FS 5- Learning Assessment Strategies

Field Study 5 is an outcomes-based course designed to provide FS students with

opportunities to learn assessment strategies as they are applied in the teaching-learning process.
It is basically an observation course intended to help students observe the application of principles
of assessment in actual classroom teaching. The FS students observes how the Cooperating
Teacher assesses learning in the cognitive, psychomotor, and affective domains in various levels
using revised Bloom’s taxonomy, Kendall’s and Marzano’s new taxonomy, and the Knowledge,
process, Understanding, Product and Performance (KPUP) of DepEd.
Objectives:
1. Evaluate assessment practices against principles of assessment
2. Distinguish among the different methods and forms of assessment
3. Use different assessment methods, tools, and tasks to measure learning in the
cognitive, psychomotor and affective domains of learning that have content validity
with the help oa Table of Specifications
4. Practice Outcomes-based Education by formulating assessment tasks and items

ACTIVITY 1: ASSESSMENT FOR LEARNING, ASSESSMENT AS LEARNING AND

ASSESSMENT OF LEARNING: HOW THEY ARE PRACTICED

This activity introduces assessment FOR learning, assessment AS learning and

assessment OF learning. Prepositions for, as and of mean a lot. They make a big difference in
assessment.
Objectives:
1. Distinguish among the three forms of assessment
2. Draw concrete examples of these forms of assessment
Tasks:
1. Observe two classes together with a partner to see assessment practices with
the help of an Observation Sheet.
2. Analyze the observations with the use of guide questions.
3. Reflect on the observations and analysis.
Learning Essentials
The preposition “for” in assessment FOR learning implies that assessment is done to
improve and ensure learning. This is referred to as formative assessment. Assessment that is
given while the teacher is in the process of student learning formation. It ensures that learning is
going while teacher is in the process of teaching.
Teacher does not lose anything if as he/she teaches he/she checks for understanding now
and then. This is to ensure that before he/she proceeds further or comes near the end of the
chapter, unit or course or grading period, the students understood the lesson.
It will be tragic and a waste of time if the teacher just proceeds with his/her teaching
presuming that students understood the lesson only to discover at the end of the unit or grading
period that students after all did not understand the lesson. So much time has already been
wasted.
Besides lack of understanding of the lesson must have been compounded because the
“ABCs” of the lesson weren’t mastered and teacher already proceeded to “XYZ”. Too late to
discover that at the end of a unit or grading period the students did not learn what was expected
of them.
Formative assessment also includes the pretest and the posttest that a teacher gives to
ensure learning.
 Why the pretest? It is to find out where the students are or determine their entry knowledge
or skills so teacher knows how to adjust instructions.
Why the posttest? It is to find out if the intended learning outcome has been attained it,
then teacher has to apply an intervention or a remediation. Why do these have to take place? To
ensure learning, thus the term assessment FOR learning
In assessment FOR learning, teachers use assessment results to inform or adjust their
teaching.
Assessment OF learning is usually given at the end of the unit, grading period or a term
like a semester. It is meant to assess learning for grading purposes thus the term assessment OF
learning.
Assessment AS learning is associated with self-assessment. As the term implies,
assessment by itself is already a form of learning for the students.
As students assess their own work (e.g. a paragraph) and or with their peers with the use
of scoring rubrics, they learn on their own what a good paragraph is. At the same time, as they
are engaged in self-assessment, they learn about themselves as learners (e.g. paragraph writes)
and become aware of how they learn. In short, in assessment AS learning, students set their
targets, actively monitor and evaluate their own learning in relation to their set target. As a
consequence, they become self-directed or independent learners.

OBSERVATION SHEET 1.1

Observe two classes and record your observations.

Indicators of Assessment FOR, OF and AS Learning

Cooperating Teacher: __________________________ Grade Level: _______ School:
____________
Subject Area: _________________________________ Date: _________________________

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Assessment at the end of
teaches, conduct of pretest (Self-assessment) teaching)
and posttest are included)
 OBSERVATION SHEET 1.2

Indicators of Assessment FOR, OF and AS Learning

Cooperating Teacher: __________________________ Grade Level: _______ School:
____________
Subject Area: _________________________________ Date: _________________________

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Assessment at the end of
teaches, conduct of pretest (Self-assessment) teaching)
and posttest are included)

MY ANALYSIS

1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.
 ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________
2. Are the results of assessment OF learning affected by the observance/implementation of
assessment FOR learning. Elucidate.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________
3. Based on your observations, to what extent is Assessment AS Learning (self-assessment)
practiced compared to Assessment FOR (formative) and OF Learning (summative).
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________
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.’
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________

MY REFLECTIONS

1. As a student, did you like assessment? Do students like assessment? Why or not why
not?
2. What can you do to eliminate students fear of assessment? Can frequent formative
assessment reduce if not eliminate fear of assessment?
3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or
why not?
______________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
______________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 _________________________________________________________________________
____________________________________________
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________

ACTIVITY 2- GUIDING PRINCIPLES IN ASSESSMENT OF LEARNING

For the assessment process to accomplish its purpose, i.e. to ensure learning, we must
be guided by basic assessment principles.
Objectives:
1. Determine application of the guiding assessment principles in given situations, and
2. Apply the basic principles in the teaching –learning process.

Learning Essentials
The following are the principles that should guide student teachers in the conduct of
assessment:
1. Begin by specifying clearly and exactly what you want to assess. What you want to
assess is/are stated in your learning outcomes/lesson objectives.
2. The intended learning outcome/lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task
but it is the attainment of the learning outcome NOT content that you want to assess.
This is the Outcomes-Based Teaching and Learning.
3. Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable or
considered success?
4. 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, DepEd Order No. 8, s 2015 cites the use of multiples ways of measuring
students’ varying abilities and learning potentials.
5. Learners must be given feedback about their performance. Feedback must be specific.
“Good work!” is a 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 are
misplaced”.
6. Assessment should be on real-world application and not on out of context.
7. Emphasize on the assessment of higher-order thinking.
8. Provide opportunities for self-assessment.

