Field Study 1

BICOL UNIVERSITY
COLLEGE OF EDUCATION
Daraga, Albay
Observations of
Teaching-Learning in Actual
School Environment
MY PORTFOLIO
Prepared By:
JOHN REY D. RAVAGO

1
BSED SCIENCE 4-A
ACKNOWLEDGEMENT
Acknowledgments are given to few people who were supportive

in completing this portfolio:
To my professor in Educ. 12- Field Study 1: Observations of
Teaching-Learning in Actual School Environment, Mr. Edison A.
Perez for always guiding us in accomplish our portfolio and giving
us inputs about the teaching-learning process.
To my resource teachers, Mrs. Nonita O. Pavericio of Travesia
Elementary School, Mrs. Kharen M. Quisam of Marcial O. Raňola
Memorial School Senior High School Department and Mr. John
Annuh C. Victoria of Junior High School Department for the
support. Knowledge and guidance in accomplishing this portfolio.
To my alma mater, Marcial O. Raňola Memorial School for always
welcoming me to conduct an interview.
To my classmates, for their help in accomplishing this portfolio.
To my family, for their support and love they give to me.
1
TABLE OF CONTENTS
LEARNING EPISODE
My Autobiographical Essay, My Teaching 1

1 Credo, & Academic Road Map
LEARNING EPISODE
Observations of Teaching-Learning in Actual 5

2 School Environment
LEARNING EPISODE
Learning Environment 9
3
LEARNING EPISODE
18
4
LEARNING EPISODE
23
5
LEARNING EPISODE
33
6
LEARNING EPISODE
40
7
LEARNING EPISODE
53
8
Resume …………………………………………………………………………. 58
2
LEARNING EPISODE
Autobiographical Essay
On Sunday, December 12, 1999, a small room was filled with joy and delight for a split
second when I was delivered from my mother's womb. They believe the baby did not
survive the delivery because they did not hear me cry, and the room is filled with worry
and stillness as a result. I was covered in vernix casseosa, a white, cheesy substance
that protects the baby inside the womb. The "comadrona" ripped the sheet that covered
my face, and I burst out crying. My parents and grandparents are happy, particularly my
grandfather on my father's side because I am the one who will carry and propagate their
name.
I wanted to go to school when I was four years old because I wanted to wear a uniform,
shoes, and a school bag with wheels below it. My mother hired a tutor to help me
prepare for elementary school. I attended Travesia Elementary School, which was only
a short walk from our house. My elementary school years were filled with joy, adversity,
and achievement. I have always liked Mathematics and Science subjects; I also assist
my classmates in multiplication, division, and science; I enjoy drawing the components
of our body's five sense organs; and when we have a group activity, I always volunteer
to be the leader. After our afternoon session, I always have a good time playing on the
school fields and playground. I was regularly tormented at school because I am
overweight, I am usually weeping, and I have never fought back. The moment has
arrived for me to shine; I joined the volleyball club in sixth grade and advanced to
Palarong Pambansa in Pangasinan. My body and stamina have improved, and I am no
longer overweight!
Field Study 1: page 1

My secondary education was completed at Marcial O. Raola Memorial School, which
was located directly across the street from the primary school from which I graduated.
Because I am just enrolled in the basic curriculum, my high school life is full of surprising
accomplishments. One of my surprise accomplishments during my first year was
finishing second in the team competition category of the quiz bee. I earned first place in
logo design during my second year. I enrolled in a CAT officer training school during my
third year and became an officer in my fourth year. I became a CAT officer during my
fourth year of high school. Because I am interested in science, I participated in the
school-based Scientific Investigatory Project, competing against pupils who are
interested in Mathematics and Science, and my study has qualified for the Division SIP.
We are four delegates from our school, two for the basic curriculum (myself and a
classmate) and two for the mathematics and science-oriented curriculum; fortunately,
the two of us made it to the Regional SIP but not to the Nationals. I was also chosen
Vice-Chairman of the Nation Scout Youth Forum, representing the Bicol Region.
My life began to change during Senior High School, and I realized that it would not be
simple if I did nothing. Scheduling my schoolwork is difficult for me, at least until I grasp
what I need to do to optimize my time. During senior high, I discovered my hobby: I am
the DJ of our class, I arrange and remix their music during a dance performance, I do
audio editing in our movie trailer, and I am the music director in our class theater. Here
comes my biggest blessing: knowing that I passed the BUCET filled me with joy and
excitement since I truly wanted to spend my undergraduate years at BU.
I enrolled in the Bachelor of Secondary Education program at Bicol University College of
Education to pursue my ambition of being a respected professional teacher like the
people who motivated me to become a teacher. Being a teacher entails a tremendous
deal of responsibility to students, schools, and the community, which are the problems
that I must confront. During our LTS field immersion, we visited several elementary
schools, and it was my first experience teaching children. I can see the enthusiasm on
their faces as they study science, and I am really glad to see them enjoying the activities
we have planned for them. I also volunteer for ALBAY BRIGADA PAGBASA 2021,
where we will educate kids to read and contribute to increasing the literacy rate of all
students.
Every day, I look for opportunities to develop myself, particularly in communication with
others. Because good communication skills are essential for becoming a teacher, I
serve as a tutor and also teach my cousins who will be in high school this coming school
year. I'm pleased I made it this far, but the real battle is about to begin. I am JOHN REY
“JAND” D. RAVAGO from San. Francisco, Guinobatan, Albay.

Teaching Credo
Students learn differently in each educational environment, from preschool to college.
Because of his or her learning talents and preferences, each student is both talented
and challenged. My teaching method is based on Gardner's Theory of Multiple
Intelligence, which helps me discover students' learning styles because everyone learns
differently.
In the classroom, a "concept" might be a new ability, information, or any mix of the two.
We are not experts at the notion of driving the first time we get behind the wheel, but we
begin to master the concept with each practice session. The same is true for classroom
learning. Teachers expand on what students learned the day before, the week before,
or even the year before. Repeating a lesson on a subject enhances learning, therefore
the instructor can reinforce the learning using various sorts of activities based on the
notion of multiple intelligences. Students with high mathematical-logical intelligence, for
example, would excel at the pencil-and-paper job of adding basic fractions. Through a
rhythmic-clapping practice, students with a predisposition for musical intelligence would
learn how quarter notes and eighth notes "add up" to a whole measure. Using both
exercises reinforces the concept of adding fractions for all children, providing them with
the extra practice they require.
By varying the teaching technique, the instructor is able to keep the learning
environment new. An exercise to begin the day might include movement that engages
the bodily-kinesthetic intelligence. By varying your teaching approaches, you may keep
students engaged in the session. Students who feel they have failed may misbehave,
become indifferent, fail to pay attention, or disrupt the class. The multiple intelligence
idea has the potential to reintroduce pupils to learning. Using several intelligences to
teach a subject gives each of your varied learners a chance to succeed. The student
who excels in visual-spatial intelligence will excel at drawing and puzzles. Students who
thrive in linguistic intelligence would benefit more from a written report than a reading
assignment, but those who excel at interpersonal intelligence flourish at classroom
discussions of what was read. Problem behavior reduces when pupils feel successful in
their studies. Teaching to a student's strengths aids in his or her learning achievement.

