.
These reflections provide valuable insights into the student's learning experiences, goals, and self-
awareness. The reflective component is integral to demonstrating growth and development.
Elements of a DEVELOPMENTAL 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?
Teachers seeking insights into students' growth and development over time, aiming to foster essential process
skills such as self-evaluation and goal-setting, identify strengths and weaknesses, and monitor the evolution of
additional products or performances, should consider implementing the development or growth portfolio. This
type of portfolio serves as a dynamic tool for capturing the ongoing journey of each student, emphasizing the
learning process and continuous improvement. On the other hand, Showcase Portfolios serve distinct purposes,
particularly when the intention is to highlight notable end-of-year or end-of-semester achievements. These
portfolios are instrumental in curating a sample of a student's best work for applications to colleges or careers.
They also provide a platform for students to showcase their assessments of their favorite, best, or most
significant pieces of work. Additionally, Showcase Portfolios serve as effective tools for communicating a
student's current aptitudes to potential teachers, presenting a comprehensive overview of their academic
strengths and accomplishments. When a teacher's focus is on keeping meticulous track of a student's progress
toward specific standards, maintaining a record of achievements for grading purposes, and accurately placing
students within appropriate academic levels, the use of assessment portfolios becomes imperative. Assessment
portfolios facilitate the systematic evaluation of a student's performance against predefined criteria, ensuring
that the grading process is informed and reflective of the student's attainment of learning objectives. In essence,
by strategically employing both development/growth portfolios and showcase portfolios, teachers can gain a
multifaceted understanding of students' academic journeys. This comprehensive approach allows educators to
not only track progress and achievements but also support students in developing crucial skills and presenting
their best work for future educational or career endeavors. Using a combination of portfolio types can offer a
well-rounded and comprehensive view of a student's academic journey. Each portfolio type serves a unique
purpose, and integrating them strategically allows teachers to capture various aspects of student learning and
growth.
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?
In my perspective, the portfolio did not add complexity to the process of learning assessment; instead, it
streamlined it. The use of a single type of portfolio allowed for an immediate assessment of a student's
progress. Moreover, the portfolio served as a repository of evidence showcasing the student's learning in each
lesson, providing a comprehensive overview of their educational journey. The time invested in evaluating
portfolios was proportional to the enhancement observed in learners' metacognitive processes through the
utilization of portfolios. This approach not only assessed academic progress but also contributed to the
development of students' self-awareness and reflective thinking. A noteworthy aspect of the portfolio
implementation was the opportunity it afforded students to engage in self-evaluation and provide feedback. This
process not only empowered students to actively participate in their learning journey but also facilitated the
refinement of their learning strategies. By encouraging students to critically assess their work and offer insights
into their understanding of the subject matter, the portfolio became a valuable tool for fostering a deeper
comprehension of the topics covered. In essence, the use of portfolios not only simplified the assessment
process but also acted as a catalyst for the improvement of students' metacognitive skills. It transformed
assessment into a reflective and participatory exercise, allowing students to play an active role in shaping their
learning strategies and gaining a more profound understanding of the subject matter.

.
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.


4 3 2 1
observation Sheet questions tasks observation observation observation questions/ tasks
completely questions/ tasks questions/ tasks not answered/
answered answered not answered observation questions were
completely, completely, completely, not answered. Answers nit
answers are depth answers are answers are not connected to theories; more
and are thoroughly clearly connected clearly than four (4) grammatical/
grounded on to theories, connected to spelling errors.
theories; grammar grammar and theories one (1)
spelling wrong
Reflection Profound and clear Clear but lacks Not so clear and Unclear and shallow, rarely
supported by what depth supported shallow, supported by what were
were observed and by what were somewhat observed and analyzed.
analyzed. observed and supported by
analyzed. what were
observed and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not reflected on
reflected on in the reflected on in the reflected on in in the context of the learning
context of the context of the the context of the outcomes; not complete, not
learning outcomes. learning learning organized, not relevant.
.
Complete, well outcomes. outcomes.

outcome outcome
Submission Submitted before Submitted before Submitted a day Submitted two (2) days or
the deadline the deadline after the mote after the deadline
deadline
COMMENT/S
Rating
(Based on
OVER ALL

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
1. A
2. A
3. A
4. B
5. C
Determining the Level of Teacher’s Questions

Activity 13.5


.
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised
taxonomy and Kendall’s and Marzano’s taxonomy.