The tasks:
1. Observe at least three classes with your learning partner.
2. Discuss your observation/answers to the questions with partner.
 3. Write down analysis of answers to the questions.
4. Reflect on the observation.
5. Attach documentations in your portfolio.

OBSERVATION SHEET 2.1

Cooperating Teacher: __________________________ School:

________________________
Grade level: ____________________ Subject Area _______________________ Date :
___________
T
Principles of Assessment Observations (Describe observed behaviors
that is/are aligned with the principles
1. Make use of varied tools for Which/what assessment tools were used by
assessment the CT?

2. Learners are given feedback about What examples of feedback or comments

their performance. were given to students?

3. Assessment are on real-world How was this demonstrated?

application

4. Emphasize assessment on higher- How was this done?

order thinking

5. Emphasize on self-assessment. Were students given the opportunity to do self-

assessment?

OBSERVATION SHEET 2.2

Cooperating Teacher: __________________________ School:

________________________
Grade level: ____________________ Subject Area _______________________ Date :
___________

Principles of Assessment Observations (Describe observed behaviors

that is/are aligned with the principles
1. Make use of varied tools for Which/what assessment tools were used by
assessment the CT?

2. Learners are given feedback about What examples of feedback or comments

their performance. were given to students?

3. Assessment are on real-world How was this demonstrated?

application

4. Emphasize assessment on higher- How was this done?

order thinking

5. Emphasize on self-assessment. Were students given the opportunity to do self-

assessment?

OBSERVATION SHEET 2.3

 Cooperating Teacher: __________________________ School:
________________________
Grade level: ____________________ Subject Area _______________________ Date :
___________

Principles of Assessment Observations (Describe observed behaviors

that is/are aligned with the principles
1. Make use of varied tools for Which/what assessment tools were used by
assessment the CT?

2. Learners are given feedback about What examples of feedback or comments

their performance. were given to students?

3. Assessment are on real-world How was this demonstrated?

application

4. Emphasize assessment on higher- How was this done?

order thinking

5. Emphasize on self-assessment. Were students given the opportunity to do self-

assessment?

MY ANALYSIS

1. Which principles of assessment were observed to have been practiced?

2. Which principles was/were least observed or not observed?

MY REFLECTIONS

We assess what we value and value what we assess. What should I do to make my
assessment worthwhile?

ACTIVITY 3 – USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS

There are different assessment methods, assessment tools and assessment tasks to
assess several domains of learning-cognitive, affective and psychomotor.
No single assessment method/tool/task can assess all forms of learning. With Gardner’s
multipole intelligences, learning when assessed can be demonstrated in nine (9) different ways,
too. Teacher, therefore, should make use of varied assessment tools and tasks. In fact, one
principle of assessment is to make use of varied methods and tools.
Objectives:
1. Identify 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.
Learning Essentials

 Assessment methods can be classified as traditional and authentic. Traditional

assessment method refers to the usual paper-and-pencil test while authentic assessment
refers to non-paper-and-pencil test. Authentic assessment is also called alternative
assessment. It being an alternative to the traditional.
  The paper-and-pencil test (traditional assessment) assesses learning in the cognitive
domain (Bloom) and declarative knowledge (Kendall and Marzano, 2012)

 The paper-and-pencil test, however, is inadequate to measure all forms of learning.

Psychomotor
Learning (Kendall and Marzano, 2012) or procedural knowledge cannot be measured by
a paper-and-pencil test.
 Assessment tools for the cognitive domain (declarative knowledge) are the different paper-
and-pencil tests. Basic examples of paper-and-pencil tests are shown in Figure 1.

Selected Constructed
Response Response

Alternate
response Completion

Matching type Short answer

Multiple Essay-
Choice restricted or
non-restricted

Problem
solving

Figure 1. Types of Written Tests and Specific Examples

Examples authentic assessment tools are the demonstrations of what have been learned
by either a product or a performance. See Figure 2
 Product Performance

Performance
Product Output
tasks

e.g. experiments,
visual-e.g. graph, oral presentation,
collage,reflective dramatization,
journal role playing, etc.

Figure 2. Groups and examples of authentic tasks

We make use of varied methods because there are many forms of learning - cognitive,
affective and psychomotor (Bloom). For Kendall and Marzano there are also three (3) –
information (declarative knowledge), metacognitive procedures (procedural knowledge) and
psychomotor procedures (procedural knowledge), and psychomotor procedures (physical/
motor/manipulative skills.

Metacognitive Psychomotor
Information Procedures Procedures
(declarative (procedural (physical, motor,
knowledge) knowledge) manipulative
skills)

Kendall’s and
Marzano’s New
Taxonomy

Figure 3. Kendall’s and Marzano’s New Taxonomy

 MULTIPLE INTELLIGENCES
Learners have multiple intelligences and varied learning styles. Students must be given the
opportunity to demonstrate learning style that is aligned to their multiple intelligences and to their
learning styles. It is good for teachers to demonstrate learning in a manner which makes them
feel comfortable and successful.

Verbal-
Existential
linguistic

Intrapersonal Logical-
mathematical

MULTIPLE
Interpersonal INTELLIGENCES Visual-spatial

Musical-
Naturalist rhythmic

Bodily
kinesthetic

Figure 4. Multiple Intelligences

The tasks:
1. Observe at least three (3) classes with focus on teachers’ assessment practices.
Group 1 – Language/Science/Math
Group 2- PE, EPP/TLE, Music and Arts
Group 3-Edukasyon sa Pagpapakatao/Literature/Araling Panlipunan
2. Analyze observations with the use of guide questions.
3. Reflect on the observation.
4. Come up with a portfolio.

