Field Study 1 Learning Episode The School Environment FS1 1: Spark Your Interest

FIELD STUDY 1 LEARNING EPISODE The School
FS 1 1 Environment
SPARK YOUR INTEREST
This Episode 1 provides an opportunity for student to examine and reflect on

a school environment that promotes learning and development.
TARGET Your Intended Learning Outcome
 At the end of this Episode, I must be able to determine the
characteristics of a school; environment that is safe, secure, and supportive
of learning (PPST 2,1,1).
REVIRSE the Learning Essentials
1. A physical environment conducive for learning is one that has consistent
practice that:
 Keep the school safe, clean, orderly, and free from distraction.
 Maintain facilities that provide challenging activities; and
 Address the physical, social, and psychological needs of the
students.
2. Display boards can be powerful in communicating information about the
learning environment. They help in building and establishing the school
culture. These boards become one way for everyone to learn about the
vision-mission, goals, and values that the schooll upholds.
3. As a basic parts of the school’s visual environment, display boards have
four general purpose:
 Decorative – They offer visual stimulation and appeal to easthetics.
They set the social andd psychological atmosphere of the school.
 Motivational – They encourage students to perform better and
have greater confidence. And example would be the display of
students outputs that show that each output is recognized and
valued. The bulletin boards help celebrate the learners growth and
progress.
 Informational – They are ussed a strategy to readily disseminate
information.
 Instructional – They move students to respond and participate
through interactive displays. They get students to thinks about and
communicate their learning
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4. The set of criteria for evaluating bulletin displays includes effevtive
communication, attractiveness, balance, unity, interactive, legibility,
correctness , and durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
To realize the Intended Learning Outcome, work my way through these
steps:
1. Visit a school, look into facilities and support learning areas in the campus,
then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song, or rap
SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are
available and say how each will contribute to the student’s learning and
development.
Facilities / Description Will it contribute

to the student’s
learning and
development?
Why?
Office of the
Principal
2
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio
Visual/Learning
Resource Center
3
Science
Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics
Room
4
Industrial
Workshop Area
PTA Office
Comfort Room for

Boys
Comfort Room for

Girls
Others
(Please specify.)
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An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report
on the space provided.
Guide Question Classroom Observation Report
1. Describe the
community or
neighborhood where
the school is found.
2. Describe the school

campus. What colors
do you see? What is
the condition of the
buildings?
3. Pass by the offices.

What impression do
you have of these
offices?
4. Walk through the

school halls, the
library, the cafeteria.
Look around and find
out the other facilities
that the school has.
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1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figure, lessons, visual aids, announcements, do you see
posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/desk arranged?
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3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?
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An Observation Guide for the CLASSROOM VISIT
Be guide by these tasks as you do your observation. Then accomplish the matrix to
record your data.
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(Location, number, arrangement, condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning
Materials/Visua
l Aids
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6.
7.
8.
9.
10.
Write your observation report here.

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Name of the School Observed
Location of the School
Date to Visit
ANALYZE
How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
How does this relate to your knowledge of child and adolescent development? How
does this relate to your knowledge of facilitating learning?
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REFLECT
1. Would you like to teach in the school environment you just observed? Why?
Why not?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?
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4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learnings and insights here.

The display board, or what we more commonly refer to as bulletin board, is
one of the most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these
steps: 1. Examine for bulletin board displays. Include sample of those found at the
entrance, lobby, hallways, and classrooms 2. Pick one and evaluate the display. 3.
Propose enhancements to make the display more effective.
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OBSERVE
As you look around and examine board displays, use the observation guide and
forms provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board
displays do you see?
2. Where are the display boards found? Are they in places where target
viewers can see them?
3. What are the displays about? What key messages do they convey? What
images and colors do you see? How are the pieces of information and
images arranged?
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4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and

the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed).
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Observation REPORT
(You may paste picture of the Board displays here.)
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From among the board displays that you saw, pick the one that you get most
interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display:
Location of the Board Display in School:
Check the column that indicates your rating. Write comments to back
up your ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement
Criteria NI S VS O Comments
1 2 3 4
Effective
Communication
It conveys the message
quickly and clearly.
Attractiveness
Colors and arrangement
catch and hold interest
Balance
Objects are arranged so
stability is perceived.
Unity
Repeated shapes or colors
or use of borders hold
display together.
Interactivity
The style and approach
entice learners to be
involved and arranged.
Legibility
Letters and illustrations
can be seen from a good
distance.
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Correctness
It is free from grammar
errors, misspelled words,
ambiguity.
Durability
It is well-constructed;
items are securely
attached.
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Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
EVALUATION
Strengths weaknesses
Description of the
Bulletin Board Layout
Evaluation of educational
content and other aspects
Recommendations or
Suggestions for
Improvement
Signature of Evaluator over Printed Name:
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Based on your suggestions, make your board display lay-out. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/ illustration or layout
 A collage
My Board Display Lay-out
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ANALYZE
What do you think was the purpose of the board display?
Dis the board display design reflect the likes/interests of its target audience? Why?
Why not?
Was the language used clear and simple for the target audience? Why? Why not?
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Was the board display effective? Why? Why not?
What suggestions can you make?
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Based on you suggestion, propose an enhanced version of the display board. Used
the form below.
My Proposed Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:
Content resources (Name each needed resource and give each a brief
description):
Materials for aesthetic enhancement:
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REFLECT
1. Name at least five skills that a teacher should have to be able to come
up with effective board displays. Elaborate on why each skill is needed.
2. Which of the skills you named in # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
3. Which skills do you still need to develop? What concrete steps will you take
on how you can improve on or acquire these skills.
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LINK Theory Practice
Directions: read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT .
A. The learning environment promotes fairness
B. Is safe and conducive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standards od learning’s behavior
2. Which facilities are present in health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III, and IV D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexibility classroom furniture
B. Presence of spacious furniture
C. Prominence of bulletin boards in every building
D. Tall school building
4. Examine the bulletin board display. This bulletin board fulfills with
primary purpose.
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
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5. Examine the bulletin board display. This bulletin board fulfills which
primary purpose.
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which
primary purpose.
A. Instructional-Interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
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SHOW Your Learning Artifacts
My Personal Illustration of an Effective

School Environment
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EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 1 - The Society as a Learning
Environment
Learning Outcome: Determine the characteristics of a school environment that
provides social, psychological, and physical environment supportive of learning
Name of FS Student Date Submitted:

Year & Section: Course:
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplish All observation One (1) to two Three (3) Four (4) more
ed questions/ (2) observation observation
Observation tasks observation questions/ta questions/
Sheet completely questions/tas sks not tasks not
answered/ ks not answered/ answered/
accomplished. answered/ accomplishe accomplished.
accomplished. d.
Analysis All questions All questions Questions Four (4) more
were answered were were not observation
completely; answered answered questions were
answers are completely; completely; not answered;
depth and are answers are answers are answers are
thoroughly clearly not clearly not connected
grounded on connected to connected to to theories;
theories; theories; theories; one more than four
grammar and grammar and (1) to three (4)
spelling are free spelling are (3) grammatical/s
from error. free from grammatical pelling errors.
errors. / spelling
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear; lacks depth; and shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observe and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
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the learning the learning context of the the learning
outcomes; outcomes. learning outcomes; not
Complete, well- Complete; outcomes. complete; not
organized, well Complete; organized, not
highly relevant organized, not relevant
to the learning very relevant organized,
outcome to the relevant to
learning the learning
outcome outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENT/S Rating:
Over-all score (Based on
Transmutation)
TRANSMUTATION OF SCORE TO
GRADE/RATING
SCORE 20 19- 17 16 15 14 13 11 10 9-8 7-Below
18 -
12
GRADE 1.0 1.2 1.5 1.7 2. 2.2 2. 2.7 3.0 3.5 5.00
5 5 00 5 50 5 0
99 96 93 90 87 84 81 78 75 72 71-
Below
Signature of FS Teacher above Printed Name Date
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FIELD STUDY 1 LEARNING EPISODE Learner Diversity:
Developmental
FS 1 2 Characteristics, Needs
and Interests
SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners of different ages and
grade levels. It highlights the differences in their characteristics and needs. As a
future teacher, it is important for me to determine my learners’ characteristics and
needs so that I will be able to plan and implement learning activities and assessment
that are all developmentally appropriate.

 At the end of this Episode, I must be able to describe the characteristics,
needs and interests of learners from different development levels. (3.1.1).
REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns
such as, from the head to the 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 towards greater complexity, self-regulation, symbolic
or representational capabilities. (NAEYC, 2009)
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OBSERVE, ANALYZE, RFLECT
Activity 2.1 Observing learner characteristics at different stages
Resource Teacher: Teacher’s Signature School:

To realize the Intended Learning Outcomes, I will work your way through
these steps:
Step 1 Observe 3 groups of learnings from different levels (preschool, elem,, and
high school).
Step 2 Describe each of the learners based on my observations,
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation
report on the provided space. Your teacher may also recommend another
observation checklist if a more detailed observation is preferred.
Physical
1. Observe their goes motor skills how they carry themselves, how they
move, walk, run, go up the stair, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What
are their concerns?
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Emotional
1. Describe the emotional disposition or temperament of the learners.
(Happy, sad, easily cries, mood shifts)
2. How do they express their wants/need? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe hoe they showed
problem solving abilities.
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Learners’ Development Matrix
Record the data you gathered about the learners’ characteristics and needs in
this matrix. This will allow you to compare the characteristics and needs of learners
at different levels. The items under each domain are by no means exhaustive. These
are just sample indicators. You may add other aspects which you may have
observed.
Development Preschooler Elementary High School
Domain Indicate age range Indicate age range Indicate age range
of children of children of children
observed: observed: observed:
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friend
s
Interests
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Others
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
Others
Cognitive
Communication
Skills
Thinking skills
Problem-solving
Others
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ANALYZE
Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool
Age range of
learners observed
Elementary
Age range of
learners observed
High School
Age range of
learners observed
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REFLECT
1. While you were observing the learners, did you re call your own experiences
when you were their age? What similarities do you have with the learners
you observed?
2. Think of a teacher you cannot forget for positive or negative. How did she/he
help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
3. Share your other insights here.
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LINK Theory to Practice
Directions: read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true
love. She is crying incessantly and refuses to listen and accept sound
advice that the teacher is offering. Her refusal to accept is because .
A. She thinks what she feels is too special and unique, that no one has felt
like this before
B. The teenager’s favorite word is “no”, and she will simply reject
everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor
skills of the 14-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand
muscles.
3. Science Teacher Rita showed her glass of water with an egg in it. She
asked the class: “What happens to the eggs if I add three-tablespoon salt
to the glass of water?” This is hypothesis formulation. What can you infer
about the cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
SHOW
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Which is your favorite theory of development. How can this guide you as a
future teacher? Clip some readings about this theory and paste them here.
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Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity:
Developmental characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interests of learners
from different developmental levels.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
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outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
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FIELD STUDY 1 LEARNING EPISODE Focus on Gender, Needs,
Strengths, Interest,
FS 1 3 Experiences Language,
Race, Culture, Religion,
Socio-economic Status,
Difficult Circumstances,
and Indigenous People
SPARK Your Interest
Episode 3 provides an opportunity to observe how differences in gender,

racial, culture and religious backgrounds, including coming from indigenous groups
influence learner behavior, interaction, and performance in school. One will also
analyze and reflect on practices that teachers use in leveraging diversity in the
classroom. It also provides an opportunity to observed how differences in abilities
affect interaction in school and learn about strategies that teachers use in
addressing the learners’ needs toward effective teaching and learning.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:

 Describe the characteristics and needs of learners from diverse backgrounds.
 Identify the needs of students with different levels of abilities in the
classrooms
 Identify the practices in differentiated teaching to suit the varying learner
needs in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.
Here are principles and concepts relevant to this episode:

1. Principle of Development
a. Development and learning proceed at varying rated from child to child, as
well as at uneven rates across different areas of the child’s functioning.
(NAEYC 2019).,
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b. Development and learning are maximized when learners are challenged
to achieve at a level just above their current level of mastery, and also
when they have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to
match the learning content, activities and assessment to the different
characteristics, abilities, interests, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of
learners:
a. Differences in learners’ gender, needs, strengths, interests, and
experiences
b. Learners’ linguistic, cultural, socio-economic, and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban
resettlement or disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teacher develops in them sensitivity and empathy.
They remember that the learners respond and perform at different levels. The
teachers assure the students that their gender identity, culture, and religion are
respected, their strengths are recognized, and their needs will be met. these
teachers declare to all that everyone has the chance to learn and succeed. They
create a learning community where everyone can work together and contribute
regardless of their abilities, capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom.
 Model respect and acceptance of different cultures and religions.
 Bring each of the student’s home culture and language into the shared
culture of the school.
 Provide more opportunities for cooperation than competition.
3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous people starts with a keen
awareness of one’s own identity, including one’s beliefs and culture practices.
Through serious reflection one may realize that the self is product of all the
influences of key people in one’s life and the community, real and virtual.
Similarly, learners from indigenous groups carry with them their beliefs,
views, and culture practices. One’s attitude needs to be that of openness and
respect. Come in not with the view that one’s own culture is superior. We
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approach with the sincere willingness and deep interest to know and
understand the indigenous people’s culture. Wee aim to make teaching-
learning facilitative rather than imposing.
a. From your professional education subject/courses, most likely you

have discussed indigenous peoples in the Philippines. You learned
that our country has about 110 ethnolinguistic groups, majority
of which is in Mindanao, some in Northern Luzon and fewer in the
Visayas. (UNDP Philippines, 2010). They represent about 10-20%
of our total population. There are two big indigenous people
groups which have several smaller ethnic groups within them, the
non-Muslim groups called the Lumads in Mindanao, and the
Igotos in Northern Luzon. Among others, we have the Badjaos, Ati,
and Tumanadok, Mangyans and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Right Act,

recognizes and protects the rights of indigenous cultural
communities (ICC) and indigenous peoples (IP). Our country was
admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions
of people from indigenous groups, (Reyes, Mina, and Asis, 2017)
c. Guided by RA 83711, in 2015 DepEd issued DO 32, s.2015,
Adopting the Indigenous Peoples Education (IPED) Curriculum
Framework. Most useful for you as a future teacher to remember
are the 5 Key Elements of an Indigenous Peoples Education
Curriculum (DO 32, s.2015 enclosure, pp.15-18):
1. Curriculum Design, Competencies and Content. Interfacing

the national curriculum with Indigenous Knowledge systems
and practices (IKSPs) and Indigenous Learning Systems (ILS)
the design of a culturally appropriate and responsive
curriculum has the following features:
a. Anchors the learning context on the ancestral domain,
the community’s world view, and its indigenous cultural
institutions.
b. Includes and respects the community’s expression of
spirituality as part of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches
IKSPs, ILS, and indigenous languages.
e. Emphasizes competencies that are needed to support
the development and protection of the ancestral
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domain, the vitality of their culture, and the
advancement of indigenous people’s rights and welfare.
f. Supports the community ‘s efforts to discern new
concepts that will contribute to the community’s
cultural integrity while enabling meaningful relations
with the broader society.
2. Teaching Methodologies and Strategies. A culturally

appropriate and responsive curriculum employs teaching
methodologies and strategies that strengthen, enrich, and
complement the community’s indigenous teaching-learning
process.
3. Learning Space and Environment. a culturally appropriate

and responsive curriculum recognizes that the ancestral
domain where IKSPs are experienced, lived, and learned is the
primary learning environment and learning space of
indigenous learners.
4. Learning Resources. Instructional materials, and other

Learning resources shall be developed and utilized in line with
the described curriculum content and teaching learning
process.
5. Classroom Assessment. Assessment shall be done utilizing

tools appropriate to the standards, competencies, skills, and
concepts being covered. Their design and use shall address the
needs and concerns of the community and shall be developed
with their participation.
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Observing differenced among learners’ gender, needs,

Activity 3.1
strengths, interests, and experiences; and differences
among learners’ linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.
Resources Teacher: Teacher’s Signature School:

The learners’ differences and the type of interaction they bring surely affect
the quality of teaching and learning. This activity is about observing and gathering
data to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these
steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the
day, class, time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender,
social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the
classroom.
Step 4. Interview your Resource Teacher about the principles and practice
that she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions
The observation form is provided for me to document my observations.
OBSERVE
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
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1. Find out the number of students. Gather data as to their ages, gender,
racial groups, religious, and ethnic backgrounds.
During Class:
1. How much interaction is there in the classroom? Describe how the
student interact with another and with the teacher. Are the groups that
interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate
with or compete against each other?
4. Who among the students participate activity? Who among them ask for
most help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the
teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by
age? By gender? By racial or ethnic group? By their interests? or are the
students in mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting.
Describe their behavior.
Interview the teachers and ask about their experience about learners in
difficult circumstances. Request them to describe these circumstances
and how it has affected the learners. Ask about the strategies they use to
help these learners cope.
Ask the teachers about strategies they apply to address the needs of
diverse students dur to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
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OBSERVATION REPORT

School Address
Date if Visit
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ANALYZE
1. Identify the perons who play key roles in the relationships and interactions
in the classrooms. What roles do they play? Is there somsbody who appears
to be the leader, a mascot/joker, an attention seeker, alittle teacher, a
doubter/pessimist?
What makes the learners assume those roles? What factors affect their
behavior?
2. Is there anyone you observed who appear left out? Are students who appear
“different?” why do they appear different? Aree they accepted or rejected by
the others? How is this shown?
What does the teacher do to address like this?
49
3. How does the teacher influence the class interaction considering the
individual differences of the students?
4. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?
50
REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learner?
51
Observing differences among learners with disabilities,
Activity 3.2 giftedness, and talents

Grade/Year Level: Student Area: Date:
To realize the Intended Learning Outcomes, work your way through these
steps:
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Obseravtion Guide for the Learners’ Characteristics
observation report on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those
that seem to be behind.
3. Validate your observations by asking the teacher about the background
and needs of the learners.
4. Observe the behavior of both regular students and those with special
needs. Note their dispositions, pace in accomplishing task, interaction
with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs
of the students in his/her class.
52
OBSERVATION REPORT

School Address
Date of Visit
53
ANALYZE
1. Did your observation match the information given by the teacher?
2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction
to meet the needs of the learners?
3. Describe the methods used by the teacher in handling the students’

differences in abilities. How did the students respond to the teacher? Did the
teacher use differentiated instruction? If yes, describe how.
54
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high
and low achievers in your class. How did your teacher deal with differences
in abilities? Was your teacher effective?
2. What dispositions and trains will you need as a future teacher to meet the
needs of the learners?
55
Observing the school experiences of learners who belongs

Activity 3.3
to indigenous groups.

To realize the Intended Learning Outcomes, work way through these steps
1. Ensure that you have reviewed the no. 3 Focused on Indigenous People in the
Learning Essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some
suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center of Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San
Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Clinog, Iloilo
h. T’boli School in Living Traditions, Lake Sebu, South Cotabato
i. Daranghuyan-Bukidnon Tribal Community School, Dalwangan,
Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain
permission from these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media.
And if still not feasible consider a” virtual” field study through watching Indigenous
Peoples in the Philippines videos. There are several available at YouTube. You can
start with this video by DepEd:
3. Write your observation report
4. Analyze your observation data using the Indigenous People Education
Framework.
5. Reflect on your experience.
56
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples Education
observation report on the space provided.
If you are watching videos you searched, instead of actually visiting a

school, have these question in mind as you are watching the videos. You can
try to get in touch with the creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you
will visit. Know their norms and customary greetings. This will hep
you blend in the school community and interact with respect.
2. Observe and note the different parts or areas of the school
environment. How are learning space arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in
teaching the learners?
5. Observe how the teaching-learning process happen. Describe the
learning activities they have and the teaching strategies that the
teacher uses.
6. Describe the interaction that is taking place between the teacher and
learners, among the teachers, in the school in general.
7. What instructional materials and learning resources ate they using?
8. Interview the teacher or principal about the curriculum. Find out the
curriculum goals. You can use the questions found on the Analysis part
of this activity.
57
Write your observation here.
OBSERVATION REPORT
(you may include photo here)

School Address
Date of Visit
58
OBSERVATION REPORT
(you may include photo here)
59
ANALYZE
Curriculum Design, Answer each question based on your observation

Competencies, and Content and interview data
1. Does the school
foster a sense of
belonging to one’s
ancestral domain, a
deep understanding
of the community’s
beliefs and practices?
Cite example.
2. Does the school show
respect of the
community’s
expression of
spiritually? How?
3. Does the school
foster in the
indigenous learners
a deep appreciation
of their identity?
How?
4. Does the curriculum
teach skills and
competencies in the
indigenous learners
that will help them
develop and protect
their ancestral
domain and culture?
link new concepts
and competencies to
the life experience of
the community?
6. Does the teaching
strategies help
strengthen, enrich,
and complement the
community’s
indigenous teaching-
60
process?
maximize the use of
the ancestral domain
and activities of the
community as
relevant settings for
learning in
combination with
classroom-based
sessions? Cite
examples.
8. Is cultural sensitivity
to uphold culture,
beliefs and practices,
observed and applied
in the development
and use of
instructional
materials and
learning resources?
How? (For example,
Culture bearers of
the Indigenous
People are consulted.
)
9. Do assessment
practices consider
community values
and culture? How?
10. Do assessment
process include
application of higher
order thinking skills?
What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?
61
OBSERVE
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
2. What did you appreciate most from your experience in visiting the school
with indigenous learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by
3.2 Uphold and celebrate their culture, beliefs, and practices by
62
3.3 Advocate for indigenous people’s education by
With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs of
both high and low achievers in your class? Make a collection of strategies on how to
address the student’s different ability levels.
63
Directions: read the items given below and encircle the correct answer
1. Which statement or student diversity is CORRECT?
A. The teacher must do his/her best to reduce students’ diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students varied cultures
2. Which students thinking/behavior indicates that he/she values diversity?

