Donnafsfinal

Philippine Normal University
The National Center for Teacher Education

South Luzon Campus
FS 1 – The Learner and the Learning Environment
Activity 1 – Learners Characteristics and Needs
Objective:
At the end of the activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.
Tasks:
Observe 3 groups of learners from different levels (Kinder, Primary and
Intermediate).
Describe each of the learners based on your observations.
Validate your observation by interviewing the learners.
Compare them in terms of their interests and needs.
Tools:
Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on
the provided space.
Physical
1. Observe their gross motor skills. How they carry themselves. How they
move, walk, run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Because of their ages most of the students are active in terms of playing,
cooperating in class activity doing some chores like cleaning inside the
classroom and others. Mostly boys are the one who's active and full of energy on
their free/vacant time most of them are into playing running around the room with
their peers while the girls are sitting on their chair while reading, drawing and
some are chatting with their friends.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What
are their concerns?
The students attitudes towards their teacher is different most student behave to
their adviser well they are organize, attentive and they participate well in the
activity but to other teachers during class lesson they tend to be more loud,
disorganized some are playing at the back and not listening to their teachers
minding their own business like chatting with their seatmates, writing/draw on
their notes. Most are chatting with their friends or playing at the back some are
talking about news on t.v or asking random questions to one another. What more
surprising about the kids is they still show respect to their teachers whenever
they saw one of the teachers carries books they help them and they easily follow
commands.
Emotional
1. Describe the emotional disposition or temperament of the learners
(happy, sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as show in their behavior. Are they
self-conscious?
The students are always happy especially when they sing their mood shifts always when
there are some happenings in the classroom. They express their feeling whenever they
are angry and frustrated sometimes they doesn’t show respect to their teacher they can
wait because they are grade 5 students already, they can’t handle frustrations they are
doomed whenever they don’t know what to do others just don’t do the orders of their
teachers because they can’t. they are all self-confident whenever they speak in front
they are always energetic on the discussion with their teachers. They are not so self-
conscious in their selves they but some of them are.
Cognitive
1. Describe their ability to use words to communicate their ideals. Note
their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look
for evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they
showed problem solving abilities.
The students can easily communicate to each other using our first language and also our
second language they also used taglish in their discussion some can’t use properly the
second language because their vocabulary is too short and low but some can form a
sentence and can use properly the used of grammar whenever they speak. When the
teacher ask them a specific questions they tend to answer in chorus but when they are
alone they can’t answer the questions easily when the teacher used realia in the
discussion the students easily understands the lesson easily.
Moral
Describe their moral development in reference to the different theories
(Kohlberg and Giligan)
The Kohlberg’s theory I can say that they are in the pre conventional reasoning (4-10)
years old they the child shows no internalization of moral values. He or she observes
external conventions or standard set by others in order to avoid punishments Stage 1
Punishment and obedient children obey because adults told them to obey. Stage 2
Conventional Reasoning (0-13 years old) rules and standards are internalized and
behaviors are performed in order to please such an important persons such as parents,
law and society. The moral developments based on my own observation the children
are afraid to answer or to raise their hands because if they answered wrong their
classmates will laugh at them.
Learners’ Development Matrix
Record the data you gathered about the learners’ characteristics and needs in
this matrix. This will allow you to compare the characteristics and needs of
learners at different levels.
Development Kinder Primary Intermediate

Domain
Indicate the age Indicate the age Indicate the age
range of the range of the range of the
children observed children observed children observed
5-9 years old _______________ _______________
Physical Most of the Most of the Most of the

students are active students are active students are
when it comes to when the teachers cheerful and
running, singing declare that they energetic, hyper,
and dancing least were having a game loud
of them are and when they win
Most of the boys
inactive maybe they will receive a
are hyper and too
there are shy or reward some of
loud. Especially
still in the process them can’t handle
the boys, they
they are already their personal outnumbered the
have fine and gross hygiene and also girls in grade 5A.
motor skills, and their writing and
they display it right drawing skills.
away.
Social They answer with When it comes to -courteous

eagerness, they their peers they talk
-some of the class
shout and some of about their toys like
are kind
them ask their lego, pogs and other
teacher informally stuffs, some are -they like to talk
showing no sociable and some with us (observer)
respect. They also are not
They like to talk
interact with their
with their
classmate on their
seatmates.
snacks and other
school supplies.
Emotional Most of the pupils They are noisy and -they are mostly
are happy when they don’t care to happy and
the class starts others feeling, they cheerful
mostly when they are always happy
- some students
dance and sing and hyper they are bullies other but
least of them are always energetic they show good
shy or in the and they have no attitudes towards
process of coping respect to their their peers.
with others. teachers.
Cognitive They already have a The teachers can’t - All the student
great lingual or force them to so are fluent in
communication some tasks that speaking Filipino
skills they can can’t handle their and most of them
already speak their cognitive can read English
thoughts when ask capabilities and some can use
it in a sentence.
by the teacher. the
teacher uses
scaffolding method
for the student to
come up with
answer.
Moral They tend to be They are also selfish They talk as much
selfish when it when it comes to as they want some
comes to materials their things and bullied their
or things and their their snacks. And classmates some
snacks when they they are are quiet and
see if one things is observing their
mention right they classmate some are
follow it and serve naughty and noises
them as example and can’t control
but when one their anger
action is deemed outbursts.
wrong they lay low
their actions.
Analysis:
Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implication for the teacher.
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Kinder Kinder like to move around a Therefore the teacher should

lot remember to use music and
movements activities not just in
Kinder always want to play PE but in all subject areas
Therefore the teacher should not

only focus on teaching
academically but he/she most
give time for playing.
Primary They love to have some time Therefore teachers must help in
playing sports. promoting the value of playing
sports to the students
Intermediate They always want to talk and Therefore teachers should

mingle to each other. remember to have some
activities that will help the
students in socializing with
others.
Reflections:
1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or differences
do you have with learners you observed?
Elementary days is a best part of being a student this is the time where we have no
doubts on ourselves we do things that we want to do we don’t care on other people’s
feeling being a student is amazing yet tiring and stressful but when we step on the stage
of commencement tears starts to fall down on our faces, when I was in my elementary
days I’m also talkative and talking non sense to my classmates, in other words I’m a
bully student, My teacher always scolded me every time , I’m always the one who starts
the riot in our classroom but I’m active students I always participate in every activity in
our school. Regarding to the similarities that I observed on my students now are noisy
and some are bully but they are good in academics once their teacher starts the
discussion they are listening attentively and participative.
2. Think of a teacher you cannot forget for positive or negative reasons.

How did she/he help or not help you with your needs (physical,
emotional, social, cognitive, and moral)? How did it affect you?
My most unforgettable teacher that I have is when I’m in high school third year Mrs
Maqueda she majored MATHEMATICS in Lopez National Comprehensive High School,
she loves she made me realize that math is not that hard she is a strict teacher but she
has this attitude that I like the most she never go forward to another lesson as long as
someone are left behind in other word some students cannot cope up faster to our
lessons, she also do tutoring to my classmates who are slow learners she is a cool
teachers she do everything just to make us happy and comfortable I also idolize her
attitude that is loving and caring person, she always come in class as early as possible
because her motto in life is “Time is Gold” time is very important to her because she
said it’s her students, It affects me regarding to acads I joined the students and also
from now on and then I learned to love mathematics
3. Which is your favorite theory of development? How can this guide you
as a future teacher?
Erickson’s psychosocial development as a future teacher I can use this theory by using
the eight developmental stages, the principles of epigenetic formation of ground plan
process of unfolding of ego progress through series of interrelated stages and the
psychosocial crises personality grows out of a successful resolution of a series of turning
points or psychosocial crises. The preschool years Infants develop a sense of trust if their
basic needs are gratified. This is later followed by development of confidence and
control teachers must help children secondary school level Erickson’s stressed the
acceptance of the self and clear ideas about gender roles. Encourage class discussion
centering on change and attitude regarding masculinity, femininity, and family
responsibilities beyond the school years individuals who have made self-chosen
commitments have accepted their parents goals and values they develop higher self-
esteem and are more competent in areas they value. Ability to relate intimately with
another person is based on self-disclosure. The act of caring extended to future
generations. They gain a sense of accomplishments about the past and accept aging and
death.
4. Share your insights here.
The students learning ability comes when their environment is a comfortable

place to study the teacher can encourage more of the ability of the students to
learn more. Children are still developing and constructing knowledge so in terms
of teaching we should discuss topics that are relevant or appropriate to their
cognitive level. Learners must not force to perform tasks that are beyond their
cognitive capabilities. This will be applied to my teaching profession someday in
facilitating learning of the children as soon as I become a teacher
South Luzon Campus
Activity 2 – Classroom Management and Learning
Objective:
At the end of the activity, you will gain competence in managing time,
space and resources to provide an environment which is appropriate to the
learners and conducive to learning.
Tasks:
Observe a class.
Using a checklist, find out the evident classroom components.
Describe how the classroom is structured/designed to allow everyone to
participate in the learning activities.
Relate the data in your checklist to the learners’ behavior.
Reflect on how classroom management affects learning.
Tools:
Use the activity form provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on
the provided space.
1 As you observe the class, look into the characteristics of the learners.
Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
The students always were a smile on their face and they are all great conscious they are
competitive when there is a group activity their ages are 9,10,11,12 there are 21 boys in
the class and only 9 are girls, when it comes to their behavior it’s when someone is noisy
all the class are noisy and they always show respect to their teachers when they know
their teacher are mad they automatically keep quiet. Yes the learners can work
independently they all have the courage to finish their task every day, their span of
attention is just 8-10 minutes.
An Observation Guide for the Classroom Visit
Be guided by these questions as you do our observation of the classroom

management. It is also good to ask the teacher for additional information so you
can verify your observation. Write your notes below and then organize your data
in the table that follows.
1. Are there areas in the classroom for specific purposes (storage of
teaching aids, books, students’ belongings, supplies, etc.)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the
teacher do?
8. What does the teacher do to reinforce positive behaviors?
The classroom of Mr. Anacion is very organize they have storage of teaching aids, books,
student outputs the handwashing and toothbrushing areas the students have their own
proper hygiene in the classroom there are rules and procedures posted on every corner
of the classroom yes the students participate in making classroom rules the daily
routines that they do every morning after the prayer is they recite the mission and
vision of deped. They are noisy when they can’t understands each other’s ideas, there
are also seating arrangement in the classroom they are grouped according to their
height and their behaviour in class, when the students behave accordingly their teacher
will give them a reward and if they not the teacher will punish them.
Classroom Management Matrix

