Field Study 1

Major Principles of Development:

1. Development is relatively orderly. Development follows directional patterns such as, from head
to toe (cephalocaudal), and from the center of the body then outwards (proximodistal)
2. Development takes place gradually
3. All domains of development and learning – physical, social and emotional, and cognitive – are
important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC, 2009)

The classroom climate that is conducive for learning is one that is non-threatening yet business-like.
It is a classroom where”

 Specific classroom rules and procedures are clear

 Classroom rules and procedures are discussed within the first few days of the school
 Students are involved in the design of rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed
 Clear limits for unacceptable behavior are established and negative consequences for such are
communicated
 Classroom processes are democratic

Urie Bronfenbrenner’s Bio-ecological model represents the learner within the context of layers of
relationship systems that make up the learner’s environment. The layers are:

Microsystem – Mesosystem – the Exosystem – the Macrosystem – Chronosystem –

includes the connection bigger social Outermost layer the element of
structure such as between the system which which includes time, patterns of
one’s family, structures in the includes the city cultural values, stability and
school and microsystem government, the customs and laws pacing of the
neighborhood workplace and the child’s everyday
mass media life

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

Baumrind’s Parenting Styles

Authoritarian – Parents are very firm with their children and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection, physical
punishment or threats.

Permissive – Parents are not firm or controlling. They have few expectations. May be warm and caring
but appear to be uninvolved and uninterested.

Rejecting – Neglecting - Parents are disengaged from children. Neither demanding nor responsive to
children. Provide no structure, supervision, support or guidance.

Authoritative – Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children
understand consequence of their behavior.

Children of:
Authoritarian Parents: often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have
low self – esteem and difficulty with peers.

Permissive Parents: believe that their parents do not care for them. They are often impulsive, aggressive
and lack self – control; may they have low levels of independence and responsibility.

Rejecting – Neglecting Parents: are found to be the least competent in their over – all functioning and
adjustment.

Authoritative Parents: are socially competent, self- reliant, and have greater ability to show self – control.
They have higher self-esteem and are better adjusted.

Field Study 3
Bulletin Boards have four general purposes:

 Decorative – they offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
 Motivational – they encourage students to perform better and have greater confidence.
An example would be the displays of students’ outputs that show that each output is
recognized and valued.
 Informational – they are used as a strategy to disseminate information.
 Instructional – they invite students to respond and participate through interactive
displays.

The TPACK Framework

The TPACK is a framework that shows the types of knowledge involved in the teacher’s capacity
to integrate technology in the teaching – learning process. This was proposed by Mishra and Koehler in
2007. These three types or bodies of knowledge can be described separately but they work together, each
time you (as the future teacher) use technology for instruction. Reflect on yourself as you read about the
three.

1. Technological knowledge – this refers not only on whether you are computer literate but also
knowing what technology is best to use and how they should be utilized in teaching. Technology here can
be as simple as the chalk and the blackboard or as complicated as augmented reality. As technology is
ever changing, your technological knowledge is also something that must be ever-developing.
2. Pedagogical Knowledge – this refers to the principles and strategies of teaching. It includes our
knowledge of the learners, and in formulating objectives, designing activities and assessing our learners.
3. Content Knowledge – this refers to how well you know the subject area or topic that you will
teach. It includes how wide and how deep you know about what will you teach.

You can see from the diagram that two circles overlap with each other, while all three of them
overlap as well. Each two-circle overlap indicates the interaction of technological and content knowledge
(TCK), content and pedagogical knowledge (CPK), and pedagogical and technological knowledge.
The middle most part of the diagram shows the interaction or interfacing of the three, which is
the technological pedagogical content knowledge (TPACK). This is what is very important for you to be
able to use technology effectively in teaching. You need to be aware of your strengths and weakness in
the three and reflect how you can grow in each one and use them together as best as you can.
Have this framework in mid as you analyze and reflect in this episode about knowledge in using
technology in teaching.
 Technological
Pedagogical Content
Knowledge
(TPACK)

Technological Technological Technological

Pedagogical Knowledge Content
Knowledge (TK) Knowledge
(TPK) (TCK)

Pedagogical Content
Knowledge Knowledge
(PK) (CK)

Pedagogical
Content
Knowledge
(PCK)

The Technology Integration Matrix provides a comprehensive framework for you to define and
evaluate technology integration. It will provide you direction and guide you on the process of achieving
effective teaching with technology. The teacher’s integration of technology in instruction can be described
as progressing in 5 levels: entry, adoption, adaptation, infusion and finally transformation.

The teacher also works at creating a learning environment that encourages and enables quality
technology integration. The interdependent characteristics of the learning environment are being active,
collaborative, constructive, authentic, and goal-directed.

The world wide web is like an endless network of information, ever-expanding and almost
limitless. Electronic resources come in different forms like websites, webquests, blogs, social network
sites, on-line courses, a wide range of tools, and so many forms of apps.

As a future teacher, one of the skills that will be most useful for you is the ability not only to search
information but to make decisions, as to which ones you will take and use and which ones you will put
aside. Aim to develop your skills in evaluating internet resources. You will be able to choose the best
resources that will help you attain your teaching-learning objectives.

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

 Accuracy. The resource comes from a reliable source and is accurate, free from error and is up-
to-date
 Appropriateness. The resource is grade/level-appropriate. The content matches what is needed
by the teacher.
 Clarity. The resource clearly addresses the instructional goals in mind.
 Completeness. The content is complete. It has all the information needed to be able to use them.
 Motivation. The resource is engaging and rewarding to learners. It will encourage active
participation of the learners.
 Organization. The resource is logically sequenced. It clearly indicates what steps should be taken.
The procedures or processes flow smoothly.
Field Study 5
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 formation (learning). It ensures that learning is going on 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 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 teacher just proceeds with his/her teacher 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 “ABC’s”
of the lesson weren’t mastered and teacher already proceeded to “XYZ”. Too late to discover that at the
end of a unit or a grading period the students did not learn what was expected of them.