A. He/She regards his cultures as superior to other’s cultures.
B. He/She regards his cultures as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their
commonalities.
3. What is a teaching-learning implication of student diversity?

A. Compare students
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogenous grouping for group activities
D. Develop different standards for different student’s groups
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT.

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions
5. All are best practices in using learning resources for indigenous learners,
EXCEPT
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous
community
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D. The indigenous community’s property rights are upheld in publishing
learning resources
64
6. All are best practices for assessment in the Indigenous Peoples Education
Framework, EXCEPT.
A. Including the practice of competencies in actual community and family
situation
B. Applying higher order thinking skills and integrative understanding
across subject areas
C. Using international context in the assessment standards and content
faithfully without modification
D. Including community generated assessment process that are part of
indigenous learning system
7. Read the following comments by the teacher. Which of these comments will
most likely make a child try harder, rather than give up?
A. Sinusuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability levels and makes the
groups work will the same topic but assigns a different task appropriate
for each group to accomplish
B. The teacher divides the class into three heterogenous groups and assigns
the same activity for each group to work on
C. The teacher groups the learners by their ability level and assign different
content topics for the groups to work on
D. The teacher groups the learners by their ability levels and assign each
group a different task on the same topic, and then requests three different
teachers, each to assess one of the groups
9. Which teaching practice gives primary consideration to individual

differences?
A. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable
B. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable except by lecturing
C. Preparing two different sets of examination, one for the fast learners and
another for the slow learners
D. Applying two sets of different standards
65
Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs,
Strengths, Interest, Experience Language, Race, Culture, Religion, Socio-
Economic Status, Difficult Circumstances, And Indigenous People
Learning Outcome: describe the characteristics and needs of learners from diverse
background. identify the needs of students with different levels of abilities in the
classroom. identify best practices in differentiated teaching to suit the varying
learner needs in diverse class (PPST 3.1.1) demonstrate the openness,
understanding, and acceptance of the learners’ diverse needs and backgrounds

3 1
accomplished. d.
errors. / spelling
errors.
66
analyzed
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
67
FIELD STUDY 1 LEARNING EPISODE Learner Diversity: The
Community and Home
FS 1 4 Environment
SPARK Your Interest

Episode 4 provides opportunities for you to have a more in-depth look into
the factors that affect the development of a learner. Focus will be on the early
experiences and characteristics of the learner as described by the family and other
significant others. You will also focus hoe the teacher links with the community to
maximize the learning and development of students.
TARGET Your Intended Learning Outcomes

 Describe the influencing factors in the home environment that affect the
student’ learning.
 Seek advice concerning strategies that build relationships with
parents/guardians and the wider community (6.2.1); and
 Identify effective strategies on how teacher can work together with the
family.
REVISIT The Learning Essentials
1. Urie Bronfenbrenner’s bio-ecological model parents the learner within the

context of layers of relationship systems that make up the learner’s
environment. the layers are:
Microsystem Mesosystem Exosystem- Macrosystem Chronosystem
- -the the bigger - outermost - the element of
Includes the connection social layer which time, patterns
structure between the system includes of stability and
such as one’s structures in which cultural pacing of the
family, school the includes the values, child’s
and microsystem city customs and everyday life
neighborhood government laws
, the
workplace
and the
mass media
68
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 families. The teacher works to crate a
partnership with the family and the community to bring out the best in every
learner.
2. Baumrind’s Parenting Styles
Authoritarian - Parenting 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 – Parenting are not firm or controlling. They have few
expectations. May be warn 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: are 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 better adjusted.
 Based on Child Development by Santrock, 2004.
69
Activity 4.1 Observing the learner’s community and home environment

To realize my Intended Learning Outcomes, I will work my way through
these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. The rules they implement at home concerning their child’s schooling.
b. The learner’s activities and behavior while at home.
5. Write the learner’s profile
6. Analyze your observation and interview data.
7. Reflect on you observation experience.
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview.

Then write your observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the
domains of development:
 Physical-body built and height (thin, chubby, underweight,
overweight), level of physical activity (fast, slow, lethargic, active,
etc.)
70
 Social - interaction with teachers and classmates (loner, shy,
sociable, friendly, gets into fight, like by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy,
shows enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons,
excels, lags behind, shows reasoning skills, turns in assignments
and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner?
(Emotional disposition, behavior and discipline, sense of
responsibility, study habits, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often?
What do they discuss? How do they decide of the best cause of action
to resolve issues or problems?
3. How does the teacher utilize resources in the community to support
the teaching-learning process? How does the teacher work with the
community to meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is
orderly, family picture in the living room, etc.)
2. Use the interview Questions on the nest page. Just ask the questions
with which you feel comfortable.
71
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to
translate the questions, if necessary.
Name of Learner:
Date of Birth Age:
Grade/Year Level: Gender:
Number of Sibling:
Birth Order:
Parents:
Mother:
Age: Occupational: Educational Attainment:
Father: Occupational: Educational Attainment:
Learner’s Physical Aspect:
Health
1. Mother’s health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What
do you do to meet his/her emotional needs?
4. What do you do when she/he is not successfully in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate
him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
72
After you have gathered all the necessary data. Write the learners
development profile using the outline below. Type the profile on a separate sheet
and attached into this learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learners’ Development Profile

Name of the Learner
School
Date of Home Visit
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the
learner. Combine the teacher’s, parents’ responses, and your own observation
73
Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher’s, parents’ responses, and your own observation
Emotional Development
In paragraph form, describe the emotional development of the learner. Combine
the teacher’s, parents’ responses, and your own observation
Cognitive Development
In paragraph form, describe the physical development of the learner. Combine
the teacher’s, parents’ responses, and your own observation
Findings
Write here your salient findings about the learner
Conclusions
Write your conclusions after have analyzed the impact of the school and the
home on the learners development. The questions in the Your analysis portion of
the learning episode can help you
Recommendation
Write your recommendations
74
ANALYZE
Your findings the recommendations in the Learner Development Profile will help
you answer the questions here.
1. From your home visit and interview, what do you think is the style of
parenting experienced by the Learner? Explain your answer.
2. Relating you data with what you learned from the child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner in school?
3. Does the communication between the home-school have an effect on the

learner? If yes, what are this effect?
4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which
institutions can be the teacher tap to seek advice regarding the development
and learning of students?
75
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you established good home-school

collaboration? How can you work well the parents? How can you help them?
How can they help you?
76
77
Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II C. II and III

B. I, II and III D. I, II, III, and IV
2. If a child was raised by authoritarian parent, how will you most likely will
she/he behave in class?
A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often will classmates
D. Has low level of independent
3. Which parenting style/s contribute/s to the development of children who

have low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
78
79
2.
H–
O–
M–
E–
C-
O-
M-
M-
U-
N-
I-
T-
Y-
S-
C-
H-
O-
O-
L-
L-
I-
N-
K–
80
Evaluate Your Work Task Field Study 1, Episode 4 – Learner Diversity: The
Community and Home Environment
Learning Outcome: describe the influencing factors in the home environment that
affects the students learning, seek advice concerning strategies that build
relationships with parents/guardians and the wider community (6.2.1); and identify
effectiveness strategies on how teachers can work together with the family.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
81
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
82
ANALYZE
Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.
1. From your home visit and interview, what do you think is the style of
parenting experienced by the Learner? Explain your answer.
2. Relating you data with what you learned from the child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner in school?
3. Does the communication between the home-school have an effect on the

learner? If yes, what are this effect?
83
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you established good home-school

collaboration? How can you work well the parents? How can you help them?
How can they help you?
84
FIELD STUDY 1 LEARNING EPISODE Creating an
Appropriate Learning
FS 1 5 Environment
SPARK Your Interest
The learning Episode provides an opportunity to examine how classrooms

are structured or designed to allow everyone’s maximum participation for effective
learning. You should be able to examine how classroom management practices
effect learning. this Episode enhances the application of the theories learned in the
following professional subject such as facilitating Learner-Centered Teaching and
The Child and Adolescent Learners and Learning Principles.

 Plan on how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and conductive
to learning.
The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where, creating audio-visual
presentations, the following are observed:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of the
school.
 Students are involved in the design of rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative
consequences for such are communicated.
 Classroom processes are democratic.
85
Activity 5.1 Managing Time, Space and Learning Resources

OBSERVE
Observe and use the observation about provided for you to document your
observation.
1. As you observe the class, look into the characteristics of the learners. Note
their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their span of attention
86
ANALYZE
Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; and then organize your data in
the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.)? describe these areas.
Will it make a difference if these areas for specific purposes are not
present?
2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the

resource teacher is available, ask him/her to describe the process. What’s
the effect of student’s participation in rulemaking on student’s behavior?
87
4. What are the daily routines done by Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) how are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does

this help in managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. if a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategies used.
88
8. What does the Resource Teacher do to reinforce positive behavior? (Behavior
strategies)
REFLECT
Reflect as a future teacher.
1. Why do you need to reinforce positive discipline?
89
Identifying the Different Aspects of Classroom
Activity 5.2
Management
OBSERVE
CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix
Aspects of Classroom Description Effect on the Learners
Management (to be filled put after you
answer the analysis
question)
1. Specific Areas in
the Classroom
2. Classroom Rules
3. Classroom
Procedures
4. Daily Routines
5. Seating
90
Arrangement
6. Handling
misbehavior/off
-task behavior
7. Reinforcement
of Positive
Behavior
8. Others
9. Others
10. Others
91
ANALYZE
1. How did the classroom organization and routines affect the learners’
behavior?
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in
mind?
3. What behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
92
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year
level do you want to see yourself? What routines and procedures would you
consider for this level? Why?
2. Make a list of the rules you are likely to implement in this level. Why would
you choose these rules?
3. Should learners be involved in making the class rules? Why?
93
Direction: Read the items given below and encircle the correct answer.
1. Focusing on the natural consequences of students’ behavior develops more
self-regulation in the students. Which of the following teachers demonstrates
focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to
play games in the computer later.”
B. “If it takes you longer to finish the seatwork because time is
wasted with chatting, then we won’t have time to go to the
playground anymore.”
C. “Those who are well-behaved in class will be given plus 5 points in
the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you
will be exempted from the 3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when
.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners’

behavior, they should do all EXCEPT .
A. Give immediate feedback to reinforce appropriate behavior of
learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly
and consistently
D. Handle behavior problems promptly and with due respect to
learner’s rights
94
Paste pieces of evidence of classroom rules that work in class. You may also
put pictures of the physical space and learning stations which contribute to the
effective implementation if classroom management.
95
Evaluate Your Work Task Field Study 1, Episode 5 – Creating an Appropriate
Learning Environment
Learning Outcome: Plan on how to manage time, space, and resources. Provide a
leaning environment appropriate to the learners and conducive to learning.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
96
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
97
FIELD STUDY 1 LEARNING EPISODE Classroom Management
and Classroom
FS 1 6 Routines
SPARK Your Interest

This Episode focuses on the classroom structure and routines performed by
teachers in class to provide a safe, friendly non-threatening and caring environment.
effective classroom routines ensure order and discipline to help the students to stay
calm and focused on their daily tasks.