Aspect of Classroom Description Effect on the Learners
Management
(To be filled up after you
answer the analysis
question)
1. Specific areas in the At the back there are a lot The classroom are
classroom of books that can read of presentable to the
and some students stuff students they will be
like their portfolios and motivated to learn new
their works things because of the
books that can boost their
learning
2. Classroom rules It is not the classroom but Students will control their
the students are aware of behavior because there
it because the teachers are rules to be followed.
always remind them about By this they will learn to
it. discipline their self.
3. Classroom The procedures are clear The learning of the
procedures to the students and it’s students will be more
also effective to the productive because of the
learning of the students procedures implemented
4. Daily routines They always followed the The students become

daily routines everyday responsible in doing this
they did not skip one of daily routines, every day
their routines everyday they I’ll be motivated to
like cleaning their learn because they feel
classroom praying before that they are welcome in
they start the class their classroom everyday
greeting everyone a happy
morning reciting the
mission and vision of
deped
5. Seating arrangement The seating arrangements The learners can

are clear the small ones sit understand the topic very
at the front while the big well because they clearly
one where seated at the see what’s happening in
back front
6. Handling The teacher will first tell The learner will realize
misbehavior/off-task his/her behavior then if that he/she will not repeat
behavior he/she is still not listening his/her behavior again.
the teacher will warn the
students instead of
scolding
7. Reinforcement of If the class didn’t The students will try their

positive behavior understands the lesson of very best to understand
the day they will tackle it the topic because their
next meeting so that they teacher always do the
will not left unlearned same thing so it’s a give
things in their class and take relation
8. Others The classroom are very

organize
Analysis:
How did the classroom organization and routines affect the learners’
behavior?
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?
Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
Reflections:
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?
Grade 3 the routines and procedure that I am going to imply first is the proper position
of sitting, walking and holding their books when they are reading and also the proper
procedure of cleaning and sanitizing the classroom because I believe that this rules is
the most important things that the learners have to master they can use this in their
everyday lives to maintain proper posture of their body and the second is proper
handling of books and the last is being a responsible citizen of our country being a
responsible student have to start in the classroom because this is where all he learnings
have started. To imply procedures and rules I the classroom is the first important thing
to do have the teachers need to establish in order to attain unity in the classroom.
2. Make a list of the rules you are likely to implement in this level. Why
would you choose these rules?
If I am going to make rules my rules are students are strictly advised to wear their
proper uniforms, observe proper etiquette speak kindly and respect if someone is
talking at the front especially to each other, take care of the classroom equipment’s late
comers should not be tolerated everyone must pay attention whenever the teacher is
teaching I choose this rules because I observed that some of these are not followed
clearly and the students become incentive to this rules
3. Should learners be involved in making the class rules? Why?
For me it’s a yes! Because it’s one way of the learners to express their opinions or views
about the classroom rules. This can be done the classroom is democratic and are open
to share and speak out, however the students should know their limits because teachers
sure still higher than them. It depends on the teacher if he/she will let her students to
be involved in making the classroom rules or the teacher will establish alone the rules.
South Luzon Campus
Activity 3 – Individual Differences and Learner’s Interaction
Objective:
At the end of the activity, you will gain competence in determining
teaching approaches and techniques considering the individual differences of the
learners.
Task:
Observe a class in different parts of a school day.
Describe the characteristics of the learners in terms of age, gender and
social and cultural diversity.
Describe the interaction that transpires inside and outside the classroom.
Interview your cooperating teacher about the principles and practices that
she uses in dealing with diversity in the classroom.
Analyze the impact of individual differences on learners’ interaction.
Tools:
Use this activity form provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the provided space.
Find out the number of students. Gather data as to their ages, gender,
racial groups, religious and ethnic backgrounds.
During Class
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teacher. Are there groups
that interact more with the teacher than others?
As I observed the classroom can say that the interaction is quite good because there is
learning and rapport established in the room. The students more interact to each other
when they are grouped. The interaction of the students to the teacher is by participating
in the classroom activities and talking to their teacher during their free time.
2. Observe the learners seated at the back and the front part of the room.
Do they behave and interact differently?
The students seated at the back are most commonly boys they sometimes don’t listen
to their teachers and they are the noisemakers in class. On the other sides students
seated at the front are focused on listening to the discussions of the teachers. There are
interactions among the learners if they are grouped by their teacher
3. Describe the relationship among the learners. Do the learners

cooperate with or compete against each other?
The relationships among the learners are good because I can see that the students are
united and they are cooperating with each other. Sometimes they are competitive
because I know it’s the sake of their grades but most of the time they are really helping
each other especially when they find the questions/problems so hard
4. Which students participate actively? Which students ask for most help?
The student who participate actively are those who seated at the front they’re more
focused and attentive to their teacher so they get higher scores when they have quiz.
The students seated at the back needs help because they don’t understand the lesson
always.
5. When a student is called and cannot answer the teacher’s question,

do the classmates try to help him? Or do they raise their hands so that the
teacher will call them instead?
When a student cannot answer the teacher’s question sometimes his/her other
classmates will help him/her by telling him/her answer but most of the time they are
competitive and raises their hands so that the teacher will call them instead the
cooperation unity and competition of the students in the classroom are balanced
Outside class:
1. How do the students group themselves outside class? Homogenously,
by age? By gender? By racial or ethnic groups? Or are the students in
mixed social groupings? If so, describe the grouping?
After the class the students will separate and go to their groups most of them are
grouped by age, genders and some of them are mixed in social groupings, from other
sections mingle with other sections. They’re enjoying their groups
2. Describe how the learners interact with each other? What do they talk
about?
In the classroom the interaction of the learners are not so active. I observed those
students seated at the back have their own business while the students seated at the
front sometimes don’t interact at the students at the back. Their common topics is
about their toys and some TV shows on cartoons like naruto,bakugan and others.
Analysis:
1. Identify the persons who play 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 main person who play key roles in the classroom is the teacher himself and
of course the learners. The teacher plays the role of a facilitator he guides and
facilitates the learners when doing their perspective works. There are students
who plays class leader she is the one who facilitates and control the noise level
and regulates her classmates when the teacher is not around there are a lot of
joker in the class they usually balance the class and make a light atmosphere
when the class gets too boring, they usually cracks joke to make the class happy
there is also an attention seeker in the class he will surely get the attention of the
teacher by doing different acts and some of this act is not good but still he will do
it to catch some attention there are also little teachers in the class they teach
their classmates when some of them didn’t understand the lesson these
students are very caring and have the heart to help others. There are also
pessimists in the class who gets easily disappointed and stop working on a
certain activity when they find it very difficult and hard.
2. Are there students coming from the minority group accepted or rejected
by the others? How is this shown?
Yes! this is shown by making them belong to the group even though they belong
to a different minority group their other classmates make them join to their group
to let them feel that they are united
3. How does the teacher influence the class interaction considering the
individual differences of the students?
The teacher influence greatly by not having biases the teacher should treat
his/her students equally so that the students will feel that they are all the same in
the eyes of their teacher.
Influence the groupings of the learners
4. What factors influence the grouping of learners outside the classroom?
I think the factors that influence the groupings of learners outside the classroom
is their common interests .because as an individual you will go with the group
that you’ll feel the sense of belongingness and where you can share your likes
and dislikes because as you join a certain group this will reflect who you will be
going are. And if that’s the case you will be going to the group that suits your
personality and attitude
Reflections:
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
learners?
When I’m in the classroom I already feel that I’m already a teacher. I also feel the sense
of oneness and unity among the learners because I can see their eagerness to strive
hard so that they can learn a certain topic. And also a unity among the teacher and the
learners because unity implies uniformity and harmony and the class I visited portray
this characteristic
2. In the future, how would you want the learners in your classroom to
interact? How will make this happen?
In the future I want my students of interact in a way that they will feel no tension at all. I
w4ant them to express freely what they feel but in a manner that they will not offend
their other classmates. I will make this happen by briefing them and by letting them
know the essence of harmony in the classroom and making them realize that we will all
benefit if we practice this type of interaction
3. How will you encourage all learners, regardless of religious, ethnic or

racial background, to interact and participate?
I will encourage all learners regardless of their differences to interact and participate by
letting them know that even we have our own differences we still have to participate
and interact with others because after all we are in a world with different characteristics,
attitudes, personalities, beliefs and differences but we are all sons of God Almighty
that’s why we should communicate with one another no matter we have different views
in life.
Technology and Livelihood Education
South Luzon Campus
Lopez, Quezon
FS 02
Experiencing the Teaching-
Learning Process
Submitted to:
Maria Gracia R. Samson
SUBMITTED TO: SUBMITTED BY:

Prof. IONA OFELIA ZANORIA DONNABEL B. OFFEMARIA
PT O1 Adviser BTLE V-C
FS2 – Experiencing the Teaching – Learning Process
Activity 1 - Principles of Learning
Intended Learning Outcome:
At the end of the activity, you will be able to identify classroom practices that apply each of the
principles of learning.
Tasks:
1. Observe a class.
2. Identify evidence of applications of the principles of learning.
3. Cite more than one evidence per principle of learning.
4. Accomplish Observation Sheet.
5. Analyze your observations.
6. Reflect on your observations.
OBSERVATION SHEET # 1
Resource Edukasyon sa Pagpapakatao Teacher: Mrs. Rosemarie Anacion
School: Don Emilio Salumbedis Elementary School.
Grade/Year Level: 3
Date: November 21, 2017
Principles of Learning What did the Resource Teacher do which applies learning
principle?
The teacher first assure the readiness of the learners, because
1. Effective learning begins with the the teacher alert the capacity of the student for the learning,
setting of clear and high she also make sure that the learning environment is
expectations and learning conducive enough for the students to learn, and clearly
outcomes. discussed the topic for the students to easily understand the
lesson.
The teacher is a mixed of traditional and modern teacher
2. Learning is an active process. because she still applied the inductive and deductive method
of teaching, and use discussion on the delivery of her daily
lesson, but then the way she teach is still an active process
because at the end of the lesson she assessed the students
learning through authentic and traditional assessment.
The teacher is not into discovery learning, for most of the
3. Learning is the discovery of time she teach by her own word and let the students learn
personal meaning and relevance of through memorization and recalling of prior knowledge,
ideas. fulfilling the mind of students by data or information like an
empty vessels.
4. Learning is a cooperative and a The teacher applied this principle of learning, she the
collaborative process. Learning is students to learn through group works, partner learning, and
enhanced in an atmosphere of etc. It develops student’s sense of responsibility and good
cooperation and collaboration. camaraderie within the group. The students learn from each
other
My Analysis
1. Which principle/s of learning was/were most applied?
Effective learning begins with the setting of clear and high expectations
2. Whichand learning
principle outcomes
of learning and
was least learning
applied? Whyisthe
anprinciples
active process,
was/weremost applied.
not very much
applied? Give instances where this/these principle/s could have been applied.
The principle of discovery learning was applied, for example when the
student had difficulty to answer the question the teacher help the student to
answer it little by little this is what we called scaffolding. But when teacher
give a situation and the student can’t cope up with this the teacher spoon
feed the students by giving another situation. For example, instead the
students give their own example of what the lesson is about, the teacher
gave it to them. For me this is not good and effective practice in teaching
process.
3. How did the application of these learning principles affect learning?
.
Not all the principle was applied but still the transfers of learning to the learner are
4. good because
How did the teacher of
the non-application had bases
these on how
learning to teach
principles their
affect student.
learning?
The teacher had difficulty to impart knowledge to here students and make the students
a traditional students and became an empty vessels to be fulfilled by data and
information, it makes the student a passive learner and teacher use spoon feeding and
it is not good and effective way of teaching.
5. Do you agree with these principles of learning? Or have you discovered that they are not always
correct?
For me some of the principles are effective but some are not but as a teacher we need to
be flexible to manage all the negative and positive aspect inside the classroom. They are all
correct, on the first principle the teacher must always set high expectation to his/ her
students it means that he believe on the ability and capacity of his/her student to learn and
to achieve the expected learning outcome. It also create self-esteem for the learner
principle
My two is about active process, for me we must teach our students to think and not
Reflections
what to think, to make an efficient and effective learning the students mind should be train
to think logically, and critically. Principle three is about discovery learning, the same as the
first two principles it must be apply always for it develop the student’s inquiry skills, and the
last principle is about collaborative learning, it is also good that the students develop their
intellect as well as their social skills. Because they can also learn through other learner it is
what we called socialism
Among those practices that I observed, which practices will I adopt and which ones will I improve on?
What lessons did I learn?
Practices to avoid and to improve on Lesson learned
The process of spoon feeding is need to avoid As I observed teachers are not perfect they can
and the need of improvement is the way of make flaws and deficiencies in teaching especially
teaching I think it is right to adopt 21st century those old teacher but they have lot of good
method of teaching because the learner right points. They know the word sacrifice, sacrificing
now are millennial learners. their extra time just to teach those student are
slow learner. And loving their student as if their
own child. And I learned how appreciate those
little thing done by the students love, sacrifice
and appreciation is most the powerful virtue to
become an effective teacher.
Activity 2 - Intended Learning Outcomes/ Lesson Objectives as My Guiding Star Tasks