OBSERVATION SHEET # 3.1-Traditional Assessment Practices

Learning in the Cognitive Domain and Declarative Knowledge
Cooperating Teacher ___________________________ Subject Area
______________________
Grade level ___________________________________ School
___________________________
Date _____________________________

Please put a check ( / ) on the test which the teacher used

PAPER-AND-PENCIL TESTS and give at least 2 test items as examples. You may ask for
samples of past tests that your cooperating teacher used in
the past to complete your matrix.
A. SELECTED-
RESPONSE TYPE
 1. Alternate-response

2. Matching type

3. Multiple choice

4. Others

B. CONSTRUCTED-
RESPONSE TYPE
1. Completion

2. Short-answer type

3. Problem solving

4. Essay

a. Restricted

b. Non-restricted

5. Others

OBSERVATION SHEET # 3.2-Traditional Assessment Practices

Learning in the Cognitive Domain and Declarative Knowledge
Cooperating Teacher ___________________________ Subject Area
______________________
Grade level ___________________________________ School
___________________________
Date _____________________________
 Please put a check ( /) on the test which the teacher used
PAPER-AND-PENCIL TESTS and give at least 2 test items as examples. You may ask for
samples of past tests that your cooperating teacher used in
the past to complete your matrix.
C. SELECTED-
RESPONSE TYPE
5. Alternate-response

6. Matching type

7. Multiple choice

8. Others

D. CONSTRUCTED-
RESPONSE TYPE
6. Completion

7. Short-answer type

8. Problem solving

9. Essay

c. Restricted

d. Non-restricted

10. Others

OBSERVATION SHEET # 3.3-Authentic Assessment Practices

Learning in the Psychomotor Domain, Procedural Knowledge, Product and
Performance
Cooperating Teacher ___________________________ Subject Area
______________________
Grade level ___________________________________ School
___________________________
Date _____________________________

Authentic Assessment Describe how a product/performance was

assessed.
1. Product Examples of products assessed. How was it /were
they assessed?

2. Performance/Psychomotor Examples of performance assessed. How was

it/were they assessed?

MY ANALYSIS

1. In what subjects was traditional assessment method used most?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 ______________________________________________________________________
________________________________
2. Which among the traditional assessment tools/tests was/were used most often?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
3. In what subjects was authentic assessment method used most?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
4. Which products or performance were assessed? Give examples.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
5. What assessment tools and tasks were used to assess learning in the cognitive domain,
and declarative knowledge?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
7. Was there assessment of learning in the affective domain? Explain your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________
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.

MI-Multiple Intelligences Assessment

 MY REFLECTIONS

1. What happens when your assessment method and tool do not match with your domain
of learning?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________
2. Have we 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 fit
only for the linguistically intelligent learners?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

ACTIVITY 4- ASSESSING LEARNING IN DIFFERENT LEVELS

This activity will deal with the different levels in which these domains are processed,
taught, and learned.
Objectives:
1. Classify the level of learning outcomes based on Bloom’s, Kendall and
Marzano’s taxonomy.
2. Determine if the assessment tools tasks are aligned to the level of the learning
outcomes.
The tasks:
1. Observe a class from each of the different subject groups.
2. Ask permission to copy the lesson objectives and evaluation.
3. With consent of the Cooperating teacher, get a copy of her/his written tests.
4. Observe the Cooperating teacher while he/she teaches. Determine the levels
of learning that he/she takes in teaching.
5. Identify examples o0f the different levels of learning outcomes drawn from the
teacher’s lesson plan.
6. Determine if the assessment tools/tasks are aligned to the levels of the learning
outcomes.
7. Analyze observation with the use of guide questions.
8. Reflect on the observations and analyses.
9. Come up with documentations in your portfolio.

Learning Essentials
 The outcomes of the K-12 Curriculum are spelled out in terms of standards and
competencies.
 The content standards state what the learners should know and be able to do after the
teaching –learning process. The performance standards are what the learners are able to
do with what they know.
 DepEd Order No. 8, s. 2015 states:
“Performance standards answer the following questions:
1. What learners can know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding in different situations?
4. How do learners apply their learning or understanding in real life contexts?
5. What tools and measures should learners use to demonstrate what they know?
 These standards are made more specific in the competencies. Competencies are the
specific knowledge, skills, values, and attitudes that learners are supposed to demonstrate
after a teaching-learning process.
 The K-12 Curriculum is said to prepare the learner for the 21st century. The K-12 learner
is expected to acquire the 21st century skills-life and career skills, information, media and
technology skills and learning and innovation skills. Learning and innovation skills include
critical thinking, communication skills, collaboration skills and creativity.
 To prepare the learner for the 21st century, then, the teaching and learning process in the
K-12 curriculum ought to go beyond simple recall and comprehension. It should reach the
level of applying, analyzing, evaluating and synthesizing which are basic to the
development of 21st century skills.
 Bloom’s revised Taxonomy shows the six (6) levels of learning in the cognitive domain:

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Figure 5. Revised Bloom’s Taxonomy

 Kendall and Marzano present six (6) levels through which the 3 domains of
knowledge are processed.

Psychomotor Procedures
Mental Procedures
Information
Level 6
Self-system thinking
Level 5
Metacognitive system
Level 4
Knowledge utilization (cognitive)
Level 3
Analysis (cognitive)
Level 2
Comprehension (cognitive)
Level 1
Retrieval (cognitive system)

Figure 6. Kendall and Marzano’s New Taxonomy

THE NEW TAXONOMY (Marzano and Kendall, 2007)

Level of Difficulty Process

Examining Importance

6 Examining Efficacy
Self-System Thinking
Examining Emotional Response

Examining Motivation

Specifying Goals

5 Process Monitoring
Metacognitive
Monitoring Clarity

Monitoring Accuracy

Investigating

4 Experimenting
Knowledge Utilization
Problem-Solving

Decision-Making

Specifying

3 Generalizing
Analysis
Analyzing Errors

Classifying

Matching

Symbolizing
2
Comprehension Integrating

Executing
1
Retrieval Recalling
 Recognizing

OBSERVATION SHEET # 4.1-LEVELS OF LEARNING OUTCOME

Cooperating Teacher ____________________________ Subject Area
________________________
Grade Level __________________________ School
______________________________________
Date _______________________

Bloom’s Revised Cognitive Taxonomy

Levels of learning Learning outcome/ Assessment Task Is the level of

outcome. lesson objective (Evaluation) from the assessment aligned
from the teacher’s plan. to the level of the
lesson plan. objective?
Yes No
1. Remembering

2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Kendall and Marzano’s New Taxonomy

Level of Learning Outcome CTs Learning CTs Assessment Task

Outcomes/Lesson
Objectives
1. Retrieval (recalling,
recognizing)
2. Comprehension