Academic Road Map
Opportunities: I can now apply to some jobs while waiting for

To Graduate the LET result.
Barriers: Pandemic, financial and health problems.
Pass the Licensure

Examination for Opportunities: I can now work as a teacher and it will open
new job opportunities.
Teachers Barriers: Pandemic, financial and health problems.
Have a Masters Opportunities: It will help me in DepEd ranking, and I can

Degree teach in universities.
Barriers: Pandemic (maybe)
Be a Professional Opportunities: Eligible for more promotions.

Teacher Barriers: Difficult working conditions, Systematic challenges,
conflict.
Provide for my Opportunities: It is an avenue to keep the bond we share as

Parents a family more stronger, and it is my time to take care of them.
Barriers: Lost a job, health issues.
Build my Dream
Opportunities: Have a living security, have more control over
House costs.
Barriers: Affordability issues
Start a Business Opportunities: Directly helping people and innovation.

Barriers: Financial risk, personal liability and time commitment.
Have a Family Opportunities: Living a happy life.

Barriers:
Settle and Have Opportunities: My family will be secured.

Financial Security Barriers: Bankruptcy
To overcome the obstacles to reaching my goals/dreams, I must be prepared to confront any

challenges in life and make wise judgments so that no opportunities are wasted because
opportunities only knock once.

LEARNING EPISODE
Learning Outcomes
In this second learning episode, you are expected to:

1. Share your thoughts, insights and reflections on the Philippine
Professional Standards for Teachers (PPST) and Career Stages; and
2. These tasks are intended to support the following beginning teachers’
indicators in the PPST Domain 7:
a. Demonstrate an understanding of how professional reflection
and learning can be used; and
b. Demonstrate motivation to realize the professional
development goals based on the PPST.
Activities or Learning Tasks
A. Read, Study, Think and Reflect
1. Do you have background on the PPST? How was your PPST Learning
Journey when you took up the subject The Teaching Profession?
 Yes, at first we discuss and learn the National Competency-Based
Teacher Standards (NCBTS) about the sets of competencies that each
teacher must possess to function effectively and satisfactorily. Then we
proceed in learning the Philippine Professional Standard for Teachers
(PPST), discussing the seven domains and four career stages that will
help teachers to reflect and improve the quality of education.

2. How was your PPST introduced to you by your course professor? What
were the significant insights you learned when PPST and Career Stages
were introduced to you when you took up the course The Teaching
Profession?
 Our professor gives us an activity about the contribution we can give as
a teacher to the school, community, church, and society. After that, we
discuss the 7 domains and career stages. It made us realize the
connection and expectation to the teacher into their surroundings.
PPST helps every teacher to reflect on their practices, aspire for
personal growth, and engage in professional development. The career
stages support every teacher to know where they are in terms of
practice, what is expected of them, and how they can improve to reach
the next level.
3. What is your understanding of the PPST? What do you like about it?
 PPST establishes clear expectations for teachers at well-defined
career stages of professional development, from beginning to
distinguished practices, engages teachers in an ongoing effort to
achieve proficiency, and employs a uniform measure to assess teacher
performance, identify needs, and provide professional development
support. The PPST emphasizes what teachers are supposed to know,
be able to accomplish, and value in their jobs.
4. How do you think could the PPST and the Career Stages help you as a
future teacher?
 The PPST and career phases serve as a guide for every teacher to
enhance the quality of education for every Filipino student, as well as
the quality of teaching for teachers, and to deliver advantages for
societal improvements.

Now, if PPST and Career Stages are topics new to you or you would like to know
more about the topic and enrich your knowledge on this topic, please accomplish the
following tasks:
1. Review your notes on PPST and Career Stages
2. Download and read DepEd Order No. 42 s. 2017
3. Watch the PPST Explainer Video available through the link
http://deped.in/PPSTexplainervideo or
https://www.youtube.com/watch?v=aA5cD474aIU Explainer Video for the
Philippine Professional Standards for Teachers
4. Access the slides in the PPST Orientation through the link
http://deped.in/PPSTSlides
Now, after going over your notes or reading the provisions in the DepEd Order NO. 42
s. 2017 and watching the videos, feel free to share your insights by completing the
following sentences:
a) After reading varied sources and watching the videos, I realized that PPST is that
the teacher quality is defined by the Philippine Professional Standards for
Teachers. The standards define the rising levels of knowledge, practice, and
professional involvement expected of instructors. Simultaneously, the standards
enable for instructors' improving expertise, which may then be used with greater
complexity across a larger and more complicated variety of teaching/learning
circumstances.
b) As a future teacher, it is important for me to have a clear understanding of the

PPST because it specifies what a teacher is supposed to know, be capable of
doing, and value in their career.
c) The link between domains, strands and indicators in the PPST shows broad
conceptual realm of teaching and learning practices defined by particular strands in
the set of professional standards for teachers, with more specific dimensions of
teacher practice under each domain in the set of professional standards for
teachers within each strand and by the help of the indicators, offer specific,
observable, and quantifiable teacher behaviors/practices addressed in each strand
of the set of professional standards for teachers.