At the end of the activity, you will be able to:
1. identify the guiding principles on lesson objectives/ learning outcomes applied in instruction;
2. determine whether or lesson objectives/ intended learning outcomes served as guiding star in
the lessons observed;
3. judge if lesson objectives/ intended learning outcomes are SMART.
Tasks:
1. Observe at two classes.
OBSERVATION SHEET # 2.1

Edukasyon sa Pagpapakatao Teacher: Mrs. Rosemarie Anacion
School: Don Emilio Salumbedis Elementary School
Grade/Year Level: 3
Guiding Principles Related to Lesson Objectives/ Teaching Behavior which Prove/s Observance of the
Intended Learning Outcomes Guiding Principle
1. Begin with the end in mind. The Resource Teacher does not begin her lesson by stating
her objective.
2. Share lesson objective with students. Actually yes, in a manner that she first make example of
the lesson then the students realize or understand what
the lesson is about.
3. Lesson objectives/ Intend Learning The lesson objectives are smart, it is also specific,
Outcomes are Specific, Measurable, measurable, attainable, result- oriented but it is not always
Attainable, Result-Oriented and Time time-bound some lesson objectives need a longer time
bound (SMART) span, than to the allotted time of teaching.
Edukasyon sa Pagpapakatao Teacher: Mrs. Vilma Presas

School: Lopez West Elementary School Building
Grade/Year Level: 3
Guiding Principles Related to Lesson Objectives/ Teaching Behavior which Prove/s Observance of the
Intended Learning Outcomes Guiding Principle
1. Begin with the end in mind. The Resource Teacher does not began her lesson by
stating her objective.
2. Share lesson objective with students. I don’t observe it.

3. Lesson objectives/ Intend Learning It is also specific, measurable, attainable, result- oriented
Outcomes are Specific, Measurable, but it is not always time-bound some lesson objectives
Attainable, Result-Oriented and need a longer time span, than to the allotted time of
Timebound (SMART) teaching.
My Analysis
1. Ask permission from your Resource Teacher for you to copy his/her lesson objective for the day’s
lesson. Did his/her lesson objectives serve as guiding star in the sense that the development of
the lesson was guided by his/ her lesson objectives/ intended learning outcomes?
According to her she always followed what is stated in daily log and makes their discussion everyday
easily. And she makes the objectives attainable and strategy that is applicable on the student’s level of
thinking for the development of the learner.
2. Why is it sound teaching practice for a teacher to “begin with the end in mind” and to share
his/her lessons objectives or intended learning outcomes with his/ her students?
Action without purpose is nonsense for as teachers we always need a purpose

especially on what we are want to impose or give to students. Because having a
purpose like we have a guide to get the learning outcomes.
In all aspect of decision that the teacher may apply the learning process is the most
important because it will serve as a guide to get the learning outcomes. And also
sharing lesson objectives to students is important for them to know on what they to
know.
3. Did you find the lesson objective/s or intended learning outcome/s SMART? Support your answer.
As I observed students enhance their critical thinking and the values that needed to
integrate is well emphasize within the student and teacher. And also the student can
evaluate and assess on what they observed.
4. Do SMART objectives help the lesson to become more focused?
Yes, because the teacher can easily give the objectives and impart knowledge to their
4. Were the lesson objectives/ intended learning outcomes in the cognitive, psychomotor and
student.
affective domains? Support your answer.
On
5. the
Is it cognitive part
necessary to it tells
have how much
objectives alwaysthe learner
in the will cope
3 domains up from
– cognitive, the lesson.and
psychomotor And the
affective?
affective
Why or it is
whyabout
not? appreciation last is the application it refers to the application of the
student learning.
Developing the intellectual, emotion and skill is the most important ingredient to have
the grateful development of the student.
My Reflections
1. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson
objectives sometimes forgotten as the lesson develops?
Yes, it really serves but then, the most important thing is the teacher knows how to
execute properly the lesson objectives
2. For lesson objectives/ learning outcomes to serve as guiding star in lesson development, will it
help if they are SMART?
Yes because it assure the appropriateness, applicability and attainability of
the learning outcomes.
3. Does integrating lesson objectives/ intended learning outcomes in the three domains (cognitive,
psychomotor, and affective) or at least 2 (cognitive or psychomotor and affective) make lessons
more meaningful?
Definitely, yes, because it develops and improves the intellectual, values and skills of
the students.
Activity 3 – The Three Domains of Knowledge/ Learning Activities
Intended Learning Outcomes

1. classify the lesson/s under Bloom’s taxonomy of knowledge and Kendall’s and Marzano’s domain
of learning activities;
2. Reflect on what lesson is more meaningful and relevant based on the domains of knowledge and
learning activities.
Tasks:
1. Observe at least two (2) Edukasyon sa Pagpapakatao classes.

Resource TLE Teacher: Mrs. Rosemarie Anacion
Grade/Year Level: 3
Domain of Knowledge Concrete Example/s for each Domain of

Knowledge from my Observation (What did your
Teacher teach? What was the focus of your
Teacher’s lessons?)
1. Cognitive Domain – Information Based on my observation on my cooperating
teacher she used different strategy that will
increase the knowledge, cooperation and
attention of the students. And the focus of my
cooperating was the concept of daily lesson.
2. Mental Procedures (Procedural Most of the time my cooperating teacher always
Knowledge) – ask her students that they understand what she
said. And she always clarifies the direction for her
student.
3. Psychomotor – skills They have daily routine on their class the students
always sing, and dance to energize them before
starting the class. And also my cooperating teacher
always reminds their students to maintain the
cleanliness of the class.
4. Affective – values, attitudes I adopt to my cooperating teacher the strategy of

giving example related in real life situation. That
she easily emphasize the values that need to
integrate by the kinder student.
Resource Teacher: Mrs. Rosemarie Anacion
School: Don Emilio Salum
Grade/Year Level: 3
Edukasyon sa Pagpapakatao
Domain of Knowledge Concrete Example/s for easch Domain of Knowledge

from my Observation (What did your Teacher teach?
What was the focus of your Teacher’s lessons?)
1. Cognitive Domain – Information (Declarative The focus of the teacher was concrete example and true
Knowledge) – Vocabulary, terms, facts, to life concepts or examples that are applicable to all the
concepts, principle, hypothesis, theory learning style of the learners, she uses general idea that
will fit to all the students.
2. Mental Procedures (Procedural Knowledge) – The teacher uses divergent kind of questions to develop
e.g. mental skills such as writing a paragraph he critical thinking skills of the students, and to develop
their logical thinking.
3. Psychomotor – skills In terms of kinesthetic activities, she uses the fallowing
activity: Drawing, singing, dancing, and role playing and
paper arts.
4. Affective – values, attitudes The teacher always connects her daily lesson into daily life
situation and uses transcendent method of teaching. The
teacher develops a caring and compassionate heart, then
motivate the students to apply the learning into their daily
living to assure sustainability and improvement of all the
values gained.
My Analysis
1. Were the lessons focused on information/ cognitive domain only or mental procedures only or
psychomotor procedures/ physical skills only? Or were the lessons combinations of two or three?
Explain your answer.
In Values Education uses the three domains to develop critical thinking it is the head,
appreciate and give values it is heart and being skilled by the use of their hand. This
are the 3H the head, they train and equipped the minds of the students with concept
and ideas, and they make the retention of information to be easy by connecting it to
daily life situations that all the students can understand or relate and it’s where the
teachers inculcate values and lastly they assure that all the lessons have application
2. Were the lessons focused on cognitive content only or psychomotor content only or affective
through
contentpsychomotor activities
only? Or were the or authenticofassessment
lessons combinations two or three?that willyour
Explain alsoanswer.
assure that the
students achieve meaningful learning heart and hand.
In Values Education uses the three domains to develop critical thinking it is the head,
appreciate and give values it is heart and being skilled by the use of their hand. This are
the 3H the head, they train and equipped the minds of the students with concept and
ideas, and they make the retention of information to be easy by connecting it to daily life
3. What was
situations theall
that effect
theon learning when
students teaching was or
can understand focused
relateonandonlyit’s
onewhere
domain?the teachers
inculcate values and lastly they assure that all the lessons have application through
psychomotor
If the learning activities
is only focusor authentic assessment
on one domain, the twothat
otherwilllearning
also assure that the
objectives will students
not makemeaningful
achieve sense at all;learning
therefore it only
heart andmeans
hand.that it is impossible to achieve the
4. Is it really possible to teach only in one domain likeof
real learning’s without involving all the domains learning.
affective only or cognitive only or
psychomotor only? Or based on Kendall’s and Marzano’s taxonomy, information only or mental
procedures only or psychomotor procedures only? Explain your answer.
It is not possible, everything should start with knowledge or basic information
because it is the fundamental of learning’s, before execution it must always be
understanding, comprehension and retention, because to greatly execute a skill for
a certain task, knowledge or procedural knowledge is very important and it can be
gained on the cognitive domain and make easy understanding by connecting on the
daily life situation and it is in the affective domain.
5. Do Kendall’s and Marzano’s knowledge taxonomy and Bloom’s taxonomy of learning activities
contradict each other? Explain your answer.
. No, it does not contradict hence it just follow the same principle.
My Reflections
Based on your observations in class and on your understanding of the domains of knowledge and
learning activities from Bloom, Kendall and Marzano, how can you make your teaching-learning activity
more meaningful and more relevant? Is lesson more relevant when you teach only in the cognitive or
when you teach in the cognitive domain combined with the affective or psychomotor combined with the
affective?
For me the three domain of knowledge play a vital role in the teaching-learning process it is like a food
recipe, to complete or to cook a dish is to assure that all the materials and ingredients are available. The
head it is the source of knowledge second is the heart it is concern about the values of the learner. And
lastly the hand it is about the skills of the student to apply their skills. When combining this three it should
be balance when we used the head also the rest to be also. A student wants to enlarge their critical
thinking, values and skills they need to read, search, and other more that student can get information on
it. And appreciate thing around them. And lastly he performs different or variety of skills from all the
learning’s he learned. When the brain, heart and the head are always involved then the more higher the
possibility that they will retain everything they learned.
Activity 4 – The New Taxonomy of Educational Objectives: The Levels of Learning Activities
Intended Learning Outcomes:

At the end of this activity, you should be able to identify teaching practice/s in the different
levels of processing knowledge based on Bloom’s revised cognitive taxonomy.
Tasks:
1. Observe at least two (2) TLE classes.