3. Analysis

4. Knowledge utilization

5. Metacognitive system Give proofs that the metacognitive and self-system were
touched in the teaching-learning.
6. Self-system

OBSERVATION SHEET # 4.2 - LEVELS OF LEARNING OUTCOME

Cooperating Teacher ____________________________ Subject Area
________________________
Grade Level __________________________ School
______________________________________
Date _______________________
 Bloom’s Revised Cognitive Taxonomy

Levels of learning Learning outcome/ Assessment Task Is the level of

outcome. lesson objective (Evaluation) from the assessment aligned
from the teacher’s plan. to the level of the
lesson plan. objective?
Yes No
7. Remembering

8. Comprehending

9. Applying

10. Analyzing

11. Evaluating

12. Creating

Kendall and Marzano’s New Taxonomy

Level of Learning Outcome CTs Learning CTs Assessment Task

Outcomes/Lesson
Objectives
7. Retrieval (recalling,
recognizing)
8. Comprehension

9. Analysis

10. Knowledge utilization

11. Metacognitive system Give proofs that the metacognitive and self-system were
touched in the teaching-learning.
12. Self-system

OBSERVATION SHEET # 4.3-LEVELS OF LEARNING OUTCOME

Cooperating Teacher ____________________________ Subject Area
________________________
Grade Level __________________________ School
______________________________________
Date _______________________

Bloom’s Revised Cognitive Taxonomy

Levels of learning Learning outcome/ Assessment Task Is the level of

outcome. lesson objective (Evaluation) from the assessment aligned
from the teacher’s plan. to the level of the
lesson plan. objective?
Yes No
13. Remembering

14. Comprehending
 15. Applying

16. Analyzing

17. Evaluating

18. Creating

Kendall and Marzano’s New Taxonomy

Level of Learning Outcome CTs Learning CTs Assessment Task

Outcomes/Lesson
Objectives
13. Retrieval (recalling,
recognizing)
14. Comprehension

15. Analysis

16. Knowledge utilization

17. Metacognitive system Give proofs that the metacognitive and self-system were
touched in the teaching-learning.
18. Self-system

MY ANALYSIS
1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s
KPUP (Knowledge, Process, Understanding, Product and Performance. )
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________
2. Are the levels of learning or processing of what is learned in Bloom’s, Kendall and
Marzano’s similar or entirely different? Illustrate.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________

3. What did you discover about assessment tasks and learning outcomes? Are the aligned?
Explain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________
 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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________

MY REFLECTIONS

Perhaps even without a scientific survey, you agree that most of the
assessments that take place in school are in the low levels of recalling, knowledge, retrieval. What
ca be some of the 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?
________________________________________________________________
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____________________________________________________________________________
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_____________________________________________________________.

FS 6- ON BECOMING THE 21ST CENTURY TEACHER

 Field Study 6 – “On Becoming a 21st Century Teacher” is one of the Experiential
Learning Courses of the prospective teacher. It tells the journey of how to become a teacher as
exemplified in the Teacher Education and Development Map in the preservice education. Like
any point in the map, pre-service education is connected to the core which is the National
Competency-Based Teacher Standards (NCBTS). The worksheet is slanted towards OBE in
Teacher Education as provided by CHED Administrative Order No. 1. S. 2014.
The Teaching Profession and Community Immersion are the two subjects where
FS 6, maybe anchored on all experiential activities are related to the in-depth understanding and
testing of learned concepts through actual immersion and observations in real life situations that
relate to teaching and learning.
Kolb’s Experiential Learning Cycle guides the process that every student should
undergo. The model presents the four cycle elements which are:
1. Concrete experiences-activities that the students are asked to do in the school
or community setting
2. Observation and reflection- concrete experiences through direct or indirect
observation through data, reflections and insights.
3. Forming and affirming concepts through observation and reflection-validation
of prior learnings, or forming of new ones to enhance prior learning
4. Testing in new situation in the future-forming plans on how to utilize learnings
when student teachers or professional teachers

Concrete
Experience
1

Observation
Testing in new and reflection
situations
2

Forming
abstract
concepts

Figure 1. Kolb’s Experiential Learning Cycle

As we continue our journey to become a professional teacher, let us remember

the stages or elements we have to go through: 1. Concrete Experience, Observation, Reflection,
Forming /Affirming Concepts and further Testing in a New Situation
Good luck to your experiential journey to become the 21st century teacher.
 ACTIVITY 1- THE TEACHER AS A PERSON IN SOCIETY

“You are born a teacher” somebody would tell you. Is this TRUE? What attributes
or qualities should you have that would tell you would be good teacher in the future? Like learners,
teachers are molded by nature and nurture. Nature means your inborn qualities, your natural
tendencies. Nurture means, how you were trained or taught to become a teacher. You are born
with qualities and attributes that would fit you to become teachers.
Objectives
1. Describe own personal qualities that will make one a good teacher.
2. Identify the personal qualities of an experienced teacher that you have
interviewed and observed;
3. Compare own personal qualities with those of the observed teacher.
Learning Essentials
What Are Some Personal Qualities of Good Teachers?
1. Intelligence. Ability to make sound decision, analyze, make judgement, make
solutions, possess higher order thinking skills, and other types of intelligence.
The teacher is intelligent.
2. Compassion. Natural quality to empathize, to feel what others feel, to be
tolerant of others. The teacher is compassionate.
3. Emotional Stability. Ability to be calm under pressure, cheerful and optimistic,
level headed. The teacher is emotionally stable.
4. Innovativeness. Natural tendency to create new things, modify existing ones,
imaginative, finds solutions to problems quickly, makes use of available
materials. The teacher is innovative.
5. Fairness. Natural attribute to look at both sides of the issue before making
judgement, gives equal chances for both sides to be heard, removes personal
biases.
The teacher is fair.
6. Self-confidence. Natural tendency to feel “I can do it”, works alone, determined
to succeed. The teacher is self-confident.
7. Cooperativeness. Natural action to work together with others, willing to share.
The teacher is cooperative.
8. Buoyancy. Ability to survive in difficult situation, balance life, optimistic and
cheerful. The teacher is buoyant.
9. Reliability. Attribute demonstrated by dependability, sincerity, and honesty.
The teacher is reliable.
Tasks:
1. Stop for a while and reflect. Ask yourself: What are my qualities that will make
me a good teacher?
2. Interview and observe a professional teacher. Write an essay about the
teacher from the interview and observations report. The essay will be part of
the portfolio. Title: Personal Qualities of an Experienced Teacher: A
personal Encounter.
3. Based on the interview, add to your list of qualities previously identified and
were not included.
4. Make a personal reflection on this.
PERSONAL QUALITIES OF AN EXPERIENCED TEACHER: A PERSONAL ENCOUNTER

__________________________________________________________________________
____
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________

__________________________________________________________________________
____
__________________________________________________________________________
________
__________________________________________________________________________
________

ACTIVITY 1 – AM I THIS PERSON?