Specific Practices, Tasks
or Competencies You Do
Domain Description as a BUCE Pre-Service
Teacher that Fall Under
This Domain
Domain 1 Quality teachers know what Learning and mastering the
to teach and how to teach it. content in the field of
Content Knowledge and
general science and
Pedagogy practicing different methods
on how to teach the
content.
Domain 2 Maintain a learning focus Creating class norms and
environment. procedures that promote
Learning Environment
respect, fairness, and
caring in order to
promote safe learning.
Domain 3 Respond the learners Demonstrate knowledge
diversity. and comprehension of
Diversity of Learners
differentiated instruction
based on the gender,
needs, capabilities,
interests, and experiences
of the learners.
Domain 4 Plan and design effective Carefully and strategically
instructions. identify learning objectives
Curriculum and Planning
appropriate to the learning
outcome base on the
curriculum guide to produce
effective learning
instructions.
Domain 5 Use a variety of Incorporating technology in
assessment tools to inform using assessment tools
Assessment and Reporting
and enhance the teaching (traditional/authentic) .
and learning process.
Domain 6 Establish school-community Upholding character and
relationship and uphold responsibility specified in
Community Linkages and
professional ethics. the Code of Ethics for
Professional Engagement, Professional Teachers.
Domain 7 Engage in professional Create a personal teaching
reflection and assume philosophy that is
Personal Growth and
responsibility for personal learner-centered.
Professional Development and professional learning.

LEARNING EPISODE
“I entered the classroom with the conviction that it was crucial for me and every
other student to be an active participant, not a passive learner
consumer…Learning is a place where paradise can be created.”
(Bell Hooks, 1994)
Learning Outcomes
At the end of this episode, you will be able to determine a school environment
that is physically, psychologically, and socially supportive of learning.

You may use these guide questions as you recall your former classroom. Then
accomplish the matrix to record your data by doing the following:

My Illustration of an Effective School Environment

Learner’s Development Matrix

Implications
The local school is in a rural area of Southern Leyte. The students are hardworking and
dedicated to their education, which is why the school was named the top elementary school
in the country based on the National Achievement Test results. This was accomplished
through the collaboration of teachers, the support of parents, and the perseverance of
students in their studies.
The students actively participate in different activities through playing games prepared by
the teacher, the teacher demonstrates how to involve all the students in discussing the
lesson through a simple activity or games, this shown the teacher being creative and
innovative on how to teach the lesson more interesting and student-friendly.
The students are in good relation to their teachers and classmates. The teacher gives some
words to encourage the students to continue their studies despite the hardship they
experience every day. The students showed respect to their classmates and teachers, there
are no competition taking place among students, they helped each other during difficult
lessons and they have peer tutoring to help their other classmates excel in their subjects.
This is more like to be a good example of a healthy relationship among teachers and
students, that is why teachers must uphold this kind of practice or culture inside the
classroom to have a good learning experience and no one would leave behind.
The students showed how to be satisfied with what you only have despite the needs of
necessities in their everyday take just to continue their study. The teachers are very
innovative in providing space despite the school are lacking facilities and materials. With
these frustrations, they encounter they never let this be a hindrance in pursuing a quality
education. The students are very compassionate in learning and the teachers are very
dedicated in teaching using different styles of teaching methods to provide quality education
to the students, thus it would be good if the teachers provide alternatives to cover what the
school and students are lacking by means of innovation and good teaching strategies.
The students showed how active they can be if the learning process is interactive and fun.
The teacher prepares an activity or game related to the lesson, using some flashcards and
stationary where the teacher lets the students have a collaborate with their classmates. This
kind of method of teaching helps the students to comprehend the lesson being discuss and
helps them to be critical in thinking for the answers. It will be good if the teacher tries other
teaching strategies to determine what other teaching strategies can use that are suitable for
different kinds of intelligence among the students.

Reflection
1. Based on the documentary video, what are the salient points that you have
observed on the teachers role and tasks?
 Based on the documentary, I observed that the teachers do some other
tasks that are not frequently seen inside a classroom in a face-to-face
setting, because the role of the teachers has changed and a lot of work
has been added to them as a result of the pandemic. The module kits
are prepared by the teachers, and they include handmade face masks
(made by the teacher) as well as some important school supplies. The
modules are distributed by the teachers to their designated drop
stations. The teachers walk or ride several kilometers to remote villages.
Teachers make significant sacrifices for their profession, but in
exchange, they do not have enough time for their loved ones. They do
this type of task that cannot be seen inside the actual classroom in order
to provide education to their students.
2. What are the salient points that you have observed on the role of the
parents?
 Based on the documentary, I observed the parents' love for their
children, and how they do whatever work they can in exchange for
money so that they can put food on the table and support their children's
education. The parents make significant sacrifices and endure physical
aches and pains to continue working, which can be exchanged for
money and food.
3. With what you have watched, what are the implications of the new normal
that you can think of on the part of the learners?
 `The new normal I believe that it makes it harder for students to learn
correctly; some students are fortunate to have gadgets and a nice
atmosphere in which to study, while others are denied of technology
that may assist them in learning and a comfortable setting in which to
study. The pandemic has taken a heavy toll on the students portrayed in
the documentary. In terms of student safety, the new typical
environment, on the other hand, advantages the majority. Students can
identify their learning phase through modular learning.

LEARNING EPISODE
“Education is not to reform students or amuse them or to make them expert

technicians. It is to unsettle their minds, widen their horizons, inflame their
intellects, teach them to think straight, if possible.” —Robert M. Hutchins
Learning Outcomes
At the end of this episode, you will be able to:

1. Demonstrate content knowledge of the principles of teaching and learning
and its application in the teaching – learning process.
2. Identify the different approaches employed by the teacher in dealing with
learners in the teaching-learning process.
3. Analyze how the teaching and learning process should be conducted
considering the different teaching approaches and principles of teaching
and learning.
Activity 1
1. In your previous professional education subjects and based on your own

experience, describe what teaching and learning is?
 Teaching and learning is a multifaceted process with several factors.
These factors interact when learners strive toward their objectives and
incorporate new information, behaviors, and abilities into their
repertoire of learning experiences.

2. What is teaching and learning process?
 The teaching and learning process is a knowledge transformation
process from teachers to students. It is defined as the process through
which an educator defines and establishes learning objectives,
develops teaching materials, and implements the teaching and
learning approach. Learning, on the other hand, is a critical aspect
that a teacher must consider while instructing the students.
3. In your own perspective, describe an effective and efficient teacher?

 A effective teacher ensures that pupils actually learn and improve. An
efficient teacher completes all of their obligations and tasks thoroughly
and on schedule.
4. How much content does the teacher know and how many teaching
approaches does he need to use in teaching his subject for him/her to
become an effective teacher?
 Teachers can utilize their subject expertise to better arrange and
apply content information for their pupils to grasp. Furthermore,
teachers are more likely to be able to adapt to the requirements of
each given classroom, identifying pupils who are struggling and
modifying the way information is delivered to make it more
understandable. That is why teachers require a diverse set of abilities
and attitudes in order to help their pupils reach high levels of success.
Being an effective teacher entails developing connections with
students, subject matter expertise, and a grasp of pedagogical
procedures in order to acquire the necessary understanding.