Resource Teacher: Rosemarie Anacion
Grade/Year Level: 3
Bloom’s level of processing cognitive activities What learning activity/ lies in the classroom did I
observe each level?
1. Remembering Students were asked convergent questions, or
close ended questions, and such questions start
with What, When, Where, Who.
2. Comprehending Students were asked with divergent questions or
open ended questions, the teacher usually ask
questions that have many answers or asking for
opinions, questions usually start from Why? And
How? What if? And etc.
3. Applying Students were asked with questions that they see

themselves like. If you will be the boy who picked
the wallet on the ground, would you find the
owner why? Or what do you think the best thing
you should do?
4. Analyzing Students were asked with questions that may

develop their critical thinking skills, example of
question ‘’ Johny got the higher score on tthe
periodical examination and become to much
proud of himself, if you were johny would you do
the same, especially if you have the right?
5. Evaluating Students were asked with questions that develop
their judging skills or decision making. Example of
question ‘’ The rich boy have many friends
because he always treat his friends whatever they
want, he never become alone and always happy
with his group of friend, while the poor boy have
only one friend, his friend stay with him wherever
he will go and show real love and affection to him.
If you will be given a chance to become one of the
two children, who will you chose and why?
Support your answer?
My Analysis
1. Were all Bloom’s levels of processing information demonstrated by the learners in class? Why or
why not?
Actually yes, because I see and observed variety of questions, because kinder student are
very curious about all things around them.
2. Which level/s of processing cognitive information in Bloom’s taxonomy was most displayed?
Least demonstrated? Give proofs.
I thing remembering was most displayed, because the teacher usually ask questions
beginning with what, where, who and when or usually group of questions that falls into close
ended questions. The least demonstrated was analysis and evaluation.
My Reflections
Analyzing the levels of processing that were demonstrated by students in the classes that you have
observed, what conclusion can you draw regarding the level of processing of information that takes place
in schools? (Are all the higher levels of processing information done in classroom? Or are classrooms
limited mostly to the lower levels of information processing such as remembering are retrieval?)
I think no, because as I observed the kind of questions varied from time to
time, even though that most of the questions fall on the remembering level, there are
still questions that develop HOTS or higher order thinking skills, the questions may be
open ended, close ended or sometimes logical questions, therefore I can conclude
that the school gave importance on the art of questioning as they involve all the
aspect or level of the bloom taxonomy.
Write your reflections on the level of information processing among students in class. Does teacher
contribute to the level of processing that students do in school? If students are engaged only in low level
information processing, can teacher be blamed for such?
Questions play a very important role on assessing and adaptation of information on the
students, if students are engaged only in low level of information processing, therefore the
teacher may be blamed depend on the situation or instances, because there are group of
students that is not that good in terms of comprehension , or students that may fall on what
we called the slow learner, because once the teacher use high level of information processing
the students may not understand the lesson, because the use of all the domain depends on
who is the audience or what kind of students do we have.
Activity 5 – Teaching Approaches and the K to 12 Curriculum
At the end of the lesson, you will be able to:
1. determine the teaching approach used by the resource teachers;
2. identify instances where the pedagogical approaches of the K to 12 curriculum contained in the
law are observed.
Tasks:
1. Observe one TLE Teacher
2. Accomplish Observation Sheet
Grade/Year Level: 3
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive
recipients of instructions?
Sometimes yes, but there are also situations that

they become active learners, because the teacher
gave total involvement on the learner on the
teaching and learning process.
Was the emphasis mastery for the lesson for the Was the emphasis the student’s application of the
test? Prove. lesson in real life? Give proofs.
For example, the lesson was about caring and

loving environment, the students apply it in the real
life situation by being responsible of their actions,
cleaning their classroom and separate their trash
whether it is biodegradable or non-biodegradable.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Yes, because there are group works that develop

the social and cooperative skills.
Did teacher focus only on one discipline/ subject? Did teacher connect lesson to other disciplines/
subjects?
No, the teacher does not relate the lesson on other

subjects.
What teaching-learning practice show that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed new lesson
meanings
Yes, she was a constructivist teacher because she used the past experiences of her students to construct
and to understand the new lessons.
b) Inquiry-based
Sometimes, if she entertains questions from the students and let them think of the possible solutions or
answers to their problem.
c) Entrepreneurial Learning
I don’t observe it
d) Reflective
Yes, she used reflective approach because she lets her students to apply all the learning’s into a real life
situation and she also gave time to students and to reflect on their lessons and I usually see it on the kind
of their test they have usually when it in essay form.
e) Authentic Learning
Not much, because most of the time the teacher uses traditional assessment rather that authentic
assessment.
f) Collaborative – Students worked together.
Yes, the learning environment there was collaborative because the teacher engage the students into
social activities that develop their intrapersonal skills within the group of students.
g) Integrative – lesson was multidisciplinary – e.g. In Science, Math concepts were taught.
I don’t observe it. The lessons was not multidisciplinary.
My Analysis
1. Based on your observation, as a whole was instruction teacher-centered or student-centered?
As I see it is a mixed of teacher- centered and student centered, but teacher- centered was dominating
over student- centered, because most of the approaches the teacher used falls into teacher- centered for
example most of the time instead the students will generalize the lesson, the teacher do it instead, the
teaching method was also not interdisciplinary, and the assessment used by the teacher was almost paper
and pen test. But there are still instances that the teacher applied student- centered approach, for
instances when she gave time to the students to reflect, to create something based on their lesson and to
let them think critically, when the teacher uses open-ended questions.
2. Were there instances when the students could have been involved in class proceedings but were
not? Give example/s.
No, because the teacher always gave equal opportunities to all of her students to participate, but the
problem most of the time is that the students are too much noisy and naughty.
3. What are possible consequences of teaching purely subject matter for mastery and for the test?
The consequence of teaching purely subject matter for mastery and for test was it could be forgotten,
because best learning comes from authentic or real life situations. Once a man experiences something he
or she will not easily forget it.
4. If you were to reteach the class, would you be teacher-centered or student-centered? Why?
I’ll chose student centered, because I believe that teacher must only be facilitator of learning’s and not to
spoon feed the learners, because if we do that, are students will be passive learners, and I don’t want to
produce passive people hence I prepare my students to be active and if possible to be pro-active. The
modern trend of learning now a day is to develop student’s holistic personality and it will only possible if
we will give them opportunities and to learn by their own, and it is also because I believe that we are
responsible of our learning’s.
5. If you abide by the pedagogical approaches that the K to 12 Law states, will you be more teacher-
centered or student-centered in approach? Explain your answer.
If I will abide the pedagogical approaches that the K to 12 Law states I will be more teacher centered,
because most of the pedagogical approaches are outcome based and prepared them in the world of work,
and usually it is skill based knowledge that involve and engage the students into a real life experiences.
My Reflections
Between teacher-centered and student-centered approach, the latter must be more
pedagogically sound because even R.A 10533, the Enhanced Basic education Act of 2013, mandates K to
12. Write your reflections about it. Or it is better to use both approaches.
I think I will use both approaches, but I will assure that K to 12 will be dominating over R.A 10533 or the
Enhanced Basic Education Act of 2013, because the pedagogical approaches of the K to 12 curriculum was
more applicable and necessary on the present situation of the educational system here in the Philippines,
another reason was that it makes the curriculum to become more relevant to the learners like Studies
show that students grasp their lessons well if they can relate to them. Thus, the new program will include
examples, activities, songs, poems, stories, and pictures based on culture, history, and reality. Added as
well are thoughts on issues such as disaster prevention, climate change, and Information and
Communication Technology or ICT. Through relevancy, it is expected that the students will gain in-depth
knowledge, skills, values, and attitudes through continuity and consistency across every level and subject.

Activity 6 – Deductive and Inductive Methods of Teaching
At the end of this activity, you will be able to:
1. identify the teaching method used by the resource teacher; and
2. distinguish between deductive and inductive method of teaching.
Tasks:
1. Observe two TLE Teachers
2. Accomplish Observation Sheet

Resource SCIENCE Teacher: Mrs. Rosemarie Anacion
Grade/Year Level: 3
Observe how the Resource Teacher began, developed and ended his/her lesson.
Start of the lesson
The teacher starts the lesson by reviewing the pass lesson and connecting it to the new lesson.
Development of her lesson
The development of the lesson starts from a general concept to specific concept.
Ending of her lesson
She ends her lesson either authentic or traditional assessment.

School: Don Emilio Salumbedis Elementary
Grade/Year Level: 3
Observe how the Resource Teacher began, developed and ended his/her lesson.
Start of the lesson
She starts her lesson using motivation, then fallow by review of the pass lesson.
Development of her lesson
The same as the first teacher she developed her lesson by starting with the general concept to specific
concept.
Ending of her lesson
She ends her lesson through assessment either authentic or traditional.
My Analysis
1. Did the Teachers use the deductive or inductive method? Prove your answer.
The teachers use deductive method or use direct approach because most of the strategies are expository,
it usually aimed mastery and mastery of skill and knowledge, they are teacher- oriented because they
make direct transmission of the information’s and the teachers start from a general concept of the lesson
to the specific concept of the lesson.
2. In which teaching method were students more involved in the teaching-learning process?
It is when the teachers will use indirect approach or inductive method in the teaching and learning
process. Because this method applied exploratory strategies, aimed at generating knowledge from
experiences, it is learner-centers, and the teacher only serves as the facilitator of learning’s because the
students search information with teacher’s supervision and it is flexibly organized.
3. Which method had greater demand from the teacher in terms of questioning and organizing
skills? Why?
The inductive method because this method applied exploratory strategies, aimed at generating
knowledge from experiences, it is learner-centers, and the teacher only serves as the facilitator of
learning’s because the students search information with teacher’s supervision and it is flexibly organized.
And also the learners are active in search of information’s.
4. Was there an instance when the teacher taught the lesson deductively/inductively when it could
have been better if she taught it inductively/deductively? Explain your answer.
Sometimes, actually the use of this both methods depends on the kind of learners they have, because the
2 sections that I observed was the 2 last sections in the grade 3 level. There are instances that the
teachers use inductive method but it is the deductive method that is dominating. There are still slow
learners that still need the total guidance of the teacher.
My Reflections
Which is a more effective teaching method – deductive or inductive?
I think it is the inductive method, because it is student- centered and it is always the learner
Himself that have the responsibility for his own learning, and the teacher must only serve as facilitator of
learning and also because of its features like exploratory learning and etc. Another thing is that it is a
discovery learning method of teaching, where lessons progress from observation to generalization. This
method also makes active learners and that should always be the goal of education, to produce working
mind and working hands, that is only possible if the learners are active and not passive recipient of
information’s.
Activity 7 – Guiding Principles in the Selection and Use of Teaching Methods
At the end of this activity, you will be able to identify the application of some guiding principles in
the selection and use of teaching strategies.
Tasks:
1. Observe one Resource Teacher
Resource TLE Teacher: Mrs. Rosemarie Anacion
Grade/Year Level: 3
Guiding Principles in the Selection and Use of Teaching Behavior of the Resource Teacher that
Strategies Applies the Principle
1. The more senses that are involved, the e.g. Actually the senses that I observed that the
more and the better the learning. student usually see in the teaching-learning
process was sense of sight, hearing, it is when the
teacher uses illustrations and pictures in explaining
the lesson.
2. Learning is an active process. Learning become an active process when the
teacher ask questions that makes the students
think, not just simply to think, but to think critically
and logically.
3. A non-threatening atmosphere enhances The learning environment of my cooperating

learning. teacher was conducive, but the comfort room is
not the clean.
4. Emotion has the power to increase Actually I don’t observe it yet.