Who am I as a person? Do I have personal qualities that will make me a better
teacher someday? The qualities listed are some of the many attributes but you will add to this
alter.
Look at yourself very well and answer each item very honestly. All your answers are
correct, so you don’t need to worry.
Name: __________________________________________________
School: __________________________________________________
Term and School Year: _____________________________________

AM I THIS PERSON?
Below are indicators of personal qualities which may describe YOU. Place a / mark
in Box B if the indicator fits you most of the time or an X mark if the description does not fit you
most of the time. Identify your quality by choosing the appropriate label in Box C. Write the
letter in Box B. You may use the letter more than once for your answer. Just leave the item
that you marked X.
BOX A BOX B BOX C
Personal Attribute Indicator Match the checked Personal Quality Label
mark with
appropriate label in
Box C (letter only)
1. I am mentally alert. A. BOUYANCY
2. I’m very imaginative for new ideas.
3. i like to try out new things B. INTELLIGENCE
4. I appreciate other people.
5. I am tolerant of other person. C. SELF-
6. I adjust to different situations. CONFIDENCE
7. I look at the brighter side of life. D. COMPASSION
8. I don’t consider myself as better than
others
9. I share privileges with others E.
10. I give personal time for the group. COOPERATIVENESS
11. I make it a point to do the job well. F. FAIRNESS
12. I make quick solutions to problems.
13. I volunteer to do task for others.,
14. I work for the group even without G.EMOTIONAL
affirmation in return. STABILITY
15. I am calm in the midst of chaos.
16. I’m dependable on a given task. H.
17. I give equal chance for others to be INNOVATIVENESS
heard
18. I am sure of what I do.
19. I hold my anger even when provoked I. RELIABILITY
20. I am punctual in attendance.

ACTIVITY 2-PERSONAL QUALITIES OF AN EXPERIENCED TEACHER CHECKLIST

 With the use of the interview checklist, get the information about the teacher. Ask
permission to observe the teacher in his/her classroom and add other personal qualities that
you have observed which are not included in the checklist. Request for a picture of the teacher
as part of your portfolio entry and your photo essay.
Identify and label the characteristics /attributes of checked indicators like compassion,
intelligence, fairness, and others as shown in Activity 1, List other observed attributes in the box
in the right. With other attributes that you have added, make a photo essay about the teacher.
Place the picture of the teacher on top of the photo essay.

PERSONAL QUALITIES OF AN EXPERIENCED TEACHER CHECKLIST

Personal Qualities Check those Put labels of Qualities
observed
1. Is mentally alert.
2. Is very imaginative
3. Tries out new things
4. Appreciates other people
5. Tolerates other people
6. Adjusts to different situations
7. Looks at the brighter side of life
8. Does not consider self as better that
others
9. Shares privileges with others
10. Gives up personal time for the group
11. Sees to it that he/she does job well
12. Makes quick solutions to problems
13. Volunteers to do task for others
14. Works for the group even without
being affirmed return
15. Is calm in the midst of chaos
16. Is dependable on a given task
17. Gives equal chance for others to be
heard
18. Is sure of what he/she does
19. Holds anger even when provoked
20. Is punctual in attendance.

TITLE: (Name of the Teacher: Personal Qualities)

(Place the photo of the teacher here)

(Texts of the essay)

 TITLE: (Your name: Personal Qualities)
(Place your photo here)

(Texts of the essay)

__________________________________________________________________________
___
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______________________________

__________________________________________________________________________
____
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
________________________________

__________________________________________________________________________
___
__________________________________________________________________________
_________
__________________________________________________________________________
__________________________________________________________________________
________________

MY REFLECTIONS

1. How do I use my personal qualities to become a good teacher? Write at least three (3)
paragraphs.
2. How does the experienced teacher utilize his/her personal qualities to make him/her a
good teacher? Write at least three (3) paragraphs.

ACTIVITY 3- THE TEACHER’S PHILOSOPHY OF EDUCATION

Overview
What is your philosophy about schools and education? Since you will become a
teacher, you must have a clear understanding of your strong belief or philosophy of education. A
philosophy will guide your actions in teaching and learning. This activity will cover some of the
fundamental educational philosophies that will help you as a future teacher.
Objectives
1. Identify one’s p0hilkosophy of teaching and education
2. Gather information on the philosophy of education of experienced teachers
3. Clarify how these philosophies are being put into practice
Learning Essentials
As a teacher, one should have a philosophy of education. A philosophy is a
strong belief that is translated into action. A philosophy will guide you on what you teach, how
you teach, why you teach among others. The different schools of thought or philosophies were
handed down to us by different philosophers. But as the world progresses, other philosophies
emerged.
MAJOR EDUCATIONAL PHILOSOPHIES PRESENTED IN SUMMARY FORM