Formative assessment also include 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 instruction.

Why the posttest? It is to find out the intended learning outcome has been attained after the
teaching-learning process. If not all students have attained it, then teacher has to apply an intervention
or 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 writers) 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.

The following are the principles that should guide you 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 objectives 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 your learning outcome NOT content that you want to assess. This is 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 multiple 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 positive feedback and is welcome but actually is not 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.”
6. Assessment should be on real-world application and not on out-of-context drills.
7. Emphasize on the assessment of higher-order thinking.
8. Provide opportunities for self-assessment.

Assessment methods can be classified as traditional and authentic. Traditional and 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) or 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 (Kendall and Marzano, 2012) cannot
be measured by a paper-and-pencil test.

Assessment tools for the cognitive domain (declarative knowledge) are the different paper-and-
pencil test. Basic examples of paper-and-pencil test are shown in Figure 2.

Selected - Constructed-
response response

Alternative Completion
response

Short Answer

Matching type
Essay-restricted or
non-restricted

Multiple Choice
Probem solving

Examples of authentic assessment tools are the demonstrations of what have been learned
by either a product or a performance. (Refer to Figure 3).
 Product Performance

Product Output Performance Tasks

Visual- e.g. graph, e.g. experiments,

collage reflective - oral presentation,
journal dramatization

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 (physical/motor/manipulative skills. (See Figure 4).

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

Kendall's and
Marzano's New
Taxonomy

Learners have multiple intelligences and varied learning styles. Students must be given the
opportunity to demonstrate learning that is aligned to their multiple intelligences and to their
learning styles. It is good for teachers to consider the multiple intelligences of learners to enable
learners to demonstrate learning in a manner which makes them feel comfortable and successful.
 Existential
To exhibit the
practivity to pose
and ponder
Verbal/Linguistics questions about Naturalist
The capacity to use life, death and The ability to
language to express ultimate realties. discriminate among
what's on your living things as well
mind and to as sensitive to
understand other other features of
people. the natural world.

Logical/Mathematical Intrapersonal
The ability to Having an
understand the understanding of
underlying principles yourself, of
knowing who
or some kind of casual youare, what can
system Multiple
do, etc.
Intelligences

Visual/Spatial
Interpersonal
The ability to
the ability to
present the spatial
understand other
world internally in
people.
your mind.

Musical/Rhythmic Bodily/Kinesthetic
The capacity to Capacity to use
think in music, to your whole parts of
be able to hear your body, to solve
patterns, recognize problem, make
them, and perhaps something or put
manipulate them. on a production

The outcomes of the K to 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 to 12 Curriculum is said to prepare the learner for the 21st century. The K to 12 learner is
expected to acquire the 21st Century Skills – life and career skills, information, media and technology 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 to 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

Generating new ideas, products, or ways of viewing things, designing, constructing, planning, producing,
inventing

Evaluating

Justifying a decision or course of action, checking, hypothesizing, critiquing, experimenting, judging

 Analyzing

Breaking information into parts to explore understandings and relationships, comparing, organizing,
deconstructing, interrogating, finding

Applying

Using information in another familiar situation, implementing, carrying out, using, executing

Understanding

Explaining ideas or concepts, interpreting, summarizing, paraphrasing, classifying, explaining

Remembering

Recalling information, recognizing, listing, describing, retrieving, naming, finding

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

Level 6: Self –system

Level 5: Metacognitive system

Level 4: Knowledge utilization (Cognitive system)

Level 3: Analysis (Cognitive system)

Level 2: Comprehension (Cognitive system)

Level 1: Retrieval (Cognitive system)

Domains of Knowledge

Psychomotor Procedures

Mental Procedures

Information

The New Taxonomy (Marzano and Kendall, 2007)

Level of Difficulty Process Useful Verbs, Phrases, Definitions

6 Examining The students can analyze how important
Self System Thinking Importance specific knowledge is to them.
Examining The student can examine how much they believe
Efficacy they can improve their understanding of specific knowledge.
Examining The student can identify emotional responses associated
Emotional with a piece of knowledge and determine why
Response those associations exist.
Examining The student can examine their own motivation to improve their
Motivation understanding or competence in specific knowledge.
5 Specifying The student can set specific goals relative to knowledge and
Metacognition Goals develop a plan for accomplishing goals.
Process The student can self-monitor the process of achieving goals.
Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The student can determine how accurate their understanding of
Accuracy knowledge is and defend their judgment.
 4 Investigating Investigate; research; find out about; take a position on; what are
Knowledge the differing features of; how and why did this happen; what would
Utilization have happened if
The student generates a hypothesis and uses the assertions and
opinions of others to test the hypothesis.
Experimenting Experiment; generate and test; test the idea that; what would
happen if; how would you test that; how would you determine if;
how can this be explained; based on experiment, what can be
predicted
The students generates and tests a hypothesis by conducting an
experiment and collecting data.
Problem- Solve; how would you overcome; adapt; develop a strategy to;
solving figure out a way to; how will you reach your goal under these
conditions
The student can accomplish a goal for which obstacles exist.
Decision- Decide; select the best among the following alternatives; which
making among the following would be the best; what is the best way; which
of these is most suitable
The student can select among alternatives that initially appear to be
equal and defend their choice.