retention and learning.
5. Good teaching goes beyond recall of My cooperating teacher use the law of exercise as
information. she always reviews her students before starting
anew lesson and always assure that she was able
to connect the new lesson to the pass lesson.
6. Learning is meaningful when it is e.g. The teacher applied this guiding principles by
connected to students’ everyday life. integrating values and giving example that is
related to real life situations that is applicable to
the students grade level and thinking level
7. An integrated teaching approach is far I don’t observe it; may cooperating teacher does
more effective than teaching isolated bits not integrate other subjects.
of information.
My Analysis
1. Did you find the Teacher adhering to all the principles of teaching-learning? Was there any
principle that was violated? Explain your answer.
I almost see all the principle except from emotion have the power to increase retention and learning and
the “An integrated teaching approach is far more effective that teaching isolated bits of information. It is
because my cooperating teachers focus only on one subject area that she is teaching and usually I don’t
see any activity or questions that involve emotion.
2. Which principle of teaching was not applied, hence not observed? If not applied can you think of
an instance where it could have been applied?
Actually, the same as my answer on the question number 1. I almost see all the principle except from
emotion have the power to increase retention and learning and the “An integrated teaching approach is
far more effective that teaching isolated bits of information. It is because my cooperating teachers focus
only on one subject area that she is teaching and usually I don’t see any activity or questions that involve
emotion.
But if I may think of situation that I may apply, it is always applicable.
My Reflections
What is the best method of teaching? Is there such a thing?
There’s no best method of teaching, because I believe that every teacher have their own unique method
that may be blend of deductive, inductive and the other one the societal method. Applicability, of each
method depends on its uses on how the teachers apply it in the teaching – learning process. Methods of
teaching are just a guide but in the actual classroom situation what is important is the mastery of the
lesson, clarity and the passion in teaching. If I will give or invent my own method I will invent the method
of love, there’s no rules to fallow only the dedication and the perseverance to teach the students,
because anyone who persevere and dedicate their life on teaching have that soul of a real teacher.
Everything should be driven by love. The more we love what we do the more easily we can do something,
the same as acquiring knowledge. The teachers that teach with love have that students that learn from
love,

Activity 9– Effective Questioning and Reaching Techniques
Intended Learning Outcome
At the end of this activity, you must be able to identify the application of some guiding principles
in the selection and use of teaching strategies.
Tasks:
1. Observe at least 2 Science Teachers
OBSERVATION SHEET # 9.1 – Types of Questioning

Resource SCIENCE Teacher: Mrs. Rosemarie Anacion
Grade/Year Level: 3
Types of Question Examples of Questions that the Resource Teacher
Asked
1. Factual/ Convergent Closed/ Low level Factual: Are animals considered as living
organism?
Convergent: What do you called the study of living
organism?
Low level: Are you living organism?
2. Divergent/ Higher-order/ Open-ended/ What can you do to give importance on the living
Conceptual organism? How can you protect them? Can you
give specific example
a. Evaluation The teachers evaluate the students learning
through oral and written questions.
b. Inference Teacher asks the students to make comparison
and distinguish the differences between living and
non-living organism.
c. Comparison The teachers ask what is the similarity between
human, plants and animals as they all considered
as living organism.
d. Application The students draw example of living and no living
organism.
e. Problem-solving I don’t observe such problem.
3. Affective What would you feel if the plants and animals die?
Because of the pollution cause by man?
Technology and Livelihood Education
South Luzon
Field Study 05
SUBMITTED BY SUBMITTED BY
Prof. IONA OFELIA ZANORIA DONNABEL B. OFFEMARIA
PT O1 Adviser BTLE V-C
FS5 – Learning Assessment Strategies
Activity 1 - Assessment For Learning, Assessment As Learning And Assessment Of Learning: How Are
They Practiced?
1. Distinguish among the 3 forms of assessment, and
2. Draw concrete examples of these forms of assessment.
Tasks:
1. Observe 2 classes, together with a partner, to see assessment practices with the help of an
Observation Sheet.
2. Analyze my observations with the use of guide questions.
3. Reflect on my observations and analysis.
4. Answer the LET-like test items.
5. Come up with my portfolio.
OBSERVATION SHEET #1.1

Indicators of Assessment FOR, OF, and AS Learning
School: DON EMILIO SALUMBEDIS ELEMENTARY SCHOOL
Grade/Year Level: 3
Date: DECEMBER 6, 2017
Assessment FOR Learning Assessment AS Learning Assessment OF Learning
Write observed teacher activities that manifest assessment FOR learning.
(Assessment while teacher teaches. Conduct of pretest and posttest are included).
As I observed the teacher always give activity to her students like answering different sheet that she
provide to be answer by her student. To monitor on what extent student understand the lesson.
W5rite observed teacher and student activities that manifest assessment AS learning. (Self-
assessment)
As I observed teacher assessed their students by assuring the students that all the learning can be
applied into real life situation, like after she discussed the part of the plants she give an assignment to
bring a plant that they dig and took care beside on their classroom. The next day before planting the
plants first she asked question about the parts of the plant. She tests the remembering ability of her
student.
Write observed teacher activities that manifest assessment OF learning. (Assessment at the
end of teaching)
Assessment OF learning is always done after instruction, for example after she discussed the part of the
plants she gives an assignment to bring a plant that they dig and took care beside on their classroom.
The next day before planting the plants first she asked question about the parts of the plant. She tests
the remembering ability of her student.

Indicators of Assessment FOR, OF, and AS Learning
Resource Science Teacher: RAQUEL A. ZARA
School: LOPEZ WEST ELEMENTARY SCHOOL BLDG. 1
Grade/Year Level: 3
Date: DECEMBER 6,2017
Assessment FOR Learning Assessment AS Learning Assessment OF Learning
Write observed teacher activities that manifest assessment FOR learning.
(Assessment while teacher teaches. Conduct of pretest and posttest are included).
Example of pretest
1. What are the parts of the plant?

2. What are the proper ways to take care the plants?
3. What is the importance of the plant?
The teachers conduct this kind of assessment after she discussed. And according to her
this assessment is to know what their students are bringing into the learning situation.
Write observed teacher and student activities that manifest assessment AS learning. (Self-
assessment)
As I observed teacher assessed their students by assuring the students that all the learning can be
applied into real life situation, and make meaningful learning. And according to my cooperating teacher
they usually done Assessment as learning for them to understand and perform well their role of
assessing FOR and OF learning, and also according to them it requires teachers to undergo training on
how to assess learning and be equipped with the fallowing competencies needed in performing their
work as assessors. Write observed teacher activities that manifest assessment OF learning.
(Assessment at the end of teaching)
Example of Assessment OF learning.
1. Summative test
2. Monthly test
3. Periodical test
The same as the first teacher it is usually a paper and pen test, according to my cooperating teacher the
results are communicated t the students, parents and other stake holders for decision makings.
My Analysis
1. Did you observe assessment practices for the three (3) forms of assessment? Explain your
answer.
Yes, because I see Placement test, that assess the needs of the learners to have basis in planning for a
relevant instruction. I also noticed Formative and Diagnostic test and those things fall into the
ASSSESSMENT FRO LEARNING. I also observed ASSESSMENT OF LEARNING, that usually a paper and pen
test, or also known as summative test, and usually information from assessment of learning is usually
expressed as marks or letter grades. And the last one was the ASSESSMENT AS LEARNING; it is when the
teachers make encouragement to the students to apply their learning’s into a real life situation.
2. Are results of assessment OF learning affected by the observance/implementation of
assessment FOR learning? Explain your answer.
Yes, because Assessment of Learning is a very essential thing that may affect assessment of learning
because it should be the very first process of gathering and organizing quantitative and qualitative data
into an interpretable form to have basis for judgment or decision making. I also believe that learner will
not learner unless he or she is ready to learn, and to know whether the learners are ready to learn is to
undergo Assessment for learning.
3. Based on your observation, to what extent is Assessment AS Learning (self-assessment)

practiced compared to Assessment FOR (formative) and OF Learning (summative)?
Assessment as learning is the result of assessment FOR and OF learning, this is usually the real life
application or where the meaningful learning emerged, while assessment FOR learning only test the
prior knowledge of the students and level of thinking, while assessment OF learning is to test the
retention and cognitive skills of the student based on the academic knowledge.
4. Which phrase refers to assessment FOR Learning? Assessment OF learning? Assessment AS

Learning?
“DepEd Order No. 8, s. 2015 states “Assessment is a process that is used to keep track of learners’
progress in relation to learning standards …, to promote self-reflection and personal accountability
among students about their own learning and to provide bases for the profiling of student performance
on the learning competencies and standards of the curriculum.”
Assessment FOR learning - Assessment is a process that is used to keep track of learners’ progress in
relation to learning standards
Assessment OF learning - Their own learning and to provide bases for the profiling of student
performance on the learning competencies and standards of the curriculum.”
My Reflections
Write your reflections on the following:
1. As a student, did you like assessment? Do students like assessment? Why or why not?
Yes, because it is composed of instrument to designed to measure any characteristics, quality, ability,
knowledge or skill, without assessment my progress and development as student will be unknown,
because assessment is the only way to gather and organize either quantitative or qualitative data into
an interpretable form to have a basis for correct judgment or decision making.
2. What can you do to eliminate students’ fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?
Yes, it may reduce students’ fear of assessment because as they always experience something the less
the probability that they will be afraid of it.
3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why not?
Yes, because self- assessment makes the learner to be holistically developed , it gives them the sense of
responsibility to take account of their actions and decisions based on their experiences and learning, it
is also important so they can monitor their own progress and development/
1. Make use of varied tools for assessment data gathering and multiple sources of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment
tool. Consider multiple intelligences and learning styles. Which assessment tools did Resource
Teacher use?
Quizzes and tests
Discussion forums
Multimedia (text, images)
Presentation tools
2. Learners must be given feedback about their performance. Feedback must be specific. “Good
work!” is positive feedback and is welcome but actually is not a very good feedback since it is not
3. specific. A more specific better feedback is “You observed rules on subject-verb agreement and
variety of sentences. Three of your commas were misplaced.” Give examples of comments of
teacher on students work/ answer.
‘’Yan magaling’’
‘’ Very good’’
‘’tama! Sino pa ang katulad ni yumi na tumutulong sa kanyang magulang’’
This kind of feedback is usually used by my cooperating teacher.
4. Assessment should be on real-world application and not on out-of-context drills. How
was this demonstrated?
She applied assessment that is applicable to the level of thinking and cognitive skill of the student that
is usually in the form of questions that is connected into real life situation.
5. Emphasize on the assessment of higher-order thinking. How was this done?