PHILOSOPHY OF BASIC FEATURES

EDUCATION
1. Essentialism
2. Perennialism
3. Existentialism
4. Progressivism
5. Reconstructionism
6. Linguistic philosophy
7. Behaviorism
8. Constructionism
Aim: Promote intellectual growth of learners for competence
Teacher’s role: Sole authority in the subject matter
Focus: Essential skills, 3 R’s
Trends: Back to Basics, cultural literacy, excellence
Aim: To educate the rational person, cultivate intellect
Teacher’s role: Assist learners to think with reason (critical
thinking, HOTS
Focus: classical subject, Great Books, Bible, Koran, classical
books
Aim: education of the whole being as unique individuals
Teacher’s role: Help students define who they are, their
essence
Focus: Self-paced, self-directed, learner centered
Trends: Individualized learning, values clarification
Aim: Promote democratic social living
Teacher’s role: Develop lifelong learners
Focus: Learner centeredness, interdisciplinary, outcomes-based
Trends: humanistic education, contextualized curriculum, equal
opportunities for all
Aim: Improve and reconstruct society. Education for change
Teacher’s role: Agent of change and reform
Focus: Transformation of present to future landscape
Trends: Global education, convergence, transformative
education
Aim: Develop communication skills in different languages
(multilingualism)
Teacher’s role: Provide experiential learning to learn language
Focus: Language and communication
Trends: Mastery of communication skills (verbal and non-verbal,
para-verbal or listening, speaking, writing, reading and viewing)
Aim: Modify and shape learner’s behavior
Teacher’s role: Arrange environmental conditions to change
behavior
Focus: Learners and the learning environment that act as
stimuli
Trends: Education for sustainable development; ubiquitous
classrooms, multi-sensory stimuli
Aim: Develop intrinsically motivated learners
Teacher’s role: Teaching students to learn how to learn
Focus: Experiential learning
Trends: UNESCO’s Pillars of Learning; multiple perspectives
 The tasks:
Activity 3.1 will take step 1-6.
1. Know thyself. Determine your own philosophy by answering the 40 items
scale.
2. Record your answer on the matrix provided. Add all your scores from all the
items in the cluster.
3. Request two teachers to answer the same survey form that you answered.
4. record their answer in the same way that you did with your own results.
5. Analyze the results in the matrix. Rank the philosophies of each one from most
dominant (highest) to the least dominant (lowest)

Activity 3.2 takes step 7-9

7. Using the matrix, identify your cooperating teacher’s dominant philosophy.
8. Observe his/her class and record your observation. Write down at least 5
teaching actions that reflect his/her philosophy of education. Describe in detail.
9. Enter the report in your portfolio.

ACTIVITY 3.1 KNOW THYSELF: MY PHILOSOPHY OF EDUCATION

Use the Survey Instrument below for yourself and for two (2) teachers in the school.
Read each
statement and answer honestly. Select among the choices from Agree Strongly to Disagree
Strongly.
WHAT IS YOUR PHILOSOPHY OF EDUCATION?
(Based on Sadker & Sadker, 2nd Ed. Bilbao, 2014)
What is your philosophy of education? To find out, read each of the following
statements about the nature of education. Decide whether you agree or disagree with each
statement. Use the following numbers to express your response:
Legend: 4 Agree strongly 2 Disagree
3 Agree 1 Disagree strongly

____1. The student learning should be centered around 3R’s only.

____2. The school subjects should focus on the great thinkers of the past.
____3. Many students learn best by engaging in real-world activities than reading.
____4. The students should be permitted to determine their own curriculum.
____5. Subject matter is taught effectively when it is broken down into small parts.
____6. The school subjects should include only essential for all students to know.
____7. Schools above all, should develop students’ abilities to think deeply, analytically, and
creatively than develop social skill or acquire a body of knowledge.
____8. Teaching should prepare students for analyzing and solving the types of problems
they will face outside the classroom.
____9. Reality is determined by each individual’s perceptions. There is no objective and
universal reality.
____10. People are shaped much more by their environment than by the exercise of their free
will.
____11. Students should not be promoted to the next grade until they have read and
mastered certain key material.
____12. An effective education is not aimed at the immediate needs of the students or
societies.
____13. The curriculum of a school should be built around the personal experiences and
needs of the students.
____14. Students who do not want to study much should not be required to do so.
____15. Programmed learning is an effective method of teaching information.
____16. Academic rigor is an essential component of education.
____17. All students, regardless of ability, should study more or less the same curriculum.
____18. Art classes should focus primarily on individual expression and creativity.
____19. Effective learning is unstructured and informal.
____20. Students learn best through reinforcement.
____21. Effective schools assign a substantial amount of homework.
____22. Education should focus on timeless questions such as “What is beauty?”, or “What is
truth?”
 ____23. Since students learn effectively through social interaction, schools, should plan for
more social gathering in their curricula.
____24. The purpose of school is to help students understand themselves and find the
meaning of their existence.
____25. Frequent objective testing is the best way to determine what students know.
____26. Countries must become more competitive economically, hence, schools must bolster
their economic requirements for more competition.
____27. Students must be taught to appreciate learning primarily for its own sake, rather than
to help them into their careers.
____28. Schools must place more emphasis on teaching about the concerns of minorities and
women.
____29. Each person has free will for learning as he or she sees it.
____30. Reward students well for learning so they will remember and be able to apply what
they learned, even if they were not able to understand why the information is worth knowing.
____31. Philippine schools should attempt to instill traditional Filipino values in students.
____32. Teacher-guided discovery of profound truths is a key method of teaching students.
____33. Students should be active participants in the learning process.
____34. There are no external standards of beauty. Beauty is what an individual decides it to
be.
____35. We can place a lot of faith in our schools and teachers to determine which student
behaviors are acceptable and which are not.
____36. Schools must provide students with a firm grasp of basic facts regarding the books,
people, and events.
____37. Philosophy is ultimately a practical subject to study like computer science.
____38. Teachers must stress to the students the relevance of what they are learning to their
lives outside and inside the classroom.
____39. It is more important for a student to develop a positive self-concept than to learn
specific concepts.
____40. Learning is more effective when students are given frequent tests to determine what
they have learned.