 Identify the classroom routines set by the teacher; and
 Observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching
and learning Routines don’t just make the life of the teacher easier. They save
valuable classroom time. Efficient routines make it easier for students to learn and
achieve more.
Establishing routines early in the school year:
 Enables you to run your daily activities run smoothly.
 Ensures you to manage time effectively.
 Helps you maintain order in the classroom.
 Makes you more focused on teaching because you spend less time in
giving directions/instruction; and
 Enables you to explain to the learners what are expected of them.
98
Activity 6.1 Observing Classroom Management and Routines

OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing
the given checklist.
Checklist on Classroom Routines

Check Yes () if observed and (×) if not observed.
Classroom Routines Observed Not Observed
() (×)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of laboratories/comfort
room/washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/emergencies
Classroom Routines Observed Not Observed
99
() (×)
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the
following questions.
1. Were the routines effectives in ensuring discipline and order in the class?
Why? Why not?
2. Which of those routines were systematic and consistently implemented?

Explain your answer?
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why
not?
100
Activity 6.2 Listing Down Classroom Rules

OBSERVE
Observe a class and list down the classroom rules formulated by the
Resource Teacher. Cite the importance of the rules.
Classroom rules are imperative and must be reinforces for learners’ safety
and security. Rules also teach discipline and self-control. Rules eliminate stress and
will provide a more pleasant, secured, and non-threatening environment. rules
ensure the students’ engagement and focus on their classroom activities.
Classroom Rules Importance
1. E.g., Read direction well. Ensure less error in answering the
activity.
2.
3.
4.
5.
6.
ANALYZE
1. Analyze each given rule. What circumstance led to the formulation of the
rule?
2. Are classroom rules really important?
101
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you
have the same rules? If not, what rules are you going to employ? Explain your
answer.
Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.
102
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and
Classroom Routines
Learning Outcome: identify the classroom routines se by the teacher; and observe
how the students execute the various classroom routines.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
103
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
104
1. What term applies to the established ways of managing a classroom into a

more organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of the class discussion
3. What is the primary reason for the establishment of classroom routines?

A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done?

A. Assign a leader
B. Post the rules
C. Let students work in groups
D. Set the rules before the activity
5. What routine must be set to guarantee the safety of the students?

A. Assign a leader
B. Let them work in pairs
C. Let them work individually
D. Set the dos and don’ts in every activity
105
FIELD STUDY 1 LEARNING EPISODE physical and Personal
Aspects of Classroom
FS 1 7 Management
SPARK Your Interest

This Episode tackles classroom management and disciplines. It focuses on
the personal and physical aspects of classroom management which are central to
teaching and therefore must be consistently implemented.

 Identify the two (2) aspects of classroom management; and
 Determine the classroom management strategies that the Resource Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques

that teachers use to keep students organized, orderly, focused, attentive on tasks
and academically productive in class.
Ref: edglosarry. org
Importance of Effective Classroom Management
 Increases chance of student success
 Paves the way for the teacher to engage students in learning
 Helps create an organized classroom environment
 Increases instructional time
 Increase consistency in the employment of rules and regulations
 Align management strategies with school wide standards
 Decrease misbehavior in the classroom
 Gives student boundaries as well as consequences
Ref: http://ww.ehow.com
106
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to
ensure order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning
environment. Attending to these physical elements of the learning
environment ensures the safety, security and order in the class. It includes:
3.1 ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure/design of the classroom
3.6 physical space/learning stations
Some Effective Classroom Management Strategies

1. model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative form class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
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Activity 7.1 Identifying Personal and Physical Aspects of Classroom

Management

OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal
and physical aspect of classroom management ensure proper classroom
management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management Yes No
1.Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands
respect from the learners?
1.2 Is the teacher’s voice modulated and can be heard by the
entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards
teaching?
2.Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom
activities?
2.6 Is the physical space/learning station clear from
obstruction
ANALYZE
108
Analyze the different elements of personal/physical classroom management
and answer the following questions?
1. How does the voice of the teacher affect classroom instruction?
2. how does the punctuality of the teacher affect classroom discipline?
3. why do we need to check on the physical aspects of classroom management?
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain. “No
amount of good instruction will come out without effective classroom
management.”
109
2. What are your plans in ensuring effective classroom management?
Activity 7.2 Demonstrating knowledge of positive and non-violet

discipline in the management of learner behavior.

OBSERVE
Observe the classroom management strategies that your Resource Teacher
employs in the classroom. You may also conduct an interview to sustainable your
observation.
Check the management strategies employed by the Resource Teacher.
Check () observed, put an (×) if not observed and (Ο) for no opportunity to
observe.
Effective Classroom Management Not No
Strategies Observed Observed Opportunity
to Observe
1. Model to the students how to act
in different situations.
2. Establish classroom guidelines.
3. Document the rules.

4. Refrain from punishing the entire
class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group
110
effort.
9. Let students work in groups.
10. Interview students to assess their
needs.
11. Address bad behavior quickly
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contrasts.
Others (Please specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
111
REFLECT
As a future teacher, reflect on the observations then answer the given
question.
1. What classroom management strategies do I need to employ to respond to
diverse types of learners?
Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
112
113
Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal
Aspects of Classroom Management
Learning Outcome: identify the two (2) aspect of classroom management and
determine management strategies that the Resource Teacher employed in his/her
class.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
114
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
115
1. How will you prevent truancy among students?
A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lesson effectively at all times.
2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students

“Remember I am the person in authority here. I have the power to pass or fail
you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail
student.
116
FIELD STUDY 1 LEARNING EPISODE Understanding the School
Curriculum
Close Encounter with
FS 1 8 the School Curriculum
SPARK Your Interest

Formal education begins in school. Schools are institutions established to
design total learning activities appropriate for each learner in each grade level.
Thus, schools have recommended curriculum which is the enhanced K to 12
curriculum. The recommended curriculum was translated into recommended
curriculum was translated into written curriculum like books, modules, teachers’
guide and lesson plans which are the basis of the taught curriculum. A teacher who
implements the curricula needs support materials (support curriculum) to enhance
teaching and learning so that the written and the taught curricula ca be assessed
(assessed curriculum) in order to determine if learning took place (learned
curriculum). However, there are so many activities that happen in school but are not
deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning
activities by preparing aa miniscule curriculum called a lesson plan or a learning
plan. The teacher then puts life to a lesson plan by using it as a guide in the teaching-
learning process where different strategies can be used to achieve the learning
objectives or outcomes. There are many styles of writing a lesson plan, but the
necessary parts or elements such as (a) Learning Outcomes (b) Subject Matter (c)
Teaching-Learning Strategies, and (d) Evaluation or Assessment should always be
included.
All of these elements should be aligned so that at the end of the teaching-
learning episode, learning will be achieved with the classroom teacher as a guide.

 Identify the different curricula that prevail in the school setting.
 Describe how the teacher manages the school curriculum by planning,
implementing lesson through different strategies and assessment of
learning out comes; and
117
 Analyze if the teacher aligns the objectives to subject matters to teaching
strategies and assessment.
School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process
and outcomes as in lifelong learning. However, school curriculum in this course
limits such definition of total learning outcomes to confine to a specific learning
space called school. Schools are formal institutions of learning where the two major
stakeholders are the learners and the teachers.
Basic education in the Philippines is under Department of Education or
DepEd and the recommended curriculum is the K to 12 or Enhanced Basic
Education Curricula of 2013. All basic Education schools offering kindergarten (K)
elementary (Grade 1 to 6) and Secondary (Grade 7-10, Junior High School and Grade
11 to 12, Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.
What are the silent features of the K to 12 Curriculum? Here are the features.
It is a curriculum that:
1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized
lessons and addition of issues like disaster preparedness, climate change and
information and communication technology (ICT) are included in the
curriculum. Thus, in-depth knowledge, skills, and values, attitude through
continuity and consistency across every level and subject.
3. Builds skills in literacy. With the use of Mother Tongue as the main language
in studying and learning tools from K to Grade 3, learners will become ready
for higher level skills.
4. Ensure unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they
study the complex ones in the next grade level. The progression of topics
matches with the developmental and cognitive skills. This process
strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finish basic education in
Grade 12 will be ready for college or tech voc careers. Their choice of careers
will be defined when they go to Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner
will be ready to embark on different career paths for a lifetime.
118
You will recall that a school curriculum is of many types for the kindergarten
to Grade 12 in the country.
 The enhanced curriculum K to 12 curriculum is the Recommended
Curriculum. It is to be used nationwide as a mandate by Republic Act
10533.
 When the curriculum writers begin to write the content and
competency standards of the K to 12 Curriculum it become a Written
Curriculum. It reflects the substance of RA 10533 or the Enhanced
Basic Education Act of 2013. In the teacher’s class it is the lesson plan.
A lesson plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is
putting life to the written curriculum, which is referred to as the
Taught Curriculum. The guidance of the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials,
objects, gadgets, laboratory and many more that will help the teacher
implement the curriculum. This is referred to as the Supported
Curriculum.
 In order to find out if the teacher has succeeded in implementing the
lesson plan an assessment shall be made. It can be done in the middle
or end of the lesson. The curriculum is now called the Assessed
Curriculum.
 The result of the assessment when successful is learned as Learned
Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools, these are not
written, nor deliberately taught but they influence learning. These
include peer influence, the media, school environment, the culture and
tradition, natural calamities and many more. This curriculum is called
Hidden Curriculum or Implicit Curriculum.
So what will be the roles and responsibilities of the teacher in the