5. What is Pedagogical Knowledge (PK)? How about Pedagogical Content
Knowledge (PCK)?
 Pedagogical Knowledge (PK) refers to teachers' in-depth
understanding of the processes and practices or strategies of teaching
and learning. They encompass, among other things, general
educational goals, values, and objectives. Understanding how
students learn, basic classroom management abilities, lesson
preparation, and student evaluation are all examples of generic
knowledge. It involves knowledge of classroom tactics or methods, the
nature of the intended audience, and tools for assessing student
understanding.
 Pedagogical Content Knowledge (PCK) teacher interprets the
subject matter, discovers various approaches to portray it, and adjusts
and tailors the teaching materials to alternate conceptions and
students' prior knowledge. PCK addresses the core business of
teaching, learning, curriculum, assessment, and reporting, such as
learning environments and the connections between curriculum,
assessment, and pedagogy.
6. How do these PK and PCK affect to the teaching and learning process?
 A teacher with extensive pedagogical understanding knows how
students create information and gain abilities, as well as how they
establish mental habits and good attitudes toward learning. PCK
entails being aware of common misconceptions and alternative ways
of looking at them, the importance of forging connections between
different content-based ideas, students' prior knowledge, alternative
teaching strategies, and the flexibility that comes from exploring
alternative ways of looking at the same idea or problem, all of which
are required for effective teaching.

7. List down the different teaching approaches/strategies used by your
previous teacher or professors.
 A learner-centered approach is a current trend in education that
involves students in the learning process and encourages them to
reflect on what they are learning and how they are learning it. It also
aids in the development of our life skills. This method teaches us how
to think, solve issues, make decisions, collaborate, assess evidence,
examine arguments, and develop ideas. Interactive and collaborative
approach are also present. During our laboratory sessions, our teacher
would occasionally let us to observe, examine, and make conclusions
from data. When addressing issues, the indirect/guided approach
requires higher level thinking. We may make meaningful connections
to a topic by relying on our own experiences.
8. What is the best approach in teaching to enhance the students’ learning?

 Based from my experience I confidently say that Learner-centered
Approach is the best approach in teaching although their are lots of
different approaches that enhances students’ learning. The
Learner-Centered Approach prioritizes students' interests by
recognizing their needs as fundamental to the learning process. Rather
of creating the course from the standpoint of the instructor, it is created
from the standpoint of the student. As a result, rather than lecturing or
throwing information at the student, who is only a passive listener, the
learner-centered approach promotes a dynamic relationship between
the learner and the instructor.

Activity 2
1. Describe the teaching methodology used by the teacher in the

demonstration teachings.
 The teacher begins the lesson with a song and followed by a prayer.
Then the teacher already groups the class into groups before the
lesson start to avoid taking too much time. During the activities the
students are happily participating and also the teacher always
encourages the students by his joyful gestures. The teacher always
keeps the students related to his discussion. The teacher brings his
students outside the classroom through his creative activity “Into the
Museum” it has a very big impact on the students' attention.
2. Identify the teaching approaches employed by the teachers to enhance the

student’s learning?
 To enhance students' learning, the teacher uses a
learner-centered/constructivist approach. It shifts the emphasis away
from the teacher and toward the students. Students in this method may
sit in small groups, visit areas, and move freely across the classroom.
Students take a more active role in their education and may even help
pick the things they study.
3. How did the teaching and learning process take place considering the
different teaching approaches and principles of teaching and learning?
 The teaching and learning process already takes place before the
actual discussion of the lesson wherein the teacher prepare the lesson
to be taught and during the discussion, the teacher now transfers the
information to the students by means of different strategies in teaching
to connect easily to the students according to their different learning
style to enhance their learning. It starts by assessing the learning
needs, establishing specific learning objectives, developing teaching
and learning strategies, implementing the plan of work, and evaluating
the outcomes of the instructions.

4. During this pandemic, can teaching-learning process be observed? Give
your insights.
 Based on my experience since the start of the online classes, I can say
that the teaching-learning process is still observed. We have
synchronous classes wherein we can discuss the lesson together with
our professor virtually, although it is a hustle for some students how
has difficulty in internet connectivity. We also have asynchronous
classes, a one-way discussion wherein there is no interaction between
the teacher and student virtually, but still, we can communicate by
sending messages through messenger, e-mail, and text messages. On
the other hand, students who are in high school and elementary are
the most affected by the pandemic in their education. There is almost
no trace of the teaching-learning process because the mode of
learning dwells only on the modules given to them, sometimes
instructions are unclear, the an incomplete process of answers or
explanations in science and mathematics.
Reflection

LEARNING EPISODE
Learning Outcomes
In this fifth learning episode, you are expected to:

1. Describe the characteristics, needs and interests of learners from
different developmental levels;
2. Discuss the influencing factors in the home environment that affect the
students’ learning; and
3. Identify teacher-guided activities/practices that address learner’s gender,
needs strengths, interests and experiences.
Activity 1: Observing Characteristics at Different Stages
Learner’s Profile (Elementary)
Name: Joven Rodriguez

Date of Birth: December 6, 2011
School: Travesia Elementary School
Grade Level: Grade 4
Gender: Male

Learners’ Developmental Matrix

Activity 2: Influencing Factors in the Home Environment that Affect the Students’
Learning
Interview Guide to the Parents
Name of the Learner: Joven Rodriguez

Age: 9 years old Gender: Male Grade/Year Level: Grade 4
Number of Siblings:5 Birth Order:4th

Parents: Conchita Rodriguez and Dante Rodriguez
Mother’s Age: 44 years old Father’s Age: 52 years old
Occupation: House Wife Occupation: Farmer
Educational Attainment: Elementary Educational Attainment: Elementary
Guide Questions:
1. What are your child’s interests?
 Likes to play, be with his friends, and go to school.
2. Does your child have any ailments or health problems?
 He is healthy.
3. Does he/she have any food preferences?
 He likes vegetables (palusag na apay/ginataang natong)
4. Is your child allowed to play outside and with friends? Do you have any rules for them
to follow when they go out?
 Yes. Stay safe always, not to be careless.
5. How do you provide a nurturing environment for your child? Do you have a nook with
books or other learning materials at home? Which place at home does your child
study?
 I prepare and clean the place where he is studying. The only book he had are the
books borrowed from the school. He always study at the living room.
6. What does your child do when he/she feels down or has a problem? What do you do
to meet his/her emotional needs?
 He become silent and doesn’t want to talk about it. I give him some peace of
advice and encouragement.
7. What do you do when he/she achieves something at school or does something good?
 I congratulates him and sometimes give him a reward/gift.
8. How do you discipline your child/children? Do you have house rules?
 We always had a talk and explaining to him about it. Yes, we do have a house
rule.
9. How do you monitor his/her performance in school? How do you motivate him/her?
 I go to school and ask the teacher about my son. I motivate him by saying words of
encouragement.
10. What makes him/her love to go to school? Does he/she has difficulty in any subjects?
What is it?
 At the school he will learn a lot of things. He has difficulty in English, Science and
Mathematics.