Record your answer in the matrix below:

MY PHILOSOPHY OF EDUCATION
ESSENTIALISM PERENNIALIS PROGRESSIVIS EXISTENTIALIS BEHAVIORISM
M M M
Ite S T T Ite S T T Ite S T T Ite S T T Ite S T T
m 1 2 m 1 2 m 1 2 m 1 2 m 1 2
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
16 22 23 24 25
26 27 28 29 30
31 32 33 34 35
36 37 38 39 40
Tot Tot Tot Tot Tot
al al al al al

Legend: S-Self; T1-First Teacher; T2-Second Teacher

MY ANALYSIS AND REFLECTION

Based on the information taken, answer the following questions in narrative form:
Rank your total raw scores for each category. Do the same for Teacher 1 and
Teacher 2. Write a reflection on this.
 1. What philosophy is most dominant for you?
________________________
Which is least dominant?
_______________________________________
2. For Teacher 1, which is the most dominant?
________________________
Which is the least dominant?
____________________________________
3. For Teacher 2, what philosophy is the most dominant?
________________
Which is the least dominant?
____________________________________

ACTIVITY 3.2- APPLICATION OF PHILOSOPHY OF EDUCATION IN THE CLASSROOM

1. Observe a teacher (CT, T1 or T2) conducts a class.
2. Record your observation. Write down at least 10 teaching actions that reflect his/her
philosophy of education. Describe in detail.

Name of Teacher: ________________________________Dominant philosophy:

_________________
Grade level_____________________ Subject __________________________Date
______________

Observations: Write in narrative form. Observe at least 5 instances that shows the
application of the dominant philosophy of the teacher. Include pictures or illustrations in this
report.

ACTIVITY 4 – THE GLOBAL TEACHER OF THE 21ST CENTURY

Overview
Teaching is a respectable profession the world over. The status of teachers has
been comparable is all parts of the globe, hence each year, a celebration of the WORLD
TEACHER’S DAY!
This alone would tell us, the recognition and honor given to the best profession
of all: TEACHING. A teacher is an extraordinary person in whose hands lie the future of the
world. A teacher regardless of what country he or she comes from should be a GLOBAL
TEACHER or the TEACHER of the WORLD.
Thus, you should have qualities, skills, knowledge, views, with wider breadth
and deeper sense because you too will be a global teacher.
Objectives:
1. Identify competencies of the global teacher.
 2. Increase knowledge of other countries teacher’s competencies.
3. Compare the global Filipino teacher with the other teachers of the world.

Learning Essentials
Let us begin with ourselves, the Filipino teachers. Why are we Filipino teachers
doing very well in classrooms and schools outside our country? Are non-Filipino teachers doing
well in our country as well? Many of them are awarded as exemplar teachers, best teachers,
and model teachers. They are honored by the school, parents and community as well. Would
you like to be a global teacher of the 21st century? As global teachers, you should be the
excellent ones.
A GLOBAL TEACHER
 thinks and acts both locally and globally
 has classroom management skills
 makes content relevant and updated
 has skills in critical thinking
 uses technology in education
 has deep understanding of multiculturalism and globalization
 has skills to collaborate with teams
 brings the world into the classroom, school and community
 continuously grow professionally
A Filipino teacher should have these qualities and skills, too. These
competencies are enshrined in the National Competency-based Teacher Standards (NCBTS) of
the Philippines.
The tasks:
1. Request for a short interview with a public school teacher.
2. Request the teacher to answer a short questionnaire on the NCBTS teacher’s
competencies.

ACTIVITY 4.1 - NCBTS and the Global Filipino Teacher

Name of Teacher ______________________________________________
School _______________________________________________________
Grade level ___________________________________________________

Instruction: Based on your NCBTS-TSNA Individual Profile, please check the domain, where
you rated yourself HIGH. Please give your explanation.

NCBTS DOMAINS
NCBTS-TSNA Domains If HIGH Brief explanation why you are rated HIGH
check
Domain 1-Social Regard for
Learning

Domain 2-Learning
Environment

Domain 3-Diversity of
Learners

Domain 4-Curriculum

Domain 5-Planning,
Assessing and Reporting
Domain 6-Community
Linkages

Domain 7-Personal Growth

and Professional
Development

ACTIVITY 4.2 COMPETENCIES OF A GLOBAL TEACHER

Instruction: Below is the checklist for the teacher you requested to answer.
I am a Global Teacher. Do I practice/possess these qualities or competencies?
No or Yes Frequency: Never ---------
--- 0
Sometime-
------ 1
Often--------
----- 2
All the time
---- 3

Competencies No/Yes Frequency

Do I…. - + 0 1 2 3
1. demonstrate values for lifelong learning?
2. teach considering that learning is of different kinds?
3. create an environment that is safe and conducive for
learning?
4. communicate higher learning expectations to each learner?
5. accept learner’s diverse knowledge and experiences?
6. demonstrate mastery of the subject matter?
7. make use of allotted instructional time?
8. recognize that each learner is unique?
9. demonstrate skills in the use of technology?
10. develop and use appropriate instructional plan?
11. develop and use a variety of instructional support
materials?
12.develop and use a variety of appropriate assessment
material?
13. communicate promptly and clearly to learners, parents,
and superiors about ;learners’ progress?
14. take pride in the nobility o0f the profession?
15. enhance myself through continuing professional
development?
How many competencies are rated as:
A. All of the time _____
B. Often _____
C. Sometime _____
D. Never _____

ACTIVITY 4.3 – GLOBAL TEACHERS THE WORLD OVER

Activity 1 describes the competencies that a global Filipino Teacher should possess.
Now, we need to know, what competencies are required of other teachers from other countries
of the world. Since we cannot travel physically to other countries, you may use modern
technology like chat, emails, world wide web, interview and other sources of information.
Choose at least two countries other than the Philippines and answer the matrix given
below:
GLOBAL TEACHER FROM OTHER COUNTRIES
 Name of Personal Qualities of Professional Qualities Requirements to
Country Teachers of Teachers become
Professional
Teacher
United States of
America

New Zealand

Thailand

Indonesia

Australia

MY REFLECTIONS

1. If the NCBTS is the measure of a global teacher, can the teacher you interviewed be able to
meet the challenges of global education? Why? Why not?
2. Are there similarities or differences among teachers in other countries in terms of the standard
requirements for a professional teacher? Explain your answer.
3. Are Filipino teachers comparable to their fellow teachers in other countries? Explain your
answer.
4. How would you prepare to become a global teacher of the 21st century? How do you see
yourself?