relations with the school curriculum, especially in the K to 12 or the
enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who:
 Know and understand the curriculum as enumerated above;
 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.
119
Activity 8.1 Curricula in the School Setting
It’s time to look around. Discover what curriculum is operating in the school
setting. Recall the types of curriculums mentioned earlier. Can you spot where these
are found? Leets do a hunting game!
OBSERVE
1. Locate where you can find the following curriculum in the school setting.
Secure a copy, make observations of the process and record your
information in the matrix below. Describe your observations.
Type of Curriculum Where found Description
1. Recommended Curriculum
(K to 12 Guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning
Process)
120
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum (Media)
121
ANALYZE
Which of the seven types of curriculums in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do you curricula relate to one
another?
122
Draw a diagram to show the relationship of one curriculum to the other.
123
REFLECT
Make a reflection on the diagram that you have drawn.
124
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer
Look
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a
particular grade/year level.
2. Keep a close watch on the different components of the miniscule curriculum:
the lesson
3. Follow the three major components of a curriculum (Planning, Implementing
and Evaluating/Assessing). Observe and record your observation.
Observation and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for
Components the indicators/behavior of the teacher along the
key points. Write your observation and
description in your notebook.)
A. Planning 1. 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?
b. What are included in the subject

matter?
c. What procedure or method will the

teacher use to implement the plan?
125
d. Will the teacher assess or evaluate the
lesson? How will this be done?
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?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? Or were they

participating in the class activity?
f. Was the lesson finished within the class

period?
126
C. Evaluating/Assessing Did the learning occur in the lesson taught? Here
you make observations to find evidence of
learning.
a. Were the objectives as learned outcomes
achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of

evidence.
ANALYZE
127
Write a paragraph based on the data gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teachers?
2. Was the lesson implemented as planned? Describe.
3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
4. Can you describe the majority of students’ reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.
128
REFLECT
Based on your observations and task in activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.
129
Activity 8.3 Constructive Alignment of the Components of the Lesson
Plan
OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson:
II. Subject area:
III. Grade Level:
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up
130
ANALYZE
Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
2. Will the outcomes be achieved with the teaching method used? Why?
3. What component would tell if the outcomes have been achieved?
131
132
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the three components are aligned?
133
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present a evidence for each kind of curriculum operating in the school
setting. This can be in picture, realia, documents or others.
134
Activity 2: Artifact
1. Present a sample curriculum in form of a Lesson Plan.
135
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components
of a lesson plan.
a. Example:
Lesson Title:
Subject Area:
Grade Level:
Lesson Outcomes Teaching Methods Evaluation
136
Evaluate Your Work Task Field Study 1, Episode 8 – Close Encounter with the
School Curriculum
Learning Outcome: 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. Analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.
3 1
accomplished. d.
errors. / spelling
errors.
analyzed
137
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
138
Choose the correct answer from the options given.

1. When we say school curriculum it refers only to 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 EXPECT one. Which one is NOT?
A. Knower of the 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.
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

alignment 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.
139
FIELD STUDY 1 LEARNING EPISODE Preparing for Teaching
and Learning
FS 1 9
SPARK Your Interest
This Episode gives emphasis on the principles of learning which must be
applied to ensure quality instruction. It also focuses on the intended learning
outcomes which set the direction of the lesson. They must be (SMART) Specific,
Measurable, Attainable, Realistic and Time-bound) and formulated in accordance
with time-tested principles. It also determines the teaching method used by the
Resource Teacher whether (inducive or deductive) which is the practical realization
or application of an approach. This episode dovetails with the course on Facilitating
Learner-Centered Teaching

 Identify the teaching-learning practices that apply or violate the principles of
teaching learning
 Determine the guiding principles on lesson objectives/learning outcomes
applied in instruction
 Judge if lesson objective/intended learning outcomes are SMART
 Determine whether or not the intended learning outcomes are achieved at
the end of the lesson
 Observe the teaching method used by the Resource Teacher; and
 Differentiate the different methods of teaching.
These are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning
outcomes
2. Learning is an active process. “What I hear, I forget; what I see, I remember;
what I do, I understand.”
140
3. Learning is the discovery of the personal meaning of ideas. Students are
given the opportunity to connect what they learn with other concepts
learned, with real world experiences and with their own lives.
4. Learning is a cooperative and collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-

learning process. It is the practical realization or application of an approach. All
methods of teaching can be classified either as deductive (direct) or inductive
(indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the

generalization, Methods concrete, experience,
abstraction and ends details, examples and
Of
with concrete, ends with a rule,
experience, details, Teaching generalization,
examples. abstraction.
Activity 9.1 Demonstrating an Understanding of Research-Based

Knowledge Principles of Teaching and Learning
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more that one evidence per principle learning.
Principles of Learning What did the Resource Teacher do to
141
apply the principle of Learning
1. Effective learning begins with
the setting of clear and high
expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of

personal meaning and relevance
of ideas.
4. Learning is a cooperative and a

collaborative process. Learning
is enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? Least applied?

Most applied
142
Least applied
Give instances where this/these principle/s could have been applied?
REFLECT
From among the principles of learning, which one do you think is the most
important?
143
Activity 9.2 Identifying Learning Outcomes that are Aligned with
Learning Competences
OBSERVE
Observe a class, this time focusing on how the learning outcomes were
stated. Determine if the learning outcome/s was/were achieved or not. Give
evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives) Achieved
Yes No Yes No
1.
2.
144
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.

1.
2.
3.
4.
5.
ANALYZE
1. Do SMART objectives make the lesson more focused?
145
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes
Activity 9.3 Distinguishing Between Inductive and Deductive Method

of Teaching
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet.
Using the guide questions, I shall reflect on my observations and analysis.
Teaching-Centered Student-centered
146
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
more passive recipients or
instructions?
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life?
Give proofs.
Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
147
What teaching-learning practice shows that teaching approach was:
a. Constructivist - connect to past experiences of learners; learners
constructed new lesson meanings
b. Inquiry-based
c. Developmentally appropriate – learning activities fits the developmental

stage of children.
d. Reflective
e. Inclusive – no learner was excluded; teacher taught everybody.
f. Collaborative – students worked together.
148
g. Integrative – lesson was multidisciplinary – e.g., in Science, Math concepts
were taught.
ANALYZE
1. What are possible consequences of teacher purely subject matter for

mastery and for the best?
2. If you were to reteach the classes you observed, would you be teacher-
centered or student-centered? Why?
REFLECT
Reflect on Principles of teaching worth applying
149
Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need to know the intended learning
outcome of her lesson. She proceeds to her learning activities at once without
letting them know what they are supposed to learn for the day. Which
principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and
learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and collaborative process
2. Teacher Lil avoids drills out of the context. She gives real-world Math
problems for students to drill on. Teacher Lil is very much convinced of
which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and
learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the
life of students by integrating a relevant value in the lesson. Which principle
is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or
3 domains – cognitive, skill and effective or cognitive and effective
or skill and effective.
B. Begin with the end in mind.
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C. Share lesson objectives/intended learning outcomes with students
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his student to rate their own work using the scoring
rubric which he explained to the class before the students began with their
task. Based on revised Bloom’s taxonomy, in which level of cognitive
processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the

course, Then Teaching Profession. Based on Bloom’s Taxonomy, in which
level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
151
Post proofs of learning that you are able to gain in this Episode. You may attach the
lesson plan (s) used by Resource Teacher to show the intended learning outcomes
and the method used in class.
152
Evaluate Your Work Task Field Study 1, Episode 9 – Preparing for Teaching and
Learning
Learning Outcome: identify the teaching-learning practices that apply or violate
the principles of teaching learning. Determine the guiding principles on lesson
objectives/learning outcomes applied in instruction. Judge if lesson
objectives/intended learning outcomes are SMART. Determine whether or not the
intended learning outcomes are achieved at the end of the lesson. Observe the
teaching methods used by the Resource Teacher. Differentiate the different methods
of learning
3 1
accomplished. d.
errors. / spelling
errors.
153
analyzed
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
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FIELD STUDY 1 LEARNING EPISODE
The Instruction Cycle
FS 1 10
SPARK Your Interest
This Episode centers on the guiding principles in the selections and use of
teaching methods. It will also tackle lesson development in the OBTL way. The K to
12 curriculum and teacher education curriculum is focused on outcomes, standard
and competencies. This means that lesson must be delivered with focus on
outcomes. Likewise, this Episode dwells on types of questions, questioning and
reacting techniques that teachers make use of. The type of questions that teachers
ask and their manner of questioning and reacting to student response have a
bearing and strategies and in other professional subjects in education.

 Identify the application of some guiding principles in the selection and use of
teaching strategies.
 Determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome-based teaching-learning.
 Differentiate the different methods of teaching.
These are the guiding principles in the selection and use of teaching methods.
2. The more senses that we involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to student’s everyday life.
7. An integrated teaching approach is for more effective than teaching
isolated bits of information.
155
Realizing the importance of these guiding principles in teaching and learning,
the Department of Education promotes Standards-and Competency-Based
Development Authority (TESDA) has been ahead of DepEd and the
Commission on Higher Education (CHED) in the practice of competency
Standards-Based teaching and Assessment. CHED requires all higher
education institutions in the country to go outcome-based education (OBE)
in its CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL)
is OBE applied in the teaching-learning process. It is equivalent to
competency-based and standard-based teaching and learning in the K to 12
Curriculum.
When you apply OBTL you see to it that the teaching-learning
activities (TLAs) and in turn the Assessment Tasks (ATs) are aligned with the
intended learning outcomes. In other words, in OBTL you first establish your
intended learning outcomes (Lesson objectives). Then you determine which
teaching-learning activities (TLAs) and also the assessment tasks (ATs) you
will have to use to find if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLAs are the
activities we use to teach and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With
mastery learning of Benjamin Bloom (1971), we were already doing OBE and
OBTL.
Likewise, it is also important that teachers must be able to have a
mastery of the art of questioning and reacting techniques to ensure the
effective delivery of instruction.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask

1. Factual/Convergent/Closed/Low Who, What, Where, When
-level questions with one acceptable
answer
2. Divergent/Open-ended/Higher- Open-ended; has more than one
order/Conceptual acceptable answer
a. Evaluation
b. Influence e.g. When the phone rang and
Liz picked it up, she was all
smile. What can you infer about
Liz?
c. Comparison
d. Application
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e. Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reacting techniques that teachers used:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow up question
8. Redirecting questions to other pupils
9. Soliciting students questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”
157
Applying the Guiding Principles in the Selection and Use of
Activity 10.1
Strategies
OBSERVE
Observe one class with the use of the observation sheet fore greater focus
then analyze my observations with the help of the guide questions.
1. The more senses that are e.g. Teacher used video on how the
involved, the more and the digestion takes place and model of the
better the learning. human digestive system.
3. A non-threatening atmosphere
enhances learning.
4. Emotion has the power to

increase retention and learning.
5. Good teaching goes beyond

recall of information.
6. Learning is meaningful when it

is connected to students’
everyday life.
7. An integrated teaching approach

is far more effective than
teaching isolated bits of
information.
158
ANALYZE
What is the best method of teaching? Is there such a thing?
REFLECT
Reflect on the question
How do we select the appropriate strategy for our lessons?
Activity 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.
159
1. Did the teacher state the learning objectives/intended learning outcomes
(ILOs) at the beginning of the class? Did she/he share them with the class?
How?
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
3. What assessment task/s did teacher employ? Is/are these aligned to the
lesson objectives/ ILOs?
ANALYZE
160
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
Reflect on the use of OBTL.
Activity 10.3 Applying Effective Questioning Techniques