Activity 3: Teacher-guided activities/practices that address learners’ gender,
needs, strengths, interests and experiences.
Virtual Class Observation
1. How would you describe the interaction in the classroom as shown in the video?
Do they interact with one another and with the teacher?
 I observed frequent participation of students during the class discussion. At
the beginning the teacher ask the students to sing a song and the students
performs. Every time the teacher ask questions the students immediately
answers and participates during group activities. The interaction of the
students and the teacher are maintained throughout the whole period.
2. Observe the learners seated in front and at the back of the classroom. How do
they behave and interact? Were those seated in front most active than those
seated at the back?
 All the students participated well during the lesson. Students seated at the
front are more active during recitation than those at the back. Some students
that are not called their names during recitation feel frustrated to answer the
question.

3. During the teaching-learning process, how would you describe the relationship
among the learners? Do they cooperate with one another or they compete
instead?
 The students helps each other during their group activity. They performed
exactly what the task are ask for them to do. There is no sign of competition
among the students. During recitation when someone doesn’t got the wrong
answer they raise their hand to help their classmate and sometimes the
teacher let the students to repeat the answer of their classmate.
.
4. Who among the pupils actively participated? Do some of them ask for most help?
 Most of the time students at the front were actively participating during class
discussion. Sometimes few students needs help when ask a question, but
more importantly after that students do now understand their misconceptions.
5. What transpires when the teacher asks questions to the class? Are the pupils
participate actively? What happens when a pupil cannot answer the question? Do
others raise their hands to answer or they help their classmates?
 When the teacher ask questions some of the students immediately raises
their hand to recite the answer and when they answer wrong the teacher ask
the students to help their classmate. When there is no one raising their hand
to recite teacher now call names to recite their answer.
.
Interview with a Teacher
Teacher’s Profile
Resource Teacher: Nonita O. Pavericio
School: Travesia Elementary School
Subject: English
Date of Interview: October 5, 2021

1. From the video you have watched, how did the teacher addresses diversity of
learners in his/her classroom? How did he/she leverage diversity?
 The teacher always communicates to his students and appreciates their every
answer and action for the students to feel comfortable during the discussion of
the lesson. This can also help identify issues or ways to improve their
understanding of the lesson. The teacher also groups the students randomly
to eliminate diversity among students.
2. As soon-to-be teacher in the near future, what kind of teaching and learning
process will you have in your classroom considering learners’ diversity?
 As soon to be a teacher I will encourage active learning inside the classroom
wherein students will not only listen to what the teacher teaches but the
students will be involved in what they are being learned through group study,
group discussion, and demonstrations. Grouping the students by their learning
style, not by their ability, using mixed ability groups can promote learning,
especially when students get the opportunity to coach or teach their peers
this I can create a place where the students learn in similar ways together.

LEARNING EPISODE
Learning Outcomes

1. Demonstrate knowledge of the design and use of formative assessment;
2. Determine the alignment of assessment tools and tasks with intended
learning;
3. Create scoring rubrics for performance tasks;
4. Classify test questions following the revised Bloom’s taxonomy.
Activity 1
1. Why should teacher find out if pupils understand the lesson while teaching is in
progress?
 The teacher should find out if pupils understand the lesson while teaching is in
progress to ensure that learning is going on while in the process of teaching.
This is also to ensure that before the teacher proceeds further or comes near
the end of the chapter or lesson, the students understood the lesson.
2. Did the pupils make the teacher sense they did not understand the lesson? How?
 The pupils sometimes demonstrates scratching of their head, fidgeting, writing
lines on the paper or playing with their hair. In video, the students are given
set of mathematical exercises to solve and only few got the perfect score and
the other pupils are taking too much time to answer.

3. Why is peer tutoring in class at times seem to be more effective than teacher
tutoring or re-teaching?
 Peer tutoring promotes higher rates of student response and feedback,
resulting in improved academic success. It also provides additional
opportunity for students to practice certain abilities, resulting in improved
retention. By educating another student about a topic, the student tutor
develops a better grasp of it. Students who participate in peer tutoring have a
more positive attitude toward learning and build self-confidence.
4. There are documented cases of non-reader Grade 7 students. Could this be

attributed to wrong use or non-use of formative assessment? Why or why not?
 Based from one of my teachers in Elementary, formative assessment is very
important for the learners to gain retention. Formative assessment is very
effective to help the student read comprehensibly, if you let the students
unattended he/she will not be a functional reader in the future. However, there
are some circumstances that some students are late bloomer or late
development (cognitively).

Activity 2

Activity 3
The link below is a product of one grading period performances of the pupils; from
planting to harvesting to eating. This means there are several performance tasks that
can be rated using a rubric. Select a task (e.g. transplanting the seedling) and make a
holistic rubric as basis for grading.
Link: https://www.youtube.com/watch?v=9-jEIzXDvTQ
Holistic Rubric
COOKING
Poor Fair Good Excellent

(2 Points) (3 Points) (4 Points) (5 Points)
Student failed to Student attempted Student showed Student displayed

focus on the work at activities but proper cooking correct cooking
hand, left equipment became sidetracked methods and technique,
on the ground, failed or did not complete techniques, but did successfully fulfilled
to manage heat, the task, or just not practice good all directions, and
and failed to follow followed part of the time management. finished within the
directions. directions. allocated time.
For the second link, select a performance task to be rated and make an analytic rubric
as basis for grading.
Link:
https://docs.google.com/presentation/d/1Br1NyXyCURjf7zXubhQjtcZGQUH5wUtt/edit
#slide=id.p15
Analytic Rubric
GRAPHIC ORGANIZER OF THE LIFE CYCLE OF A PLANT
Unsatisfactory Satisfactory Excellent