ACTIVITY 5- THE TEACHER AS A PROFESSIONAL

Overview
In the Philippines, only those with a professional license are authorized to teach.
There fundamental requirements to be a professional teacher. One has to graduate in college
with a baccalaureate degree, pass the Licensure Examination for Teachers (LET), be a member
of professional teacher organizations, and abide by the Code of Ethics for Professional Teachers.
In addition, teachers must grow in the profession by undertaking continuing professional
development/education.
Objectives
1. Present clear definition of a professional teacher.
2. Describe a Filipino professional teacher.
3. Identify fundamental laws that professionalized teaching in the country.

Learning Essentials
Some of the basic questions on the professionalization of teaching are the
following:
1. What are the legal bases of considering teaching as a Profession?
2. What are the requirements to become a Professional Teacher?
3. What is the career path of a Filipino Professional Teacher?
Consider these as answers:
1. Fundamental Laws and Policies
 1987 Philippine Constitution, Article XIV
 PD 1006-Professionalization of Teacher
 RA 7836 – Regulation and Supervision of the Practice of Teaching and Prescribing
the Licensure Examination for Teachers or the Teacher Professionalization Act of
1994
 Code of Ethics for Professional Teachers
2. Qualifications of a Filipino Professional Teacher
 Holds a Bachelor’s Degree in Education or any Bachelor’s degree with 18 units of
professional education units
 Member of a professional teacher organization
 Undertake continuing professional Teachers
 Abide by the Code of Ethics for Professional Teachers
3. Requirements to take the Licensure Examination for Teachers (LET)
 Earned a Bachelor’s Degree in Education or any Bachelor’s Degree with 18 units
of professional education units
 Must be a Filipino citizen
 Other requirements as prescribed by the Professional Regulation Commission
(PRC)
4. Career Path of Professional Teachers
 Beginning Professional Teacher -1 to 3 years of teaching
 Young Professional Teacher-4 to 10 years of teaching
 Mentor/Master Professional Teacher – 11 to 15 years of teaching
 Expert/Sterling Professional Teacher-15 years and above in teaching.

ACTIVITY 5.1- Close Encounter with a Beginning Professional Teacher

(1-5 years Teaching Experience)

1. Conduct an interview with the beginning teacher by asking the following questions:
 Where did you earn your degree? When?
 How did your university prepare you to become a good teacher?
 When did you pass the Licensure Examination for Teachers (LET)? What was your
passing rating?
 When did you start teaching as a professional?
 What makes you happy as a teacher?
 What disappoints you as a teacher?
 What professional development activities/trainings have you participated in?
 Are you a member of a professional organization? What is the name of the organization?
 As a professional teacher, what code of conduct do you strictly follow? Can you name the
specific behavior that should be followed to the most?
 What kind of professional teacher would you dream to become before you retire?
2. Record all answers and prepare a narrative report.
3. Request to take picture of the teacher to be included in the report.

Close Encounter with a Beginning Professional Teacher

(1-5 years Teaching Experience)

(Picture of the Teacher)

(The Narrative)
 Submitted by:
_________________________
FS
Student

ACTIVITY 5.2- Close Encounter with a Master Teacher/Administrator

(11 -20 years above Teaching Experience)

1. Conduct an interview with a Master Teacher or a School Administrator

2. Ask the following questions:
 Are you satisfied with your job as a master teacher/administrator for the past few
years? If yes, why? If no, why not?
 What are the things that you do as a master teacher/administrator that make you
happy? Sad?
 How do you mentor younger professional teachers?
 Looking back to your early years as a professional, how do you compare yourself
with your mentees now?
 What awards or citations have you received?
 Do you think you will retire in your current rank or be promoted to higher position?
 What advise can you give to younger professional teachers aspiring to become a
master teacher or administrator?
Close Encounter with a Master Teacher/School Administrator
(11-20 years above Teaching Experience)

(Picture of the Teacher/Administrator)

(The Narrative)
 Submitted by:
_____________________
FS Student

ACTIVITY 5.3-Close Encounter with an Expert/Sterling Teacher

(15 years and above Teaching Experience)
1. Conduct an interview with an Expert/Sterling Professional Teacher.
2. Ask the following questions:
 Are you satisfied with your job as a professional teacher for the past years? If yes,
why? If no, why not?
 What are the things that you do as an expert professional teacher that make you
happy? Sad?
 What was your most unforgettable experience as an expert professional teacher?
Please tell.
 What do you consider as your most significant contribution to the teaching
profession? Please tell.
 What are your plans for the future as an expert professional teacher?
 Have you been promoted in your job? Why were you promoted? What benefits did
you get from your promotion?
 Record all answers and prepare a written report.
 Request for a picture taken as part of the report.

ACTIVITY 5.4-Close Encounter with an Expert/Sterling Teacher

(15 years above Teaching Experience)

(Picture of the Teacher)

(The narrative)
 Submitted by:
_____________________
FS
Student

Close Encounter with a Retired Teacher

(Retired from Teaching)

1. Conduct an interview with a Retired Professional Teacher.

2. Ask the following questions:
 What are your usual activities as a retired professional teacher? Please tell.
 Did you find your past teaching experiences memorable? What were your most significant
experiences?
 How long have you taught as a professional teacher? Why?
 What do you consider as your most significant contribution to the teaching profession?
Please tell.
 Have you been promoted in your job? What are the reasons for your promotion? What
benefits did you get from your promotion?
 Why would you consider teaching as the greatest profession? Why? Why not?
 What food for thought would you like to give us, and the young professional teachers?

Close Encounter with Retired Teacher

(Retired from Teaching)

(Picture of the Retired Teacher)

(The Narrative)

Submitted by:
__________________

FS Student
MY REFLECTIONS

Based on the answers given by the teachers you interviewed, do they reflect a true
professional teacher?
1. Why do you think so?

____________________________________________________________________________
_____
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________
2. Why don’t you think so?

____________________________________________________________________________
_____
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________

Based on the interviews you conducted, is being a professional teacher a fulfilling job?
Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________

Considering that you will be a future professional teacher, what standards of behavior
should you uphold based on the Code of Ethics for Professional Teachers?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________