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource
Teacher asks during the classroom discussion. Write the questions raised and
identify the level off questioning.
Types of Example of Questions that Resource Teacher

Question Asked
1. Factual/Convergent/
161
Closed/Low-level
2. Divergent/Open-
ended/Higher-
order/Conceptual
a. Evaluation
b. Influence
c. Comparison
d. Application
e. Problem-solving
3. Affective
ANALYZE
162
1. Neil Postman once said: “Children go to school as question marks and leave
school as period!” Does this have something to do with the type of questions
that teachers ask and the questioning and reacting techniques that they
employ?
REFLECT
Reflect on
The importance of using various reacting techniques
163
Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on OBTL.
164
Evaluate Your Work Task Field Study 1, Episode 10 – The Instructional Cycle
Learning Outcome: identify the application of some guiding principles in the
selection and used of teaching strategies. Determine whether or not the lesson
development was in accordance with outcome-based teaching. Identify the Resource
Teacher’s questioning and reacting techniques. Outline a lesson in accordance with
outcomes based teaching-learning.
3 1
accomplished. d.
errors. / spelling
errors.
analyzed
165
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
166
Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project become less
expensive.
D. Let students learn the steps in opening a computer by making
them follow the steps.
2. The more senses that are involves, the more and the better the learning.
Which practice is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents a resource speaker in class.
D. Bring student to field trips with consent of school and guidance.
3. In OBTL, upon which should my assessment be based?

A. Content
B. Intended learning outcome
C. Scope of subject matter
D. teaching and learning activity
4. Which type of question will least promote interaction among students?

A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-though out answer, which questioning behavior helps?

A. Allowing sufficient time.
B. Asking open-ended questions.
C. Asking non-direct question
D. Involving as many as possible
167
Utilizing Teaching-
FS 1 11 Learning Resources and
ICT
SPARK Your Interest

With the lightning speed by which technology is evolving, and now with 4.0,
technology continues to be an ever-significant part of the learning environment. this
episode provides an opportunity for students to examine Learning Resource Center
or Multi-Media Center and learn about its collection, services, equipment, observe
how a teacher utilize technology for instruction, and explore resources in the virtue
learning environment. students will analyze and reflect on how technology,
including artificial intelligence, supports the teaching-learning process.

 Identify and classify learning resource materials in the multi-media center
 Show skills in the positive use of ICT to facilitate the teaching-learning
process (PPST 1.3.1)
 Show skills in the evaluation, selection, development, and use of a variety
learning resources, including ICT to address learning goals (PPST 4.5.1)
 Analyze the level of technology integration in the classroom; and
 Demonstrate motivation to utilize ICT for professional development goals
based on the PPST (PPST 7.5.1).
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The information and Communications Technology Competency Framework
for Teachers (ICT CFT) version 3 is a comprehensive framework guide teacher’s
development on the effective and appropriate use of ICT in education. It highlights
what teachers should know and do cluster in six aspects, namely: 1. Understanding
168
ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4. Application of
Digital Skills, 5. Organization and administration, and 6. Teacher Professional
Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels
which guide teacher as they develop their ICT skills from level 1, Knowledge
Acquisition, to Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The
Commission on Higher Education Teacher Education Curricula (2017) includes the
UNESCO ICT CFT so most likely you have tackled this in your Technology and
Leaning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in
this episode. The activities here are meant for you to observe, analyze and reflect
about the competencies discussed in the framework. (Access it at
https://www.open.educ/openlearncreate/pluginfile.php/306820/mod_resource/c
ontent/2/UNESCO%20ICT%20Competency%20Framework%20V3.pdf)
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of the center has evolved.
Some of the names are Audiovisual Center, Media and Technology Resource
Center, Teaching-Learning Technology Department, or Simply Learning
Resource Center.
2. With the shift development of ICT, the natural outcomes were the ever-
expanding interface between the traditional library and ICT both in terms of
hardware and software systems and application.
3. Schools may have different set ups when it comes to a Learning Resource
Center (LRC). Some have replaced the term library with LRC. Some have a
separate library, LRC, and Audiovisual or Media Center. Some only have the
LRC both for teachers and students. Still, some have combined their learning
resource centers with maker spaces.
4. The common purpose among these centers id to provide print, audio-visual
and ICT resources to support the teaching-learning process.
5. The goal of the center may include orienting and training teachers in the use
of audio-visual and ICT resources, working with teachers and administrators
in producing instructional materials, making available useful resources to the
student, teachers, and the school community.
6. In order to support the philosophy and aims of the schools the center must
fulfill the following functions: center of resources, laboratory of learning,
agent of teaching, service agency, coordinating agency, recreational reading
center, and a link to other community resources.
169
Technology Integration
The Technology Integration Matrix provides a comprehensive framework
for you to define and evaluate technology integration. It will provide you direction
and guide you in the process of achieving effective teaching with technology. The
teacher’s integration of technology in instruction can be describe as progressing in 5
level: entry, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages
and enables quality technology integration. The independent characteristics of the
learning environment are being active, collaborative, constructive, authentic, and
goal directed.
The Technology Integration Matrix connects the Levels of Technology
Integration and the Characteristics of the Learning Environment. examine the
matrix below. To make you understand how integration is done in each of the levels
and environment, explore the TIM website and learn from the many interesting
videos showing technology integration. Go to http://fcit.usf.edu/matrix/matrix.php.
Observing technology integration in the classroom.
Levels of Technology Integration in the Curriculum
Entry: The Adaptation: Adaptation: Infusion: The Transformation:
Teacher uses The teacher The teacher teacher The teacher
technology to directs encourages creates a creates a rich
deliver students in adaptation of learning learning
Technology curriculum the tool-based environment environment in
Integration content to conventional software by that infuses which students
students. use of tool- allowing the power of regularly engage
Matrix based students to technology in activities that
software. If select a tool tools would have been
such software and modify its throughout impossible to
is available, use to the day and achieve without
this level is accomplish the across subject technology.
recommended task at hand. areas.
entry point.
Active: Students are Students use Students Students have Throughout Given on going
actively engaged in technology begin to opportunities the school access to online
using technology as a for drill and utilize to select and day, students resources,
tool rather than practice and technology modify are students actively
passively receiving computer- tools to create technology empowered to select and pursue
information from the based products, for tools to select topics beyond the
technology. training. example using accomplish appropriate limitations of
a word specific technology even the best
processor to purposes, for tools and school library.
create a example using actively apply
report colored cells them to the
Characteristics of the Learning Environment on a tasks at hand.
spreadsheet to
plan a garden
Collaborative: Students Students have Students have Throughout Technology
students use primarily opportunity to opportunity to the day and enables students
technology tools to work alone utilize select and across subject to collaborate
collaborate with when using collaborative modify areas, with peers and
others rather than technology. tools, such as technology students experts
working individually email, in tools to utilize irrespective of
at all times. conventional facilitate technology time zone or
ways. collaborative tools to physical distance.
work. facilitate
170
collaborative
learning.
Constructive: Technology is Students Students have Students Students use
Students use used to begin to opportunity to utilize technology to
technology tools to deliver utilize select and technology to construct, share,
build understanding information constructive modify make and publish
rather than simply to students tools such as technology connections knowledge to a
receive information graphic tools to assist and construct worldwide
organizers to them in the understanding audience.
build upon construction of across
prior understanding disciplines
knowledge . and
and construct throughout
meaning. the day.
Authentic: Student Student use Students have Students have Students By means of
use technology tools technology to opportunities opportunities select technology tools,
to solve real-world complete to apply to select and appropriate students
problems meaningful assigned technology modify technology participate in
to them rather than activities that tools on some technology tools to outside-of-school
working on artificial are generally content- tools to solve complete project and
assignments. unrelated to specific problems authentic problem-solving
real-world activities that based on real- tasks across activities that
problems. are based on world issues. disciplines. have meaning for
real-world the students and
problems. the community.
Goal Directed: Students From time to Students have Students use Students engage
students use receive time, students opportunity to technology in ongoing
technology tools to direction, have the select and tools to set metacognitive
set goals, plan guidance, and opportunity to modify the use goals, plan activities at a
activities, monitor feedback use of technology activities, level that would
progress, and from technology to tools to monitor be unattainable
evaluate result rather technology, either plan, facilitate progress, and without the
than simply rather than monitor, or goals-setting, evaluate support of
completing to set goals, evaluate an planning, results technology tools.
assignments without plan activity monitoring, throughout
reflection activities, and evaluating the
monitor specific curriculum.
progress, or activities.
self-evaluate.
(Reproduced with permission of the Florida Center for Instructional

Technology, College of Education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The world wide web is like an endless network of information, very
expanding and almost limitless. Electronic resources come in different forms like
website, WebQuests, blogs, social network sites, on-line course, 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 for information but to make decisions, as to which one you
will take and use and which ones you will put aside. Ail 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.
171
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is
accurate, free from error and is up to date.
2. Appropriateness. The source is grade/level appropriate. The content
matches what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to
be able to use them.
5. Motivation. the resource is engaging and rewarding to learners. It will
encourage the active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which
steps should be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert
Maribe (2003). A Gateway to Educational Materials: An Evaluation of an
Online Resource for Teachers and an Exploration of User Behaviors. Journal
of Technology and Teacher Education. 11 (1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The
unprecedented speed at which technology is evolving has disrupted many vital
processed that involve how we run production, businesses and consequently how
we teach and learn. The following Technology trends have huge potential to
transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used
for teaching and learning that do not require payment of royalties nor license
fees. There is an abundance of OERs in the form of textbooks course
materials, curriculum maps, streaming videos, multimedia apps, podcasts,
and many others. They can have a significant impact on education as they are
made available and easily accessible in the internet. Be sure to explore them
to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact,
learn about things and share information. Sites and apps such as Facebook,
twitter, Instagram provide a virtual venue for teachers and learners to work
together interact among themselves and with other classrooms locally and
globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet,
and also one who sends the most number of text messages per day. This
indicates the high number of mobile devices users. These device users. These
devices can also be used as a learning tool by allowing teachers and students
more opportunities to learn inside and even outside the classroom.
172
4. The Internet of Things. IoT is a system of computing mechanisms that
become built-in into many everyday things, that allow sending and receiving
data through the internet. A lot of things have turned “smart.” We have smart
car that can navigate on its own. Smart houses that monitor temperature and
light. Smart TVs that interface with the internet. Watches that send our vital
signs to our doctors. All of this development can influence the way we teach
and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behaviors of humans such as
talking, learning and solving problems. Virtual assistants such as Siri, Alexa,
Bixby and Google assistant are near samples of AI. Among others, uses of AI
in education can be in the areas of gamification and adaptive instruction for
learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an
environment by a computer program that allows a person to visit and
experience the environment virtually. In AR, images from computer
programs interlay with the actual views of the real-world, resulting in an
extended, expanded, or altered view of a real-world environment. in
education, among others VR and AR programs and apps allow more exciting
ways of seeing and experiencing things that add to the motivation and
engagement of learners.
7. Big Data. Through the billions of interactions and transactions are done
electronically, and through the internet, an enormous amount of data is
generated and stored. The challenge is how to make sense of this data,
through analytics and research, possibly answer pertinent questions about
how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and
website. Today, there are learning programs that introduce coding activities
as early as kindergarten. Robotics programs in the elementary and secondary
programs introduce and hone the skills of young learners. Coding helps
learner develop novel ways of exploring and trying out ideas, especially
when done with problem or project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how
quickly technology is changing and impacting our lives. Through all this, It I
crucial to ensure that the human values and principles govern or guide our
use of technology. Ethical practices that protect the rights of every person
need to be upheld.
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174
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big
group of people. Below is the basic information about MOOCs. Let us focus on each
word:
Massive
 MOOCs are on-line courses designed for large number of participants,
usually large than the number of students that can fit a regular
classroom. There can be hundreds or even be a thousand students or
more.
Open
 There is mostly freedom of place, pace, and time.
 Courses can be accessed by anyone anywhere as long as they have
internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Course
The MOOC course offer a full course experience including:
 Educational content. May include video, audio, text, games,
simulations, social media and animation.
 Facilitation interaction among peers. Builds a learning community
through opportunities to internet.
 Some interaction with the teacher or academic staff.
 Activities/task, test, including feedback. Participants are provided
with some feedback mechanism. Can be automatically generated like
quizzes, feedback from peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind
of recognition like badges pr certificate of completion. A formal
certificate is optional and most likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may
learn from the materials and interactions presented.
 Based on Definition Massive Open Online Courses v1.1 licensed