This is emphasized through asking divergent questions or open-ended questions, and motivating the
students to apply their learning in the daily life situation.
6. Emphasize on self-assessment. (Assessment as learning) Were students given the
opportunity to do self-assessment?
Actually yes, but not most of the time

Resource EDUKASYON SA PAGPAPAKATAO Teacher: RAQUEL A. ZARA
School LOPEZ WEST ELEMENTARY SCHOOL BLDG.1
Grade/Year Level 3
Principles of Assessment Observations (Describe observed behaviors of the Resource Teacher that
is/are aligned to each principle).
1. Make use of varied tools for assessment data gathering and multiple sources of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment
tool. Consider multiple intelligences and learning styles. Which assessment tools did Resource
Teacher use?
Quizzes and tests
Discussion forums
Multimedia (text, images)
Presentation tools
2. Learners must be given feedback about their performance. Feedback must be specific. “Good
work!” is positive feedback and is welcome but actually is not a very good feedback since it is not
specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety
of sentences. Three of your commas were misplaced.” Give examples of comments of teacher on
students work/ answer.
’Yan magaling’’
‘’ Very good’’
‘’tama! Sino pa ang katulad ni yumi na tumutulong sa kanyang magulang’’
This kind of feedback is usually used by my cooperating teacher.
She applied assessment that is applicable to the level of thinking and cognitive skill of the student that
is usually in the form of questions that is connected into real life situation.
Learners must Principles OBSERVATION SHEET #2.3

Resource TEACHER : ROSEMARIE ANACION
School: DON EMILIO SALUMBEDIS ELEMENNTARY SCHOOL
Grade/Year Level: 3
be given feedback about their performance. Feedback must be specific. “Good work!” is positive
feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific
better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of
your commas were misplaced.” Give examples of comments of teacher on students work/ answer.
‘’magaling, mahusay, very good’’ this are the kinds of feedback the teacher gave to the students.
It is demonstrated through oral questions and written questions.

Example of questions :
1. Sino ang pambansang bayani ng Pilipinas?
2. Sino ang dakilang lumpo, na tinagurian ding bayani ng Pilipinas?


Yes, but not most of the time.

My Analysis
1. Which principles of assessment were observed to have been practiced?
The principle of assessment was observed to have been practiced was Assessment OF learning.
2. Which principle/s was/were least observed/ not observed?

The least observed was Assessment AS learning.
My Reflections
We assess what we value and value what we assess. What should I do to make assessment
worthwhile?
We assess what we value and value what we assess. To make assessment worthwhile it should
always be first aligned on the learning objectives of the daily lesson, second it should be something that
is observable and measurable, and third it should be in a real world application. Assessment must not
always be a paper and pen test, but it should be authentic, to evaluate their learning’s not only on
terms of cognitive development but also their affective and psychomotor skills. And to assure
sustainability of their learning’s students must be motivated to apply their learning into daily life living.
Another important aspect in applying assessment is that it should measure one of the multiple
intelligences, but considered multiple intelligences. Everyone is blessed with a gift, but it is up on them
how they will use it or never open it at all. A learner might not be good in dancing but he could be good
in singing, he might not be good in mathematics but he could be good in science or other discipline.
Learners need to develop their strength as well as their weakness. Every gift is equivalent to power and
every power have a corresponding obligation and responsibility, each learner should always remember
that no matter how good they are in an specific skills or subject area when they don’t know how to
nurture and take care of this gifts it will be useless and nothing. That’s why considering Multiple
Intelligences is very important.

Activity 3 – Using Different Assessment Methods, Tools and Tasks
1. Identify different assessment methods, assessment tools and assessment tasks and
2. Select the appropriate assessment method/tool/task for different domains of learning and for
the 9 intelligences.
Tasks:
1. Observe at least three (3) classes with a learning partner. I will choose one class from each of
the three groups.
Group 1 – Language/ Science/ Math
Group 2 – Physical Education, EPP/TLE, Music and Arts
Group 3 – Edukasyon sa Pagpapakatao / Literature/ Araling Panlipunan
5. Come-up with my portfolio.
OBSERVATION SHEET #3.1 – Traditional Assessment Practices

Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: Mrs. Eloisa Oferio
Grade/Year Level: Kinder
Science and Mathematics
Date: December 5, 2017
Paper-and-Pencil Tests Please put a check (/) on the test which the teacher used and give at least 2
test items as examples. You may ask for samples of past tests that your Resource Teacher used in the
past to complete your matrix.
Selected-response type /
1. Alternate-response Direction: Write T if the statement is true and write false if the
statement is false.
1. Cell is the basic unit of life.
2.In a typical cell, the production of energy in the form of ATP takes place in the mitochondria,
2. Matching type 1.Prism A. Type of solid
2.Bases B. Congruent polygons
3.Altitude C. Faces, not included bases
3. Multiple choice 1. Which of the fallowing is a sense organ?
A. tongue
B. hair
C. bone
D. foot
2. The sun is an example of which of the fallowing?

A. Star
B. Comet
C. Planet
D. Galaxy
4. Others None
Constructed-Response type /
1. Completion 1. A_________ can refer to any type of objects that can support its own
weight and whatever food is placed upon it.
2. If an object or structure cannot be easily moved or disturbed it has_________
2. Short answer type 1.Cell is the basic unit of life.

2.In a typical cell, the production of energy in the form of ATP takes place in the mitochondria,
3. Problem solving 1.Tom had 114 baseball cards. He kept 10 shared the rest among his 8 friends.
How many baseball cards did each friend get?
2. A teacher brought 12 packets of crayons. 7 of the packet had 9 crayons and the other five packets
had 10 crayons. How many crayons did the teacher buy in all?
4. Essay 1. What can you do to save mother earth?
2. Why do humans need trees?
a. Restricted /
b. Non-restricted /
5. Others None
OBSERVATION SHEET #3.2 – Traditional Assessment Practices

Resource Teacher: ROSEMARIE ANACION
Grade/Year Level: 3
Science and Mathematics
Learning in the Cognitive Domain and Declarative Knowledge

Paper-and-Pencil Tests Please put a check (/) on the test which the teacher used and give at least 2
test items as examples. You may ask for samples of past tests that your Resource Teacher used in the
past to complete your matrix.
Selected-response type
1. Alternate-response 1. The green pigment material is called chlorophyll.
2. The shape of the cell is commonly related to its function
3. Matching type 1.Prism A. Type of solid
2.Bases B. Congruent polygons
3.Altitude C. Faces, not included bases
4. Multiple choice 1. Skunk sprays a strong-smelling liquid to____________.
A. Attract prey
B. Get rid of waste
C. Defend themselves
D. Help nearby plants grow
2.It sends messages to the brain to tell us about the sounds we hear?
A. Retina
B. Optic Nerve
C. Olfactory nerve
D. Auditory nerve
5. Others None
Constructed-Response type /
1. Completion 3._________________Anything the occupied space and have mass.
4.The___________ is the basic unit of life
2. Short answer type 1The green pigment material is called chlorophyll.
2. The shape of the cell is commonly related to its function
3. Problem solving 3. Mr. Smith baked 3 trays of 36 cookies. After they cooled he divided the
cookies evenly into 4 bags. How many cookies did Mr. Smith place in each bag
4. On a Friday evening a pizza shop had orders for pepperoni, 97 vegetables, and 355 cheese pizzas. If
the 4 cooks each made an equal number of pizza, how many pizzas did each cook make?
4. Essay 1. What can you do to save mother earth?
2. Why do humans need trees?
c. Restricted /
d. Non-restricted /
5. Others None
OBSERVATION SHEET #3.3 – Authentic Assessment Practices

Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance
Resource Teacher: Raquel A. Zara
Grade/Year Level: 3
Araling Panlipunan
Describe how a product/performance was assessed?

1. Product Example/s of product/s assessed. How was it/were they assessed?
Drawings, painting and other arts product are usually the kind of product that are usually assessed,
based on its significance of the study and physical appearance, for example my cooperating teacher will
ask her students to draw the national hero and the Philippine society.
2. Performance (Psychomotor)
I don’t observe it.
My Analysis
1. In what subjects was traditional assessment method used most?
Traditional assessment was usually use or applied on Araling Panlipunan and Edukasyon sa
Pagpapakatao.
2. Which among the traditional assessment tools/tests was/were used most often?
It is the paper and pen test assessment tool that was usually used in the traditional assessment.
3. In what subjects was authentic assessment method used most?
It is applicable to all subjects but usually use in the subject area of MAPEH.
4. Which products or performance were assessed? Give examples.
The products that were assessed was paper folding and arts works like drawing and painting.
5. What assessment tools and tasks were used to assess learning in the cognitive domain, and
declarative knowledge?
The assessment tool that were used to assess learning in the cognitive domain and declarative
knowledge was paper and pen test.
6. What assessment tools and tasks were used to assess the learning of psychomotor skills/
procedural knowledge?
This is assessed through authentic assessment with the use of either analytic or holistic rubrics.
7. Was there assessment of learning in the affective domain? Explain your answer.
No, I don’t observe it. But ideally there is.
8. To which multiple intelligences did the assessment tools and tasks respond? Come up with a
Table of the intelligences which were given attention and the corresponding assessment task used.
MI Assessment
Verbal/Linguistic
Logical/Mathematical
Visiual/Spatial
Bodily/ Kinesthetic
Musical
Intrapersonal
Interpersonal
Naturalist
Oral recitation
Problem solving questions
Picture analysis
Role playing/ simulations
Singing
Translucent activity
Cooperative activity
none
My Reflections
What happens when your assessment method and tool do not match with your domain of learning?
When the assessment tool do not match with the domain of learning, the learning objective become
not successful.
Have been fair to learners whom we learned are equipped with multiple intelligences when in the past
we only used paper-and-pencil test which was most fir only for the linguistically intelligent learners?
No, it is not fair because it’s better to use Authentic assessment that enables educators to
determine students’ skills, knowledge, and competencies and to provide evidence of their learning.
Utilizing a variety of performance-based measures, complex rubrics, and real-world tasks, authentic
assessment encourages greater understanding of concepts in a meaningful context. Developed in
response to the rote memorization and less complex assessments of objective measurements such as
multiple-choice tests, which have been traditionally employed in education, authentic assessment
provides a more engaging and effective way to measure students’ learning while promoting
understanding and valuing the process of learning.

Activity 4 – Assessing Learning in Different Levels
1. Classify the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s taxonomy
2. Determine if the assessment tools/tasks are aligned to the level of the learning outcomes
Tasks:
1. Observe one class from each of the different subject groups: 1) Grammar class in Filipino,
English, Mother Tongue, math, Science – Cognitive; 2) Edukasyon sa Pagpapakatao, English Literature/
Panitikan; - Affective 3) EPP or Technology and Livelihood Education, Physical Education, music and Arts,
Computer class – Psychomotor.
2. Ask permission to copy the lesson objectives and evaluation of my Resource Teacher. Identify
its/their domain/s and level/s of learning.
3. With consent of my Resource Teacher, get a copy of his/her written test/s. answer the analysis
questions based on these test items.
4. Observe my Resource Teacher while he/she teaches. Determine the levels of learning that
he/she takes in teaching.
5. Identify examples of the different levels of learning outcomes drawn from the teacher’s lesson
plans.
6. Determine if the assessment tools/tasks are aligned to the level of the learning outcomes.
10. Come up with my portfolio
OBSERVATION SHEET #4.1 – Levels of Learning Outcomes
Resource Edukasyon sa Pagpapakatao Teacher: Raquel A. Zara
Grade/Year Level: 3
English
(Choice of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)
Level of Learning Outcome – Cognitive (Bloom) Learning Outcome/ Lesson Objective from
Teacher’s Lesson Plan (Write lesson objective in the appropriate level outcome). Assessment Task
(Evaluation from Teacher’s Lesson Plan (Write it in the appropriate level outcome). Is the level of
assessment aligned to the level of the objective? e.g. objective is “recall the names of ____”;
Assessment task is “Distinguish between animal and plant cell” – Not aligned
1. Remembering Lesson objective?
Activate prior knowledge based on the stories to be heard.