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples
Remembering – Produce the right information from memory
Recognizing
Recalling  • Name three 19th – century women English authors

 • Write the multiplication facts
 • Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting  • Translate a story problem into an algebraic equation.
 • Draw a diagram of the digestive system.
 • Paraphrase Jawaharlal Nehru’s tryst with destiny speech
Exemplifying  • Draw a parallelogram
 • Find an example of stream-of-consciousness style of writing.
 • Name a mammal that lives in our area.
Classifying  • Label numbers odd or even
 • List the events of the Sepoy Mutiny of 1857.
 • Group native animals into their proper species
Inferring
Comparing  • Explain how the heart is like a pump.
 • Compare Mahatma Gandhi to a present day leader
 • Use a Venn diagram to demonstrate how two books by
Charles Dickens are similar and different.
Explaining  • Draw a diagram explaining how air pressure affects the weather
 • Provide details that justify why the French Revolution happened
when and how it did.
 • Describe how interest rates affect the economy.
Applying – Use a procedure
Executing  • Add a column of two-digit numbers.
 • Orally read a passage in a foreign language.
 • Have a student open house discussion.
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
Efficacy their understanding of specific knowledge.
Examining The student can identify emotional responses associated with a piece
Emotional of knowledge and determine why those associations exist.
Response
Examining The students can examine their own motivation to improve their
Motivation understanding or competence in specific knowledge.
5 Specifying The student can set specific goals relative to knowledge and develop
Metacognition Goals plan for 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
Accuracy knowledge
Investigating investigate; research; find out about; take a position on; what are the
4 differing features of; how & why did this happen; what would have
Knowledge happened if the student generates a hypothesis and uses the
Utilization assertions and opinions of others to test the hypothesis.
Experimentin experiment; generate and test; test the idea that; what would you
g 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
Solving out a way to; will you reach your goal under these conditions. The
student can accomplish a goal for which obstacle exist.
Decision-
Cognitive System decide; select the best among the following alternatives; which among
Making the following would be the best; what is the best way; which of these is
most suitable. The student can select among alternatives that initially
appear to be equal and defend their choice.
3 Specifying make and defend; predict; judge; deduce; what would have to happen;
Analysis develop an argument for; under what conditions
The student can make and defend predictions about what might
happen.
Generalizing What conclusions can be drawn; what inferences can be made; create
a principle, generalization or rule; trace the development of; form
conclusions. The student can infer new generalizations from known
knowledge.
Analyzing Identify errors or problems; identify issues or misunderstanding;
.
Errors assess; critique; diagnose; evaluate; edit; revise. The student can
identify and explain logical or factual errors in knowledge.
Classifying Classify; organize; sort; identify a broader category; identify different
types/ categories.
The student can identify super ordinate and subordinate categories to
which information belongs. 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;
Comprehensio diagram chart.
n 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: Teacher’s Signature: ________________

School: ______________________________________________ Grade/Year Level: __________________
Subject Area: _______________________________________ 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 Assessment

Processes (Bloom Processes (and Tasks/Questions
as revised by Rank Kendall and Rank Total
Anderson and Marzano)
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 Total Tally and Total Example of Rank

Score of Cognitive Score of Assessment Based
Processes (Bloom Cognitive Tasks/ on Use
as revised by Rank Processes (and Rank Questions
Anderson and Kendall and Given by
Krathwohl) Marzano) Resource
Teacher
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 = II 4 Analysis 3
Applying = III 3 Knowledge 4

Utilization
Understanding = III 2 Comprehension 2
Remembering = IIII 1- Retrieval = III 1-

Lowest Lowest
=I
Rank Rank
.
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher’s level of
questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an example of an
assessment question for each of the two highest cognitive skills- metacognitive skills and self-system thinking.
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest) where will you be?
.
As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?