under Creative Commons Attribution 4.0
There are many MOOC provides like Edx, Coursera, Udemy, Iversity.
You will have a chance to explore them as you go through this Episode
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Visiting the Learning Resource Center
Activity 11.1

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school’s Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment
or facilities are used.
3. Make an inventory of its available resources and classify them according
to their characteristics and functions.
OBSERVE
As you visit and observe the Learning Resource Center, use the
observation guide provided. Ask the assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statement carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are
classified. Are they free dust and moisture? Are they arranged for easy
access?
4. Read the guidelines/procedures for borrowing of materials. Are this
guidelines/procedure posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Takes photos of the
center (if allowed).
After you are through with your observation, classify the resources available
that you believe are most useful. Use the activity form provided for you.
176
Name of Center Observed:
Date of Observation:
Name of Observer:
Course/Year/School:
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches

Resources Unique Capabilities where the Resource is
(Enumerate in bullet Most Useful
form)
1. Print Resources
2. Audio Resources
3. Non-electronic
Visual Resources
4. ICT Resources
Impression about the LRC
Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-charge:
177
ANALYZE
Are the learning resources/materials arranged properly according to their functions

and characteristics?
Do the guidelines and procedures facilitate easy access to the materials by the
teacher? Why?
What are the strengths of this Learning Resource Center?
What are its weaknesses?
178
What suggestions can you make?
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest
the most? Why?
2. Which gadgets/materials are you already confident to use/operate?
179
3. Which ones do you feel you need to learn more about?
Activity 11.2 Observing Technology Integration in the Classroom

To realize the Intended Learning Outcomes, I will work my way through

these steps: Observe a class for three meetings. Videotape, if allowed. Step 2.
Describe how technology was integrated in the lessons and how the students were
involved. Step 3. Use the Technology Integration Matrix to analyze the technology
integration done by the teacher. Step 4. Reflect on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to
document your observations.
Class Observation Guide

Read the following questions and instruction carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
180
3. Observe and take notes on how the teacher presents//uses the learning
resources.
4. Closely observe the learners’ response to the teacher’s use of learning
resources. Listen to their verbal responses. What do their responses
indicate? Do their responses show attentiveness, eagerness, and
understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing
their interest in the lesson and in the materials? Are they looking towards the
direction of the teacher and the materials? Doo their actions show
attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.

REPORT
Date of Observation
School
Subject Topic
Grade/Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids Strengths Weaknesses Appropriateness

used of the Teaching
(Enumerate in Aids used
bullet form)
181
Use the Technology Integrated form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, In which level of technology integration do
you think the teacher you observed operated? Why?
Based on the technology integration matrix, what is the characteristics of the

learning environment in the class that you observed? Point your observations that
justify your answer.
182
Overall, were the learning resource used effectively? Why? Why not? Give your
suggestions.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and
what would you do differently if you would teach the same lesson to the
same group of students? Why?
Activity 11.3 Exploring Education 4.0

183
Explore Education 4.0 through these steps:
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or
interactive programs (web quest/games) on the topic. Try to ask Siri,
Alexa.
3. List and describe at least 5 open-source sites/interactive programs; from
open-source
4. Evaluate the materials or programs
5. Reflect on your FS experience.
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.
184
ANALYZE
Analyzing the information, you got from observing the class, surf the internet
to select electronic resources, including OERs, social networking sites, and apps with
virtual or augmented reality that will be useful in teaching the same lesson. Evaluate
the resources you found, using the set of criteria discussed in the Revisit the
Learning Essentials part of the Episode. Use the form below to note your analysis
and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic
(Based on the class you
observed)
Lesson Objectives/Learning
Outcomes
Name and type Describe the Put a check if the resource satisfies the Describe how you
of Electronic electronic criterion. can use it if you
Resource resource were to teach in
(Include the class you
author/ observed.
publisher/
source)
accu appro Clear Com motiva organi
rate priate plete ting zed
185
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic

resources for the class? What made it easy? Difficult?
2. How did you choose which electronics resources to include here? What did
you consider? Explain. Which of the new trends in Education 4.0 would you
like to explore more for your work as a teacher? Why?
3. Reflect on your technology skills. What skills do you already have, and what
skills would you continue to work on to be better at utilizing education 4.0
resources?
186
Activity 11.3 Professional Development Through MOOCS

OBSERVE
To realize my Intended Learning Outcomes, I will work my way through
these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to
develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are
relevant to PPST domains I want to work on.
Step 3: reflect on how I can continue developing my skills through MOOCS.
OBSERVE
1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCS in the internet which are relevant to the competencies you
identified. You may try these sites:
187
 http://www.teachthought.com/technology/list-75-moocs-teachers-
students/
 http://www.eductionworl.com/a_curr/moocs-beest-teachers-free-
online-course.shtml
 http://ww.forbes.com/sites/skollworldforum/2013/06/10/moocs-
for-teachers-theyre-learners-too/
 http://www.mooc-list.com/categories/teacher-professional-
development
 http://ww2.kqed.org/midshift/2013/04/30/new-online-teacher-
training-program-joins-mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the
different MOOC provides to explore their MOOCs.
PPST Domain Competencies I MOOCs related MOOC Provider

want to work on to the
competency/ies
(Include a short
description)
1. Content
Knowledge
and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum
and Planning
5. Assessing
and
Reporting
188
6. Community
Linkages and
Professional
Engagement
7. Personal
Growth and
Professional
Development
ANALYZE
From among the MOOCs you explore, pick at least three which you believe
are the most appropriate for you. Describe the MOOCs below.
1. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title
Provider:
Content Outline
189
3. MOOC Title
Provider:
Content Outline
REFLECT
1. How can MOOCs help you in the future career as a professional teacher and
as a lifelong learner?
2. What did you learn from the way the providers use technology to teach n the
MOOCs?
190
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who
may someday teach a MOOC?
Directions: Read the items given below and encircle the correct answer.
1. Mrs. Inton is evaluating a website for the Literature class. She is making
sure that factual pieces of information found on the website are well-
documented, and pictures and diagrams are properly labeled. She is also
checking that there are no misspelled words nor grammar errors. Which
criterion is she focus on?
A. Appropriateness C. Motivation
B. Clarity D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners.
She is making sure the apps is uncluttered in appearance, is arranged in
some order of difficulty, and that icons represent what they were
intended to represent. Which criterion is she focusing on?
A. Organization C. Motivation
B. Accuracy D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is
finding out whether the app taps the skills found in the Grade 8 standards
to ensure that is app will help meet her objectives. She wants to make
sure it is not too easy nor too difficult for her students. Which criterion is
she focusing on?
A. Organization C. Currency
B. Adoption-constructive D. Appropriateness
191
4. A Science teacher uses a PowerPoint presentation to show the
classification in kingdom Animalia. The teacher then teaches then how to
use a software in making graphic organizers. Students then use this to
create their own graphic organizers to classify animals. This slows
technology integration which is .
A. Entry-constructive C. infusion-constructive
B. Adoption-constructive D. transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides

practice in adding mixed fractions. The students then work
independently with the app to provide them sufficient practice in adding
mixed fractions. This is shows technology integration which is
A. Entry-active C. Infusion-active
B. Adaptation-active D. transformation-active
6. A Grade7 Social Students teacher gave a project where her class in manila
will work together with other Grade7 classes to their school campuses in
Visayas and Mindanao. They will create posters and video clip to
communicate a message about peace. They will use social media to
spread their peace campaign. This project involves technology integration
which is .
A. Entry-active C. transformation-constructive
B. Adaptation-constructive D. adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-

Visual/Educational Technology Center of a school EXCEPT .
A. Make available technology equipment for the use of teachers and
students
B. Conduct training for teachers on how to use technology and
students
C. Work with teachers in producing instructional materials
D. Accomplish the students’ technology project for them
8. The Learning Resource / Audio-visual / Educational Technology Center

regularly provides the teachers a list of a websites, apps and instructional
materials available in the city which are relevant to the different subjects
they teach. This fulfills which function?
A. Recreational reading center
B. A Link to other community resources
C. Laboratory of learning
D. Center of resources
192
9. The Learning Resource / Audio-visual / Educational Technology Center
sponsors a seminar-workshop for teachers and administrators on the
latest presenter applications.
A. Center of resources C. Coordinating agency
B. Agent of teaching D. Recreational reading center
10. MOOCs are considered massive because .

A. They need a big amount of computer storage to be able to avail of a
course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because .

A. All courses are offered for free.
B. Course can be accessed by anyone anywhere as long as they are
connected to the internet
C. Openness to idea is a strict requirement
D. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because .