(3 points) (4 points) (5 points)
Science Content The student cannot The student can list The student can list
Applied list or define the the parts of a plant and define the parts
parts of a plant or and the sequence of of a plant and the
the sequence of the the plant life cycle sequence of the
plant life cycle. some of the time. plant life cycle

without prompting.
Student The student does The student The student always
Participation not participate in participates and participates in group
group work or share shares group work and shares
group supplies. supplies some of group supplies.
the time.
Teacher The student does The student makes The student makes
Observations not give legible or some detailed
clear representations representations
representations about plant parts about plant parts
about plant parts or and the sequence of and the sequence of
the sequence of the the plant life cycle the plant life cycle
plant life cycle on on the blank graphic on the blank graphic
the blank graphic organizer. organizer.
organizer.
Activity 4
Creating
Evaluating

Rememberi Understand Applying Analyzing
ng ing

Reflect
In my 15 years as a student, I have taken hundreds of exams already. Most of it are

objective type test: multiple-choice test, matching type test, true or false type. This
type of test item only requires one correct answer in each item. Subjective type test
on the other hand is another test format where the student supplies answer rather
than select the correct answer. This include completion type and essay type items.
Based on cognitive skills in Bloom’s Taxonomy the first two cognitive skills
Remembering,and Understanding has the most number of items in an examination
while the other four cognitive skills has the least number of items in an exam when I
was in elementary and high school. In my college years there was a balance in the
frequency of test items from the different cognitive skills in Bloom’s taxonomy,
however in college, teachers need to observe from their students what they’ve learn
trough different kinds of assessment and examination, In college the three cognitive
skills Creating, Evaluating, and Analyzing has the most numbers of items or
sometime equivalent points or grade.
Critical thinking skills are essential for both higher and lower order thinking, according
to Bloom's taxonomy. Critical thinking is characterized as having two components: the
ability to generate knowledge (lower order thinking) and the ability to use that
information to guide actions (higher order thinking). To think critically about a
collection of facts or other information in order to make an informed choice, the
thinker must go through Bloom's six levels of cognitive thinking: remembering,
comprehending, applying, analyzing, evaluating, and producing. As a way, these
evaluation questions are extremely beneficial in developing a student's critical
thinking abilities.

LEARNING EPISODE
Learning Outcomes
At the end of this chapter, you must be able to:

 Identify the different curricula that prevail in the school setting;
 Describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of
learning outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.

Type of Curriculum Where it is Found Description
1. Recommended K to 12 Guidelines can be Recommended Curriculum
Curriculum ( K to 12 downloaded at the website comes from variety of
Guidelines) of Department of Education sources, including
https://www.deped.gov.ph/ nationally known experts,
policymakers and
lawmakers, and others. It
focuses on the topics, skill
sets, and tools that teachers
should prioritize in the
classroom. Example of
Recommended curriculum
is the K to 12 guidelines that
provides a clear framework
for the monitoring and
evaluation of the program
(K to 12).
2. Written Curriculum Lesson Plans can be found A written curriculum is what
(Teacher’s Lesson to the teacher it self and is formally documented and
Plan) sometimes to the school written down for instruction.
archives or data base. These items may comprise
During the implementation instruction manuals, videos,
of modular distance text, and other things
learning DepEd is the one required by teachers.
making the lesson plan for
the whole country to be
handed down to different
schools and can be
downloaded by the
teachers at the website of
DepEd.
3. Taught Curriculum It can be inside the school This curriculum style
(Teaching Learning premises or any means pertains to how teachers
Process) where in teachers and teach. Because how an
students are at the same instructor teaches content
place and time learning and varies from one to the next,
exchanging knowledge. this is a less predictable
and less standardized sort
of curriculum.
4. Supported Curriculum Library, laboratory, A supported curriculum
(Subject Textbook) instrumentation room/utility incorporates additional
room, storage room, and tools, resources, and
more importantly the learning opportunities
teachers and the available both within and
environment. outside of the classroom.
5. Assessed Curriculum It can be found at the faculty It includes a variety of
(Assessment Process) room and indie/outside the assessment techniques
classroom, and some other such as presentations,
assessment tools coming portfolios, demonstrations,
from the nationals(ex. and standardized tests.
National Achievement Test)
6. Learned Curriculum It can be found inside or A learned curriculum is
(Achieved Learning outside the classrooms: what students take away
Outcomes) talking about their projects, from a course. This

achievements, creation and comprises the course
development out from what material and information
the students learned. they gained, but it can also
involve changes in attitude
and emotional well-being.
7. Hidden Curriculum It can be found virtually or in A hidden curriculum is not
(Media) cyberspace, through mobile planned, but it has a
devices and the internet. significant impact on what
students learn. This form of
curriculum is not usually
expressed or technically
documented, and it
incorporates implicit
standards, unspoken
expectations, and cultural
norms and beliefs.

The diagram I presented above shows the relationship of one curriculum to the
other. I could say that before the implementation of K to 12 program it go
trough many studies and research conducted by various scholars and
professional organizations trough the initiative of DepEd, CHED, DOST or any
organization who has a take on education. K to 12 program is the
recommended curriculum. The written curriculum are the syllabus made by the
teachers that are anchored to the curriculum guide. The teacher now ready to
teach the lesson as indicated to his/her prepared lesson plan. When the
teacher begin to teach, the curriculum is taught. This is supported curriculum
when the teacher ask you to use your books or surf the internet to find ideal
information regards to the lesson. The teacher must also assess the students
performance through conducting an examination, that is the curriculum being
examined. The result of the assessed curriculum will establish what the
students have learned, this is called learned curriculum. The hidden
curriculum, can influence what the teacher teach and assess, and so influence
what the students learned.
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook)
A. Planning Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a) What are the lesson objectives/learning outcomes?

At the end of the lesson, the learners:
 Explain methods of Separating Mixtures into their
Component Substances.
 Apply methods of Separating Mixtures into their
Component Substances.
b) What are included in the subject matter?