4 3 2 1
.

spelling wrong
analyzed. what were
observed and
analyzed
outcome outcome
deadline
COMMENT/S
Rating
(Based on
OVER ALL

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
1. C 4. B
2. A 5. B
3. A
Activity 13.6 Analyzing a Table of Specification

.

 Explain the function of Table of Specification

 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 Outcome Hours Rem Un Ap An Ev Cr
1.
2.
3.
4.
5.
.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or Why not?
4. Can a teacher have a test with content validity even without making TOS
.
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?
 Accomplished Observation Sheet

 Analysis
 Reflection
.
 Complete Sample TOS
1. A 4. B
2. A 5. A
3. A 6. A
Computing Student’s Grade based on DepEd Grading System

Activity 13.7


.
 Compute student’s grade based on the DepEd’s grading policy

 State the new features of the latest grading system in basic education
REVISIT
 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?
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?
.


4 3 2 1
spelling wrong
analyzed. what were
.
observed and
analyzed
outcome outcome
deadline
COMMENT/S
Rating
(Based on
OVER ALL

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
1. B 4. A 7. D 10. A 13. D
2. B 5. C 8. A 11. A 14. A
3. C 6. A 9. D 12. C 15. B
.
Activity 13.8 Reporting Student’s Information

 State the reason(s) why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful
REVISIT
 Grades fulfill their function if reported meaningfully to students and most of all to parents, our partners
in the education of the children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ but not
necessarily achieving or performing because of lack of motivation or other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distinguished on Card Distribution Day. Describe how cards are distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and grades to parents.
.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she give?
Interview with Resource Teacher
1. How did you give feedback to your students regarding their performance? When do you give feedback?
2. How do you report students’ performance to parents? Does the school have a regular way of reporting grades
to parents?
3. What problem on grade reporting did you encounter with parents? How did you address it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is performing?
.
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that it will result to effective
learning?
.


4 3 2 1
.

spelling wrong
analyzed. what were
observed and
analyzed
outcome outcome
deadline
COMMENT/S
Rating
(Based on
OVER ALL

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
.
1. D 4. B
2. A 5. A
3. C 6. B
Learning
FIELD STUDY 1 Episode The Teacher as a
PERSON and as a
PROFESSIONAL
.
FS 1 14
SPARK Your Interest
What is really like to be a TEACHER? Why is being a TEACHER considered as one of the most
respected professionals in the Philippines? What makes a teacher differently better than any other profession?
What characterize a teacher a teacher as a person and as a professional?
This Episode will provide you a chance to observe teachers in their own workplace at school in order to
answer the questions asked.

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

.
To be a teacher in the Philippines is a challenging profession. Teachers serve the country just like any
other hero. To be a teacher requires a lot of personal and professional qualities. These qualities make an
excellent Filipino teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary and are fitted to be
teachers. These are natural tendencies of a person. Here are some of the qualities and attributes that distinctly
characterized a teacher.
Personal Qualities of Teachers and the Descriptors

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

.
Going to teacher training institutions and earning a teaching degree mean developing a professional
teacher like you. You can only become a professional teacher if you earn a degree to teach in either elementary
level or high school level. You should also earn license to teach by passing a licensure examination for
teachers. While studying in college you are learning the ropes of becoming a professional teacher. You learn
the content courses including the major or specialization and the professional courses including the pedagogy
courses. Your professional courses include experimental learning courses that include Field Study 1, Field
Study 2 and Teaching Internship. These are Important in your preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You will find these in the
matrix that follow.
Professional Competencies of Filipino Teachers