EN3LC-Ia-j-2
Answer related questions answer that is composed of divergent and convergent questions. Yes
Yes, it is aligned
‘’ Draw the favorite part of the story’’ No

2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating
Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Learning Outcome/ Lesson Objective
Resource Teacher’s Assessment Task
1. Retrieval – recalling, recognizing Activate prior knowledge based on the stories to be heard.
EN3LC-Ia-j-2 ’ Draw the favorite part of the story’’
2. Comprehension . Read the story aloud. Stop at indicated point, to ask the children
what they think will
happen next in the story.
3. Analysis What do you do when you feel thirsty?
4. Knowledge utilization (investigating, experimenting, problem solving, decision-making)
What do you do when you feel thirsty?
5. Metacognitive System (Students set learning goals, monitor their learning) Give proofs that
the metacognitive and self-systems were touched in the teaching-learning.
Making generalizations and abstractions about the lesson What lesson did you learn?
6. Self-system (Students examine importance of subject, examine self-motivation, interest and

efficacy) At the beginning of the story, what did the thirsty crow do?
2. Where did he find water?
3. Could he drink right away? Why not?

Resource Teacher: Raquel A. Zara
Grade/Year Level: 3
English
(Choice of 1 from Edukasyon sa Pagpapakatao, English Literature, Panitikan)

1. Remembering Lesson objective? Yes No
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating Able to make a simple sentences Post some drawing. Ask them to make a simple
writings about the drawing. YES

1. Retrieval – recalling, recognizing
2. Comprehension
3. Analysis
efficacy) Able to make a simple sentence
Resource Teacher: ROSEMARIE ANACION
Grade/Year Level: 3
(Choice of 1 from EPP or TLE, PE, Music and Arts, Computer)

1. Remembering Lesson objective?
Knowing the correct spelling of the words.
Name the following pictures.

( Teachers’ discretion ) Yes
No
Draw or cut out pictures with short o sounds in CVC pattern.Make a sentences out of it.
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating

1. Retrieval – recalling, recognizing Knowing the correct spelling of the words. Draw or cut out
pictures with short of sounds in CVC pattern. Make sentences out of it.
2. Comprehension
3. Analysis
Give them activity sheet to perform in group activity regarding short-o sounds in CVC pattern.

efficacy)
My Analysis
1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s KPUP?
The counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s KPUP was 1.
Retrieval – recalling, recognizing.
2. Are the levels of learning or processing of what is learned in Bloom’s, Kendall’s and Marzano’s
similar or entirely different? Diagram.
Yes, it is the same.
3. What did you discover about assessment tasks and learning outcomes? Are they aligned?
Explain.
Yes, it is aligned because the assessment task really measure what should be measure.
4. Students study based on how they are tested. To avoid “teaching-to-the-test” (teaching
something because it will be tested or covered in the test) or superficial factual testing, what levels of
knowledge processing should teachers use more?
It is possible through appropriate questioning techniques, specially the used of open ended questions.
My Reflections
Perhaps even without a scientific survey, you agree that the most of the assessments that
takes place in school are in the low levels of recalling, knowledge, retrieval. What can be some reasons
behind this?
We measure what we value and we value what we measure. Then we have to assess what we
value and value what we assess. What is one big message of Bloom’s revised cognitive taxonomy,
Kendall’s and Marzano’s new taxonomy of objectives to teachers regarding the assessment process?
It is often said that we value what we can measure, but it might be more accurate to say that we
measure what we value, and different people value very different things, an insight that is central to
debates about the meaning of development and the need for broader indicators such as well-being.
What, how and when we measure, how we use and interpret the results, and who decides these things
are crucial questions in development -- and serve to highlight not just the methods, but the power
relations involved.

Activity 6 – On Portfolios
At the end of the activity, you will be able to describe the various types of learner’s portfolios
and their functions.
Tasks:
1. Talk with at least 2 Resource Teachers and ask permission to go over available learner’s
portfolios.
2. Classify the portfolio.
3. Examine the elements and content of each portfolio.
4. Analyze my observations.
5. Reflect on my experience.
Checklist
Classify the portfolios examine. Use the checklist below:
Type of Portfolio Tally (How many did you see?) Frequency
Development/ Process Portfolio/ Growth Portfolio III 3
Display Showcase/ Best Work Portfolio/ Showcase Portfolio III 3
Evaluation/ Assessment Portfolio IIIII 5
Observation Checklist
Select three (3) best portfolios from what you examined. Which elements is/are present in each? Please
check.
Elements of Portfolio Put your check (/) here.
1. Cover letter – “About the Author” and “What my Portfolio Shows About My Progress as a
Learner” /
2. Table of Contents with numbered pages. /
3. Entries-both core (required items) and optional items (chosen by students). /
4. Dates on all entries to facilitate proof of growth over time. /
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.) /
6. Reflections /
My Analysis
1. Did I see samples of three different types of portfolios?
Yes, I see sample of the 3 different portfolio types. Mainly, there are 2 process/working
portfolios, 2 documentation/display portfolios and a total of 5 showcase/assessment portfolios.
2. What did I observe to be the most commonly used portfolio?
The most commonly used portfolio based on my observation and frequency count is the
Showcase/assessment portfolio, since it can be used to demonstrate mastery in any curricular area of
interest. With this kind of portfolio, the teacher can assess the growth of their students’
overtime by means of their narrative, reflections and outputs tagged in their work.
3. As I examined three selected portfolios, did I see all the elements of a portfolio?
The most commonly used portfolio based on my observation and frequency count is the
Showcase/assessment portfolio, since it can be used to demonstrate mastery in any curricular area of
interest. With this kind of portfolio, the teacher can assess the growth of their students’
overtime by means of their narrative, reflections and outputs tagged in their work.
4. Is it necessary for a teacher to use varied types of portfolio? Why?
Of course! Using a variety or a COMBINATION of those portfolios cited earlier can

inculcate and promote a more meaningful learning experience to the students. According to
Brookhart, 1999, the most rewarding use of student portfolio is the display of student work, the
work that makes them proud. Students as well as their teachers become most committed to the
process when they experience the joy of exhibiting their best work and interpreting its meaning
through the use of the 3 different types of portfolios that although in their types are distinct, in
theory, they tend to overlap in the USAGE and practice thus it is, without a doubt, NECESSARY.
5. If one element or two elements of a portfolio are missing will this have any impact on
assessment process? Explain your answer.
After the teacher had evaluated the portfolio, the next step is for the teachers and students to discuss
the learning goals and the progress toward these goals in structured or unstructured conferences.
Meaning, if there is something that is wrong, then how cans the teacher corrects what is lacking or
imperfect? Then, no improvement will surely occur.
My Reflections
1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning that results from the use of
portfolio?
The entries in such a portfolio might include research, narrative summaries of activities performed,
pictures, videos, projects, and the like. How will the student’s products be evaluated if student writing
or chemical problem-solving is included in the portfolio? How will the practitioners be sure that the
products are good enough that the work is of high quality? By what criteria will student work be judged?
To answer all of these questions, educators develop scoring-rubrics or rubrics, with clear criteria and
descriptions of different level of performance, making assessment very convenient. In the context of
performance, the portfolio reflects the amount of learning one has attributed to the criteria of such
authentic work. To give the final blow, I as a pre-service teacher commit to learning that portfolios can
take many different forms and may be used for many purposes
2. Can showcase portfolios be assessment portfolios as well?

Yes it can be, in both types of portfolios, students write reflective essays or introductory memos to the
faculty/assessment committee to explain the work and reflect on how the collection demonstrates
their accomplishments, explains why they selected the particular examples, and/or describes changes
in their knowledge/ability/attitude
3. Can development or growth portfolios be assessment portfolios?
Yes, because students write reflective essays or introductory memos to the faculty/assessment
committee to explain the work and reflect on how the collection demonstrates their accomplishments,
explains why they selected the particular examples, and/or describes changes in their
knowledge/ability/attitude

Activity 7 – On Scoring Rubric
At the end of the activity, you will be able to examine different types of rubrics used by the
Resource Teachers and relate them to assessment of student learning.
Tasks:
1. Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning.
2. Request my Resource Teachers for a copy (for to photocopy) of the scoring rubrics that the
school uses for group projects, student papers, cooperative learning activities.
3. If there are no scoring rubrics available, I will research on samples of scoring rubrics for student
papers, cooperative learning activities, group projects, performances, and the like.
4. I will analyze information gathered from my interview and research.
5. I will reflect on all information gathered.
Interview
Ask the following questions:
1. Where do you use the scoring rubrics? (student outputs or products and student activities)
Resource teachers 1, nad 2 stated that they use scoring rubrics on performance
examinations, group presentations, student portfolios, different student’s projects, in conducting
seminars and in other student outputs and products.
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did
you use?
Scoring rubrics gives emphasis to the elements to be evaluated with due consideration to the
lesson objectives making the entire body of student work be evaluated accordingly. If there are
none, they prefer a more simplified format consisting of a simple array of categories with
corresponding points.
3. What difficulties have you met in the use of scoring rubrics?
Scoring rubrics gives emphasis to the elements to be evaluated with due consideration to the
Lesson objectives making the entire body of student work be evaluated accordingly. If there are
None, they prefer a more simplified format consisting of a simple array of categories with
corresponding points.
4. Do you make use of holistic and analytic rubrics? How do they differ?
Resource teachers 1 and 2 use the holistic one while Resource teacher 1 uses the analytic
one. Holistic rubrics are based on the overall impression or assessment that evaluates both the
output and process for the general aspect of grading. In contradiction, analytic rubrics are based
on the components/aspects that only measure the process or the output for a more detailed
scoring
5. Which is easier to use – analytic or holistic?

Resource teacher 1 voted for the analytic rubric while resource teacher 2 and 3 voted for the
Holistic one. According to Resource teacher 1, analytic rubrics because it is much more objective, for it
gives separate points to the individual aspects/ components. In the light of reason for resource teacher
2 , holistic rubrics since it only measures the general aspect that is combination of the outputs and
manner of producing such outputs.
6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier
to construct – analytic or holistic?
Resource teachers 1 and 2 make their own scoring rubrics. They

simply make one by identifying the categories appropriate for the subject which is also
connected to objectives of the topic; that they want their students to attain. According to
Resource teacher 3, holistic rubrics are easier to construct with the same ideology of importance
cited earlier on number 5.
Research
I will research on more examples of holistic and analytic rubrics.
Types of rubrics
Analytic scoring rubrics – much like the checklist allows for the separate evaluation of
every criterion. Each criterion is scored on a different descriptive scale (Moskal, 2013).
Holistic scoring rubrics – The criteria is considered in combination on a single
descriptive scale.
My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?
Scoring rubrics put emphasis on what the learner is able to demonstrate, rather than what
He/she cannot do. With this, thought out the process, learners can see exactly what they are
Expected to do to get the grade they want. Meaning, they become responsible for their own
Learning.
2. How are scoring rubrics related to portfolio assessment?
Portfolios belong to the domain of authentic assessments. Meaning, they cannot be graded as
easy as a selection type of test (traditional assessment) thus, scoring rubrics can be employed to
evaluate portfolios, paving the way for a more reliable interpretation of student work.
3. To get the most from scoring rubrics, what should be observed in the making and use of
scoring rubrics?
First, one must determine the learning outcomes which will serve as the foundation of your
Rubric Second, your rubric must focus on different skills especially on the manner on how
Students develop and express their learning that is, for the most part, measureable by certain
Criteria
My Reflections
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?
To become self-directed learners, students must learn to assess the demands of the task, evaluate their
own knowledge and skills, plan their approach, monitor their progress, and adjust strategies as needed.
Rubrics are great for students: they let students know what is expected of them, and demystify grades
by clearly stating, in age-appropriate vocabulary, the expectations for a project. They also help students
see that learning is about gaining specific skills (both in academic subjects and in problem-solving and
life skills), and they give students the opportunity to do self-assessment to reflect on the learning
process.
Students who naturally monitor their own progress and try to explain to themselves what they are
learning along the way generally show greater learning gains as compared to students who engage less
often in self-monitoring and self-explanation activities. . . . Students who taught or prompted to
monitor their own understanding or to explain to them what they are learning make greater learning
gains relative to students what are not taught to self-monitor