 Classification of matter (Methods of separating
mixtures into their component substances)
c) What procedure or method will the teacher use to

implement the plan?
 The teacher first present the new lesson; Second, the
teacher present the objectives of the lesson; Third,
the teacher will let the students present examples of
the new lesson; Fourth, the teacher will let the
students finds practical applications of concepts and
skills related to the new lesson; Fifth, the teacher will
let the students make generalization about the
lesson; and lastly the teacher will conduct an
evaluation about the lesson.
d) Will the teacher assess or evaluate the lesson? How

will this be done?
 The teacher will evaluate the lesson by means of
group evaluation for each assigned task and methods
of separating mixtures into their component
substances.
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a) How did the teacher begin the lesson?
 The teacher first introduce the new lesson and
present the objectives.
b) What procedure or steps were followed?

 The teacher present the objectives, let the students
perform the prepared activity about the new lesson

and discuss it among their groups, present their
concrete ideas and had an evaluation.
c) How did the teacher engage the learners?

 The teacher give the students the prepared activity.
d) Was the teacher a guide at the side?

 Yes, the teacher always keep an eye to the students
while performing the activity.
e) Were the learners on task?/Or were they participating

in the class activity?
 The students are participating well in performing the
activity.
f) Was the lesson finished within the class period?

 Yes, the lesson was finished a minutes before the
class period ends.
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a) Were the objectives as learned outcomes achieved?
 Yes, it was observe after the result of the assessment
after they present their group activity.
b) How did the teacher assess/evaluate it?

 The teacher uses a scoring rubric to have a guide in
grading their work.
c) What evidence was shown? Get pieces of evidence.

 Unfortunately, the teacher I interviewed cannot
secure me a copy of the result of the assessment.
However the teacher told me that the students
remarkably achieves the expectation of the lesson at
the end of the class.

Analyze
Observe

Assessment
Group evaluation for each assigned Task and methods of separating Mixtures into
their component Substance

1. Are the three components constructively aligned? Explain.
 Yes, the three components are constructively aligned. The outcomes are the
expectations that the students must accomplish after the lesson. To fulfill the
expectations at the end of the lesson the teacher will demonstrate different
kinds of techniques to teach the lesson to help the students accomplish the
expectations at the end of the lesson. To verify whether the students already
accomplish the learning outcomes, the teacher will evaluate what the students
learned through giving them a specific kind of assessment that could
determine the learning outcomes are satisfied.
2. Will the outcomes be achieved with the teaching methods used? Why?
 The outcomes can be achieved with the teaching methods used, because the
teacher will use different teaching style to help the students in accomplishing
the outcomes at the end of the lesson.
3. What component would tell if the outcomes have been achieved?

 The assessment will tell if the outcomes have been achieved.
Reflect
A well-planned lesson is critical to the teaching and learning process. A

well-prepared teacher is well on his or her way to a good teaching
experience. Creating engaging classes takes a significant amount of time
and work. It is also critical to recognize that even the best-planned lesson
is useless if exciting delivery strategies and excellent classroom
management techniques are not present.
A lesson plan is the teacher's road map for what students must learn and
how it will be accomplished efficiently during class time. Before the
teacher begin planning the lesson, the teacher must first define the
learning objectives for the class meeting. Then the teacher may create
relevant learning activities and ways for obtaining feedback on student
learning. Outcomes, Teaching Methods, and Assessment are the three
important components of a good lesson plan.

Lesson Title: Classification of Matter (Methods of Separating Mixtures into their
Component Substances)
Subject Area: General Chemistry
Lesson Outcomes Teaching Methods Evaluation

At the end of the lesson, the  The teacher will introduce Group evaluation for each
learners: the new lesson: The assigned Task and methods
1. Explain methods of students will present of separating Mixtures into
Separating Mixtures into discuss and have hands on their component Substance.
their Component activity on Methods of
Substances. Separating Mixtures into
2. Apply methods of Their Component
Separating Mixtures into Substances for their
their Component Performance Task
Substances.  The teacher will be
establishing a purpose for
the lesson by letting the
students perform their
Activity for their
specific/assigned method of
Separating Mixtures into
Their Component
Substances.
 The teacher then let them
have a group discussion
and hands on activity.
 Discussing new concepts
and practicing new skills y
allowing the students to
discuss the specific activity.
(1) Methods of Separating
mixtures into Their

Component Substances
and (2) Class presentation.
 Making generalization and
abstractions about the
lesson.
Link Theory to Practice
Choose the correct answer from the options given.
1. When we say school curriculum, it refers only to the K to 12

curriculum.
a) This statement is true
b) This statement is not true
c) This statement is half true
d) This statement is silly
2. A professional teacher should possess the following skills to

address the need for a curricularist EXCEPT one. Which one is
NOT?
a) Knower of curriculum
b) Believer of the curriculum
c) Implementer of the curriculum
d) Writer of the curriculum
3. The influence of multimedia, peers, community tradition,

advancement in technology, though not deliberately taught in the
lesson, will influence the curriculum. This is referred to as
__________.
a) written curriculum
b) recommended curriculum
c) implemented curriculum
d) hidden curriculum

4. Which two components of the lesson plan (as a miniscule
curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
a) I only
b) II only
c) III only
d) I, II and III
5. What is the most important reason why there should be constructive

alignments of the components of the curriculum?
a) For ease of correcting by the school principal
b) To assure that each component contributes to the
attainment of the learning outcomes
c) As a required template when starting to write a lesson plan
d) As a model of other lesson plans written and published

LEARNING EPISODE
Learning Outcomes

 Identify learning environments that are responsive to community contexts;
 Describe the parents’ roles and the wider school community in the educative
process; and
 Enumerate school policies and procedures that link/connect school to other
stakeholders.
“The problem of education is everybody’s problem. As building literacy is our

collective responsibility, so too is improving our schools, our collective
responsibility. We must build bridges between the school and the community.”
Forencio Adab, Former DepEd Secretary
Learning Task
1. Identify the various stakeholders within the school and community in relation to
teaching profession, and identify the different ways in which we involve these
stakeholders in the educative process.

YOUR STAKEHOLDERS How do you engage the
STAKEHOLDERS
School Board Invite to be the guest speaker in an school
event or program.
Teachers Teaching and guiding the students in their
learning journey.
Parents Participation on the Parents-Teacher
Association/PTA.
Students Join contest and programs inside or
outside the school campus.
Ministry of Education Conducting an school based assessment
for the betterment of the school curriculum
being implemented.
Community Conducting a community based project.
Business Community They can provide opportunity for the
students to have an internship experience.
2. Being a pre-service teacher, how will you be able to build relationship with the
different community partners?