Professional Competencies What the Teacher DOES
 Abides by the code of ethics for the  This teacher practices the rules and
profession conduct of professional teachers.
 Masters the subject matter to be taught  This teacher masters and updates himself/
herself with subject matter content to be
taught.
 Updates oneself on educational trends,  This teacher keeps abreast with
policies and curricula educational trends, policies and curricula
by taking up graduate students, attending
seminars and workshops.
 Uses teaching methods to facilitate  This teacher practices different ways of

students learning teaching appropriate to the learners and
the subject matter.
 Builds a support network with parents and  This teacher engages the cooperation of
community parents and stake holders in educating the
learners.
 Demonstrates knowledge, understanding  This teacher has substantial knowledge of
of the characteristics and needs of diverse the characteristics and needs of the
learners. learners.
 Plans, prepares and implements school  This teacher plans. Prepares, implements
curriculum responsibly. and innovates the day-to-day curriculum
with the view in mind that learners will
learn.
.
 Designs, selects and utilize appropriate  This teacher designs, selects and uses
assessment strategies and tools. appropriate assessment tools for, as and
of learning.
 Provides safe, secure, fair physical and  This teacher arranges the classroom to
psychological learning environment that provide safe, secure psychological
supports learning environment that supports and
encourages learning.
 Serves beyond the call of duty  This teacher does task and works even
beyond the official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified professional
teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the teachers you are
going to observe.
There are two observation activities in this Episode. Activity 1 will identify the Personal Characteristics
of the Teacher and Activity 2 will identify the Professional Competencies of the Teacher.
Teacher Personal Qualities: A View from My Lenses

Activity 14.1

________________________________
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
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your sample
Teacher in Activity 1 with another teacher or you can still observe the same teacher. In case you will not change
your teacher to be observed the same teacher will be your sample for both Activity 1 and Activity 2. Aside from
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.
b.
c.
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday? Why? Describe
yourself.
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.
Is the Teacher a Professional Teacher?

.
Activity 14.2

________________________________
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?
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the teacher you
observed?
Why?
.
REFLECT
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should_______________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________
2. If all the teachers teaching today possess the professional characteristics and competencies as the
teacher/teachers observed, then learners will be_________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________
Show here the artifacts of this Episode

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

.
Narrative (about the personal and professional characteristics of the teacher)
Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person and as a PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies of effective classroom teachers
⋅enumerate the professional characteristics of practicing teachers observed as based on the professional
standards and code of ethics for the profession.
.

4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
.
99 96 93 90 87 84 81 78 75 72 71-
below
Based on Episode 1, choose the correct answer for each item.

1. D 4. B
2. C 5. A
3. C
Learning
Towards Teacher
Quality: Developing
a Global Teacher of
FS 1 15 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 21 st century teachers must have the competence to
address the new learning environment, the new learning contents, the processes of learning and how these are
facilitated and the new types of learners.
Hence, we need the type of teachers, a glocal 21st century Filipino teacher.
.
(Global Teacher Status Index p. 123 Teaching Profession)

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

.
A Day in the School Life of a Quality Teacher

Activity 15.1

________________________________
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 Work This Teacher
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?
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when you become a
teacher? Describe.
3. Which of the major responsibilities does this teacher find difficult to comply with? What are the reasons?
4. From your perspective, would you consider this teacher as quality teacher? Why?
.
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?
2. When you become a teacher in the future, how else would you do better as a professional teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think you
will be ready to address these? Give at least 2 concerns.
.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed? Can
you show your appreciation to this teacher by sending a Thank you card? (include this in your artifact)
Activity 15.2 The Creation and stManagement of the New Learning Environment
as a Skill of the 21 Century Quality Teacher

________________________________
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? Why the
Classroom Components Classroom differences
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 21 st teaching-learning and
become a glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st century classroom.
.
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 drawing of the present classroom and a drawing of your Vision of the Classroom for the 21 st
Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century classroom.
Based on the Episodes you went through on Glocal Teacher of the 21 st century, answer the question that
follows.
.
1. A 4. A
2. C 5. B
3. C
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 21 st
century; and design a learner-centered classroom for the 21 st century learners with learning spaces that are
safe, that allows creativity and use of ICT.