Activity 8 – The K to 12 Grading System
1. Compute students’ grade based on DepEd’s grading policy
2. Give the descriptor of a numerical grade
Tasks:
1. I will interview one Resource Teacher and 5 students.
2. I will write answers of my informants, my Resource Teacher and 5 students.
3. I will analyze and reflect on their responses and on my observations.
4. I will offer my help to my Resource Teacher for the computation of students’ grades.
5. Together with my learning partner, I will ask her/him and 5 students the interview questions.
7. Reflect on my observations.
9. Come up with my portfolio.
Activity 1: interview of Resource Teacher

Interview Guide Questions for Resource Teacher
Based on DepEd Order 8, s. 2015:
1. What are the bases for grading?
The bases for grading are written works or quizzes, performance task or recitation and periodical test of
every subject area.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an
example.
I’ll computer the grades based on the K to 12 grading system.
3. How do you compute grades at the end of the school year?
To get the general average of every pupil, add the entire final grade in every subject area the divide it
by the number of subjects.
4. What descriptors and grading scale are used in reporting progress of learners?
My cooperating teacher did not answer this question,
5. What are the bases for learners’ promotion and retention at the end of the school year?
Academic performance (Reader or non-reader ).
6. What is the report on learners’ observed values?

Reports on learners value consist of Core Values. Every core value have a behavior statements.
Activity 2: Interview of 5 Students

Interview Guide Questions for 5 Students
Note: To be honest with this part , I asked 5 of my students but suddenly they not respond on my
question, they just laugh and smile on me, even though that I rephrase the questions for the to
understand, rather than making false statement I’ll just say nothing about it. Maybe it is because that
my grade 3 students are not that grade conscious.
1. What do you like in the new grading system?

To be honest with this part , I asked 5 of my students but suddenly they not respond on my question,
they just laugh and smile on me, even though that I rephrase the questions for the to understand,
rather than making false statement I’ll just say nothing about it. Maybe it is because that my grade 3
students are not that grade conscious.
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?
Activity 3: Grade Computation

Show sample computations of a grade in a subject of your choice either from Grades 1 to 10 or
from Grades 11 and 12. Show the percentage contributions of written work, performance tasks and
quarterly assessment. Then give the descriptor. (Ask your Resource Teacher for his/her help).
Subject: Edukasyon sa Pagpapakatao Grade: 3
Steps
1. Get the total score for each component.
Learner’s Raw Score Highest Possible Score
Written Work 1 18 20
2 22 25
3 20 20
4 17 20
5 23 25
Learner’s Raw Score 100 Highest Possible Score 110
Performance Task 1 12 15
2 13 15
3 19 25
4 15 20
Learner’s Raw Score 59 Highest Possible Score 75
Quarterly Assessment (Test) Learner’s Raw Score 40 Highest Possible Score 50
2. Obtain the Percentage Score for each of the component by dividing the total raw score then
multiply the quotient by 100%.
3. Convert Percentage Scores to weighed scores by multiplying the percentage score by the
weight of the component. Refer to Tables on weighs of Components per subject for Grades 1 to 10 and
for Grades 11 to 12 on pp. 91-91.
Percentage Score of Written Work 90.91
Percentage Score of Performance Task 78.67
Percentage Score of Quarterly Assessment 80
The Weighed Score of Written Work 90. 91 X 0. 30 = 27. 273

The Weighed Score of Performance Task 78. 67 x 0. 50 = 39. 335
The Weighed Score of Quarterly Assessment 80 X 0. 20 = 16
4. Add the weighted Scores of each component. This will give you the initial grade. 82. 608
5. Transmute the Initial Grade using the Transmutation Table in Appendix G. The transmuted
grade is 90
6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptors on
p. 92.
My Analysis
Analyze data and information gathered from the interview.
1. Do teachers/students like the new grading system? Why or why not?
Yes, they like the new grading system, for it shows a clear, efficient and effective way on evaluating
through numbers and exact criteria for grading.
2. What are the good points of the new grading system?
The good point in the new grading system was that it gave more point or percentage on performance
task rather than paper and pen test.
3. What are the teachers challenged to do by this new grading system?
Nothing, it is easy, and nowadays computation made easy because of excels technology.
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
Yes.
5. Do Anderson’s and Krathwohl’s cognitive process dimensions include Kendall’s and Marzano’s
(retrieval, understanding, analysis and knowledge utilization)?
Yes, there is retrieval, understanding, analysis and knowledge utilization.
6. Did you like the experience of computing grades? Why or why not?
Yes, because it makes me a good and professional teacher.
My Reflections
In an era where the emphasis is self-directed learning, demonstration of knowledge; skills and values
learned (outcomes-based education) do grades really matter?
The most successful learning strategy is trial-and-error. It's the strategy that's built into us: it's how we
learn to walk and talk. It's how we learn to stack blocks on top of each other to build towers that don't
fall. When blocks fall, we learn our last stacking strategy won't work in the future, so we try something
else. In a deeply visceral way, we learn what works and what doesn't.
A core part of trial and error is failure. To learn from trial-and-error, you must go through many
iterations of trying, failing, recovering from that failure, and mining it for useful information, so that
your next trial will be a little bit smarter.
What are the thoughts about the reflection of core values of the Filipino child in the Report Card?
The core values have been translated into a behavior statement. In addition, indicators have been
formulated for each behavior statement. Schools may craft additional indicators for the behavior
statements but must ensure that these are child-centered, gender-fair, and, age and culture
appropriate. To support the development of these core values, schools must make sure that their
homeroom guidance program promotes them. Additional opportunities maybe integrated into class
discussion in all learning areas.

Activity 9 – Reporting Students’ Performance
1. State the reason(s) why grades must be reported to parents
2. Describe what must be done to make grade reporting meaningful
Tasks:
1. With my learning partner, I will interview at least two (2) Resource Teachers in different
schools on classroom and school practice in giving feedback to students and reporting children’s
performance to parents.
2. I will observe a Homeroom meeting.
3. I will research on best practices on the reporting of grades.
4. I will analyze and reflect on information gathered.
5. I will come up with my learning portfolio.
Activity 1 – Interview
1. How do you give feedback to your students regarding their performance? When do you give
feedback?
According to my cooperating teacher she always used appropriate feedback to his/her students. And
she always considered that no one will get hurt and feel embarrassed.
2. How do you report students’ performance to parents? Does the school have a regular way of
reporting grades to parents?
Sometimes I asked my students to tell their parents to go to school, and actually the school has a
regular way of reporting grades to parents.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
It is when the parents complain about the low grades of their students, for they believe that their
son/daughter is a good and intelligent student. I’ll address this problem to them by showing the
computation of grades of their children.
4. Was it easy for you to report students’ performance to parents? What were your challenges?
It depends on the attitude of the parents, but based on my experience it’s not the difficult.
Activity 2 – Attendance in Homeroom Meeting
If it is possible, attend a Homeroom meeting on Card-Getting Day. Outline the parts of the meeting.
Describe how the Resource Teachers communicated learners’ assessment results and grades to parents.
1. What are the parts of Homeroom meeting?
There’s no homeroom meeting that time.
2. How did the Resource Teachers communicate learners’ assessment and grades to parents?
I don’t observed it.
My Analysis
1. In the Homeroom meeting, did the teachers reporting and communicating of grades take place
smoothly? Or were there instances when discussions became heated because of the way reporting was
handled? Describe your observations.
There’s no Homeroom meeting within the days I observed, so I cannot answer this question.
My Reflections
Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
Sometimes parents expect beyond the capacity of the student not knowing their side, and that is one
of the reasons why misunderstanding occurs.
In order to ensure that the scoring, grading and reporting of scores and grades are fairly in order to
promote learning, it is necessary to properly weight the components in order to create a composite. It
is also necessary to describe grading procedures to students at beginning of instruction, clarify that
course grade will be based on their achievement only, explain other factors (effort, work habits,
demonstration and etc.) will be reported and etc.
Grades are computed based on the actual, the final result/grade of the students/pupils are based on
quizzes, periodic test, assignment and projects. These bases are into four: knowledge, understanding,
skills and performance.
So, to prevent this type of misunderstanding as a teacher must have a concrete prove to be presented
or show to the student. Giving their grades every end of the semester or grading to let them be aware.

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Philippine Normal University

The National Center for Teacher Education

FS 1 – The Learner and the Learning Environment

Activity 1 – Learners Characteristics and Needs

An Observation Guide for the Learner’s Characteristics

Learners’ Development Matrix

Development Kinder Primary Intermediate

Physical Most of the Most of the Most of the

Social They answer with When it comes to -courteous

Kinder Kinder like to move around a Therefore the teacher should

Therefore the teacher should not

Intermediate They always want to talk and Therefore teachers should

2. Think of a teacher you cannot forget for positive or negative reasons.

4. Share your insights here.

The students learning ability comes when their environment is a comfortable

FS 1 – The Learner and the Learning Environment

Activity 2 – Classroom Management and Learning

An Observation Guide for the Learners’ Characteristics

Be guided by these questions as you do our observation of the classroom

Classroom Management Matrix

4. Daily routines They always followed the The students become

5. Seating arrangement The seating arrangements The learners can

7. Reinforcement of If the class didn’t The students will try their

8. Others The classroom are very

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

FS 1 – The Learner and the Learning Environment

Activity 3 – Individual Differences and Learner’s Interaction

An Observation Guide for the Learners Characteristics

3. Describe the relationship among the learners. Do the learners

5. When a student is called and cannot answer the teacher’s question,

3. How will you encourage all learners, regardless of religious, ethnic or

SUBMITTED TO: SUBMITTED BY:

Intended Learning Outcome:

OBSERVATION SHEET # 2.1

OBSERVATION SHEET # 2.2

Edukasyon sa Pagpapakatao Teacher: Mrs. Vilma Presas

2. Share lesson objective with students. I don’t observe it.

Action without purpose is nonsense for as teachers we always need a purpose

Intended Learning Outcomes

OBSERVATION SHEET # 3.1

Domain of Knowledge Concrete Example/s for each Domain of

4. Affective – values, attitudes I adopt to my cooperating teacher the strategy of

Domain of Knowledge Concrete Example/s for easch Domain of Knowledge

Intended Learning Outcomes:

OBSERVATION SHEET # 4.1

3. Applying Students were asked with questions that they see

4. Analyzing Students were asked with questions that may

Sometimes yes, but there are also situations that

For example, the lesson was about caring and

Yes, because there are group works that develop

No, the teacher does not relate the lesson on other

What teaching-learning practice show that teaching approach was:

f) Collaborative – Students worked together.

I don’t observe it. The lessons was not multidisciplinary.

FS2 – Experiencing the Teaching – Learning Process

OBSERVATION SHEET # 6.1

Development of her lesson

She ends her lesson either authentic or traditional assessment.

OBSERVATION SHEET # 6.2

Development of her lesson

Ending of her lesson

She ends her lesson through assessment either authentic or traditional.

3. A non-threatening atmosphere enhances The learning environment of my cooperating