3. Read the situation below and try to reflect on it.
It was the last week of February and the School Head of Benzon High School
called the first Parent-Teacher Conference. Teacher Janelle, a Grade 7 Adviser
was excited to give the class cards for his 35 learners. On the day of the first
Parent-Teacher Conference, she was expecting all parents invited would be
present. However, there were only five (5) parents who attended. Majority could
not come due to some concerns. She got worried because it was already the
end of the school day, and she had yet to give 45 class cards to parents who
regretted to attend.
1. Based on Teacher Janelle’s case, what do you think is the challenge for her?
 The challenge that Teacher Janelle is facing is the lack of communication and
commitment of the parents as if it was doesn’t matter attending the
parent-teacher conference. The other challenge Teacher Janelle is facing is
that she doesn’t have the opportunity to talk to the parents of her students and
present the class card which is the fruit of the hardship of their children.
2. If you experience the same problem in the future. What would you think is
the reason why many parents do not attend Parent-Teacher Conferences?
 The reason I think first is that parents don’t have time to go to school to attend
because they are already preoccupied with their houses, some of which are
taking care of their little children, and there are instances that they don’t have
interest in attending. There are some parents who are busy working or working
out of town and also there are some guardians who have no strength to travel
because of old age.

3. What are your realizations on Teacher Janelle’s case?
 Base from what Teacher Janelle experience, I can say that being a teacher is
not easy and it is not always all about teaching your students to learn, you
need also to build a strong relation ship with their parents to communicate
important matters regarding the school programs and achievements of their
children inside the school setting. It is also important to reach out to the
parents different opportunities that can help learning process of their children.
List down school activities that you still remember that involves the community
(colleagues, parents, and the community) and their role/functions in the community.
Activities Persons Involve Roles/Functions in the Activity

1. Foundation Day Teachers  Program incharge and also a
participants in some activities.
Students  Participants of the event.
Parents  Participants of the event.
2. Tree Planting (CAT) Teacher  Facilitator of the activity.
Students  To plant trees and to promote
reforestation.
Barangay  To guide and give security to
Officials/Tanod the students to the area they
were planting.
3. Clean-up Drive (CAT) Teachers  Facilitator of the activity.
Students  Participate in cleaning the
specified area and promote
Barangay clean environment.
Official/Tanod  To guide and provide security
to the students to the area they
were cleaning.
4. Nutrition Month Teachers  Program incharge and
Students facilitator of the event.
 Participants of the event,
Local Farmers where in they are task to bring
vegetables and fruits.
 They support the school
events by establishing mini
booths inside the school
campus to showcase their
products.
5. In-School Camping Teacher  Incharge of the program and
the camp-master.
Students  Participants of the camping,
where in they were put to test
Barangay Tanod and of what they’ve learned inside
Municipal Police the classroom.
 To provide security and order
outside and inside of the
school perimeter.

What is your What are your What action Target of What
strength? skills that need plan will you implementation resources
improvement? recommend do you need
for your to
development? implement
the plan?
 Technical  Communication  I need to  As soon as  I need
skill skill immerse possible. time and
 ICT skill  Interpersonal myself into Every day is moral
 Survival skill other an support
skill  Intrapersonal people to opportunity from my
skill learn from for me to family
them and improve my and
the things self and friends.
around me develop to a
to have a best picture
healthy of myself.
relationship
with my
friends and
colleague
in the
future.

John Rey D. Ravago
johnreyduque.ravago@bicol-u.edu.ph San. Francisco, Guinobatan, Albay
09518981332
Professional Compassionate, creative and effective pre-service teacher. Equipped with

Summary background in versatile education environments. Student-centric instructor,
facilitator and motivational coach. Competent at performing independently.
Well-versed in classroom and online technologies.
Skills Volunteer tasking Social Interaction

Crafting Teaching
Repairing Tutoring
Creative Teamwork
Operations Support
09/2021-Current
Work History
Volunteer Tutor
Guinobatan, Albay
 Communicated frequently with parents, students and teachers to provide
feedback and discuss instructional strategies.
08/2019-Current
Part Time Electrician
Self Employed, Guinobatan, Albay
 Tested electrical systems and continuity of circuits in electrical wiring,
equipment and fixtures using various devices.
Education Bicol University College of Education, Daraga, Albay

04/2018 Marcial O. Ranola Memorial School, Guinobatan, Albay
04/2012 Travesia Elementary School, Guinobatan, Albay
Accomplishment  Vice-Chairman of Regional Youth Forum, Boy Scout of the Philippines

 Regional Science Investigatory Project qualifier
 Researcher of the Year awardee of school year 2015-2016
Certifications  National Certificate II Electrical Installation and Maintenance

 National Certificate II Driving
 DepEd Brigada Pagabasa Volunteer Recognition Certificate

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BICOL UNIVERSITY

JOHN REY D. RAVAGO

Acknowledgments are given to few people who were supportive

My Autobiographical Essay, My Teaching 1

Observations of Teaching-Learning in Actual 5

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Opportunities: I can now apply to some jobs while waiting for

Pass the Licensure

Have a Masters Opportunities: It will help me in DepEd ranking, and I can

Be a Professional Opportunities: Eligible for more promotions.

Provide for my Opportunities: It is an avenue to keep the bond we share as

Start a Business Opportunities: Directly helping people and innovation.

Have a Family Opportunities: Living a happy life.

Settle and Have Opportunities: My family will be secured.

To overcome the obstacles to reaching my goals/dreams, I must be prepared to confront any

Field Study 1: page 4

In this second learning episode, you are expected to:

Activities or Learning Tasks

A. Read, Study, Think and Reflect

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b) As a future teacher, it is important for me to have a clear understanding of the

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“Education is not to reform students or amuse them or to make them expert

At the end of this episode, you will be able to:

1. In your previous professional education subjects and based on your own

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3. In your own perspective, describe an effective and efficient teacher?

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8. What is the best approach in teaching to enhance the students’ learning?

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1. Describe the teaching methodology used by the teacher in the

2. Identify the teaching approaches employed by the teachers to enhance the

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In this fifth learning episode, you are expected to:

Activity 1: Observing Characteristics at Different Stages

Learner’s Profile (Elementary)

Name: Joven Rodriguez

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Interview Guide to the Parents

Name of the Learner: Joven Rodriguez

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Virtual Class Observation

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Interview with a Teacher

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At the end of this episode, you will be able to:

Field Study 1: page 33

4. There are documented cases of non-reader Grade 7 students. Could this be

Field Study 1: page 34