4 3 2 1
spelling wrong
analyzed. what were
observed and
analyzed
.

outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning
FIELD STUDY 1 Episode On Teacher’s
Philosophy of
FS 1 16 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.
At the end of these Episode, I must be able to:

 Determine prevailing philosophies of education based on DepEd Vision and Mission statements, core values
and mandate, K to 12 Curriculum Framework and Guide and RA 10533;
 Cite teacher’s teaching behaviors and the philosophies of education on which these behaviors are founded; and
Articulate my philosophy of teaching.
We’ are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past and
of the present. The way teachers relate to learners and the way they teach are anchored on philosophies of
education.
Basic documents such as the vision and mission statements, core values and mandate of the Department of
Education and the features of the K to 12 Curriculum as contained in Section 3 of RA 1053 and the K to 12
Curriculum Guide are manifestations or expressions of the philosophies of education of the country. They state
the standards and the outcomes of education towards which all curricular activities and teaching-learning
should be directed
Activity
.

________________________________
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission statements, core values
and mandate on the K to 12 Curriculum Framework and guide
 Study the DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum framework and guide and Sec 5 of
RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are expressed?
 Cite relevant statements to back up an identified philosophy of education. You are given an example.
Philosophies of Education Which Philosophies are Which Philosophies are
expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum and Guide and Sec 5
Values, Mandate? Give proof. of RA 10533?
Give proof.
1. Essentialism-teach mastery of Essentialism- The core values of Essentialism - List of standard
the basics; curriculum is maka-Diyos, maka-tao, maka- that learners are expected to
prescribed; subject matter- kalikasan and mak-bansa show attain is the subject matter that
centered there are universal, that DepEd is essentialist. students are expected to learn.
objective values; inculcate DepEd believes in uncaging - Essentialist
values in subject matter values that need to inculcated.
2. Perennialism- teach those Any proof of Perennialism?
that last, the classics; there are
universal, objective values
3. Progressivism- very child- Any proof of progressivism?
centered; teach those that
interest the child; one learners by
experience; learners learn by
doing so teacher’s teaching is
experiential; values are
subjective; no inculcation of
values since they are subjective;
instead teachers help students
clarify their values
Philosophies of Education Which Philosophies are Which Philosophies are

.
expressed in the DepEd Vision, expressed in the K to 12

Mission Statements, Core Curriculum and Guide and Sec 5
Values, Mandate? Give proof. of RA 10533?
Give proof.
4. Reconstructionism- school is Any proof of Reconstructionism
agent of change; schooling is
preparing students in discussion
of moral dilemmas
5. Existentialism - Teachers Any proof of existentialism?
teach learners to make a choice,
to make decisions and not
merely to follow the crowd; one
who does not make a choice and
so simply follow others do not
leave meaningful life
6. Pragmatism- That which is Any proof of pragmatism?
useful, that which is practical and
that which works is what is good;
that which is efficient and
effective is that which is good.
E.g. showing a video clip on
mitosis is more efficient and
more effective and therefore
more practical than teacher
coming up with a visual aid by
drawing mitosis on a cartolina or
illustration board.
7. Rationalism- emphasizes the Any proof of Rationalism?
development of the learner’s
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning
power of the learner
8. Utilitarianism- what is good is Any proof of Utilitarianism?
that which is most useful (that
which brings happiness) to the
greatest number of peoples;
9. Empiricism – source of Any proof of Empiricism?
knowledge is through the
senses; teacher must involve the
senses in teaching-learning.
10. Behaviorism- behavior is Any proof of Behaviorism?
shaped deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by others, rather than by
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 Any proof of Constructivism?
capable of 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

________________________________
OBSERVE
 Observe how teacher relates to every learner and how he/she proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by observing what
and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher said,
taught or did).
1. Essentialism- tech mastery of the basics;
curriculum is prescribed; subject matter centered
there are universal, objective values; inculcate
values; subject
2. Perennialism- teach those that last, the classics;

there are universal values; inculcate these
.
universal, objective values
3. Progressivism- very child-centered; teach those

that interest the child; one learns by experience;
learners learn by doing so teacher teacher’s
teaching is experiential; values are subjective;
instead teachers help students clarify their values.
4. Reconstructionism- school is agent of change;

schooling is preparing students for the social
changes; teaching is involving the students’ in
discussions of moral dilemmas
5. Existentialism- Teachers teach learners to make

a choice, to make decisions and not merely to
follow the crowd; one who does not make a choice
and so simply follow others do not leave meaningful
life
6. Pragmatism- That which is useful, that which is

practical and that which works is what is good; that
which is efficient and effective is that which is good.
e.g. showing a video clip on mitosis is more
efficient and more effective and therefore more
practical than teacher coming up with a visual aid
by drawing mitosis on a cartolina or illustration
board
7. Rationalism- Emphasizes the development of the

learners’ reasoning powers; knowledge comes
though reason; teacher must develop the reasoning
power of the learner
8. Utilitarianism- what is good is that which is most

useful (that which brings happiness) to the greatest
number of peoples;
9. Empiricism- source of knowledge is through the

senses; teacher must involve the senses in
teaching- learning
10. Behaviorism- behavior is shaped 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
1. 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?
2. If there is one philosophy that schools and teachers should give more attention to, what should that be and
why?
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
Accomplished my Observation Sheets

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

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


4 3 2 1
.

spelling wrong
analyzed. what were
observed and
analyzed
outcome outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
.
LINK
\\\ Theory to Practice
1. C 6. D
2. D 7. B
3. B 8. C
4. A 9. D
5. A 10.B

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Learning Focus on Gender, Needs,

OBSERVE, ANALYZE, REFLECT

Observation learner characteristics at different stages

Resource Teacher: ROWENA Q. IHAO Teacher’s Signature: ____________

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

Observation learner characteristics at different stages

Resource Teacher: ROWENA Q. IHAO Teacher’s Signature:

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

Observation learner characteristics at different stages

Resource Teacher: ROWENA Q. IHAO Teacher’s Signature: _____________

and ability to understand and comprehend during classroom discussio

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

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

SHOW Your Learning Artifacts

LINK Theory to Practice

EVALUATE Performance Task

Name of FS Student_PATRICIA MAE B. BONGALOS Date Submitted ________________

Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

and are thoroughly clearly connected clearly nit connected to

TRANSMUTATION OF SCORE TO GRADE/ RATING

Signature of FS Teacher Above Printed Name Date

SPARK Your Interest

OBSERVE, ANALYZE, REFLECT

Observation learner characteristics at different stages

Resource Teacher: ROWENA Q. IHAO Teacher’s Signature: ____________

An observation Guide for the Learners’ Characteristics

Interview the teacher

Interview with Parents

THE LEARNER’S DEVELOPMENT PROFILE (outline)

Father: _Sonny A. Bongalos_

scientific discoveries, technological innovations, and artistic achievements. In turn, it fuels

LINK THEORY TO PRACTICE

SHOW Your Learning Artifacts

Evaluate Your Work

EVALUATE Performance Task

Name of FS Student_PATRICIA MAE B. BONGALOS Date Submitted ________________

Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

were observed and by what were somewhat what were observed

TRANSMUTATION OF SCORE TO GRADE/ RATING

Signature of FS Teacher Above Printed Name Date

SPARK Your Interest

TARGET Your Intended Learning Outcomes

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

REVISIT the Learning Essentials

OBSERVE, ANALYZE, REFLECT

Managing Time, Space, and Learning Resources

Resource Teacher: ROWENA Q. IHAO Teacher’s Signature: ____________

2. How many boys are there? How many girls?

4. Can the learners already work independently?

5. Describe their span of attention.

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

Reflection as a future Teacher.

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: ROWENA Q. IHAO Teacher’s Signature: ____________

CLASSROOM MANAGEMENT MATRIX

prescribed procedures of the process.

6. Handling When there is a student who It helps students to become a