A. They have a guide or a syllabus that indicates content, objectives,
activities, and assessment
B. They are always given by a fully recognized university in the world
C. They are a requirement for a bachelor’s degree
D. They are graded
1. Indicate here pictures/illustration of the materials used by the teacher. Put

your comments annotations about what you observed.
2. Visit www.technology.com or other teacher resource websites. Print useful
instructional materials (worksheets, visual aids, flashcard, rubrics, etc.) and
include them here. Indicate how they might be useful considering your major
or area of specialization
3. Visit www.educamic.com/50-educationtechnology-tools-evey-teacher-
should-know-about/
Explore and enjoy the fantastic education tools. Try them out.
Describe what you discovered and share how these tools can be
helpful to you, as a teacher.
193
4. Visit edtechteacher.org. this a treasure box for you. Explore and share what
you learned.
5. Paste an article about an example of technology gadget/material that you
want to learn more about. How can this gadget/material be useful in
instruction/teaching?
194
195
a EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 10 – Utilizing Teaching-Learning Resources and
ICT
Learning Outcome: identify and classify learning resource materials in the multi-media center. Show
skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1) Show skills in
the evaluation, selection, development, and use of a variety learning resources, including ICT to
address learning goals (PPST 4.5.1); Analyze the level of technology integration in the classroom.
Demonstrate motivation to utilize ICT for professional development goals based on the (PPST 7.5.1)

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
196
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
E.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
197
FIELD STUDY 1 LEARNING
EPISODE Assessment FOR Learning
and Assessment AS
FS 1 12 Learning
(Formative Assessment)
SPARK Your Interest

Assessment is an essential part of the instructional cycle. The instruction
cycle consists of; 1) setting the intended learning outcome/s, 2) selecting a teaching
methodology, strategy and activity that are aligned to the learning outcome and
topic which are developmentally appropriate to the learners and 3) assessment
itself. Assessment is the part of the instructional cycle that determines whether or
not the intended learning outcome has been attained and so necessarily, the
assessment task must be aligned to the intended learning outcomes.
In a lesson on assessment, we can speak of assessment for learning,
assessment of learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as
learning. Assessment for learning is referred to as formative assessment while
assessment as learning is referred to as self-assessment.

 Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment.
DISCOVER the Learning Essentials
 In Outcome-based Teaching-Learning/Competency-based
Teaching/Teaching by Objective, we ensure that the intended
outcome/competency/objective is attained at the end of the lesson and so
while we are still in the process of teaching we do check learner’s
understanding and progress.
198
 If we found out that the learners failed to understand prerequisite
knowledge and skills, we reteach until learners’ master them. This is called
FORMATIVE assessment, assessment while the learners are doing formed
or taught. It is assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning.
Assessment for learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the
lesson or not because if it is only at the end of the lesson that we discover
that the learner did not understand the lesson, we have wasted so much time
and energy teaching presuming that everything was clear, only to find out at
the end of the lesson that the learners did not understand the lesson at all.
This means that we have to reteach from the very beginning, something that
we could have saved ourselves from doing had we given time to find out if
the lesson was understood while still teaching.
Activity 12.1 Observing Assessment FOR Learning Practices (Formative

Assessment)
OBSERVE
1. Observe what teacher does or listen to teacher says to find out if the students
understood the lesson while teaching learning is in process.
What Teacher Said Tally Total
199
2. Dis the teacher ask the class “Did you understand”? If she did, what was the
class response?
3. Did the students make the teacher feel or sense they did not understand the
lesson or part of the lesson? How?
4. If they did, how did the teacher respond?
200
5. Were the students given the opportunity to ask questions for clarification?
How was this done?
6. If she found out that her/his lesson was not clearly understood, what did the
teacher do? Did you observe any of these activities? Please check.
Peer tutoring (Tutors was assigned by teacher to teach one or two
classmates
Each-one-teach-one (Students paired with one another)
Teacher gave a module for more exercises for lesson mastery
Teacher did re-teaching
Other, please specify
7. If she engaged himself/herself in re-teaching, how did she do it? Did she/he
use the same teaching strategy? Describe.
8. Why re-teaching by himself/herself and or/ with other student-turned

tutors, did teacher check on student’s progress?
201
ANALYZE
1. Why should a teacher find out if students understand the lesson while
teaching is in progress? If it not better to do a once-and-for-all assessment at
the completion of the entire lesson?
2. Why is not enough for a teacher to ask “Did you understand, class?” when
he/she intend to check on learners’ progress?
3. Should teacher record results of formative assessment for grading purposes?

Why or why not?
202
4. Based on your observations, what formative assessment practice worked?
5. For formative assessment, why is peer tutoring in class sometimes seen to be

more effectives than teacher himself/herself doing the re-teaching or
tutoring?
6. Could an unreasonable number of failures at the end of the term/grading

period be attributed to the non-application of formative assessment? Why or
why noy?
203
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 Should you record results of formative assessment? Why or why not?
204
205
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative
assessment in practice
206
Activity 12.2 Observing Assessment FOR Learning Practices (Self-
Assessment)


 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment
 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to
monitor their own learning.
 This is manifested when learners reflect on their own learning and
make necessary adjustments so that they achieve deeper
understanding.
 Assessment as learning encourages students to take responsibility for
their own learning
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and
self- assessment to help the, understand the next steps in learning.
 It encourages self-assessment and reflection.
207
OBSERVE
Observe a class and find out practices that reflect assessment as learning.
Record your observation.
Teacher My Observation
1. Did teacher provide
opportunities for the learners to
monitor and reflect on their own
learning?
2. What are proofs that students

were engaged in self-reflection,
self-monitoring and self-
adjustment?
3. Did students record and report

their own learning?
4. Did teacher create criteria with

the students for tasks to be
completed or skill to learned?
208
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?
2. Does assessment as learning have the same ultimate purpose as

assessment for learning?
REFLECT
The primarily purpose of assessment is not to measure but to further
learning. Reflect on your personal experience of assessment in school. Were you
given opportunities for self-assessment? If yes, what was its impact on your
learning?
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
209
Evaluate Your Work Task Field Study 1, Episode 12 – Assessment FOR Learning and Assessment
AS Learning (Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative

assessment. Explain the importance of formative assessment.
3 1
accomplished. d.
errors. / spelling
errors.
analyzed
210
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
211
1. The primary purpose of assessment is to ensure learning. Which assessments

are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III C. I and II
B. I and III D. II and III
2. Research shows that when students help develop questions for an
assessment and have a deeper understanding of what they are expected to
learn before they take the assessment, they take a greater responsibility of
their own learning. Which assessment is referred to?
A. Assessment as learning C. Assessment for learning
B. Assessment of learning D. Assessment in learning
3. 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…
Which assessments are referred to by the DepEd memo?

I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning
for learning
B. Assessment of learning
C. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to
monitor students on a day-to-day basis and modify their teaching based on
what the students need to be successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
212
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong
learners?
C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and
making adjustment so that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding
questions to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in
order to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing
the tasks assigned to them by their teacher and so students move from the
passive learners to active owners of their own learning?
A. Assessment as learning
C. Assessment of learning
11. Which assessment is likened to tasting the soup while in the process of
cooking the soup?
A. Assessment of learning C. Assessment of learning
B. Assessment for learning D. Assessment in learning
213
Assessment OF Learning
FS 1 13
SPARK Your Interest
Episode #12 dwelt on Assessment for Learning (formative assessment) and
Assessment as Learning (self-assessment). These refer to assessment that teachers
do while still teaching and students’ assessing their own learning. Episode # 13 will
be focused on Assessment of Learning. When teachers have done everything, they
can help learners attain the intended learning outcome/s teachers subject their
students to assessment for grading purposes. This is referred to as assessment of
learning which is also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of, traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different
levels of cognitive taxonomy; 3) construction of assessment items with content
validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12
Grading System and 7) Reporting Students’ Performance.
At the end of this Episode, I must be able to demonstrate understanding of

the design, selection, organization and use of summative strategies consistent with
curriculum requirements by being able to:
 Determine the alignment of assessment tools and task with intended learning
outcomes.
 Critique traditional and authentic assessment tools and tasks for learning in
the context of established guidelines on test construction.
 Evaluate the non-traditional assessment tools including scoring rubrics
 Examine different types of rubrics used and relate them to assessment of
student learning
 Distinguish among the 3 types of learners’ portfolio
 Evaluate a sample portfolio
 Construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy
 Explain the function of the Table of Specifications
 Distinguish among types of learners’ portfolios and their functions
 Compute students grade based on DepEd’s grading policy
214
 State the reason(s) why grades must be reported to parents and
 Describe what must be done to make grade reporting meaningful.
Activity 13.1 Aligning Assessment Task with the Learning Outcome

 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome
 In accordance with Outcome-Based Teaching-Learning, the learning

outcome determines assessment task
 Therefore, the assessment task must necessarily be aligned to the
learning outcome.
OBSERVE
 Observe at least 3 classes – 1 Physical or Biological Science or Math,
English, Filipino; 1 Social Science or Literature, Panitikan, EsP and 1
P.E / Computer /EPP/ TLE.
Subjects Learning Assessment Is the If not

Outcome/s Task (How assessment aligned,
did Teacher tool/task improve on
215
assess the aligned to it
Learning the
outcome/s? learning
Specify.) outcome/?
P.E/EPP/TLE To dance Written No. Performance
tango quiz- test- let
enumerate students
the steps of dance tango.
tango in
order.
Social Science,
Literature/Panitikan.
EsP
Physical/Biological
Science/Math/
English/Filipino
ANALYZE
1.Are all the statement tasks aligned to the learning outcome?
216
2. What are possible consequences if teacher’s assessment tasks are not aligned
to learning outcome/s? does this affect assessment result? How?
3. Why should assessment tasks be aligned to the learning outcomes?
REFLECT
 Reflect on past assessment you have been through. Were they all
aligned with what your teacher taught (with learning outcomes?)
 How dis this affect your performance? As a future teacher, what
lesson do you learn from this past experience and from this
observation?
217
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.
Is the test item aligned to the learning outcome?

A. no C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture
their own food.
Test item: Can plants manufacture their own food? Explain your Answer. Is
the test item aligned to the learning outcome?

A. No C. Yes,
B. Somewhat D. Yes, if explain your answer is dropped
3.Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

A. No C. Yes,
B. Somewhat D. Yes, if teacher is not included.
4.Which assessment task is aligned to the learning outcome: Compute the mean if
the scores are 50, 50, 50. 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is the mean?
B. Is mean a measure if variability?
C. What is the mean of 50, 50, 50. 48, 47, 46, 45, 44, 43, 42, 41, 40?
D. Is mean the same as average?
5. Learning outcome: To observe subject-verb agreement as one speaks.
Test: Give the correct form of the verb.
1. Dogs (howl)
218
2. A cat (meow)
3. A bird (fly)
A. No C. Yes,
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6.Here is a lesson objective/intended learning outcome: “illustrate the law of supply
and demand with your original concrete example”. For content validity, which test
item is aligned?
A. Define the law of supply and demand and illustrate it with an example
B. Illustrate the law supply and demand with a drawing
C. Illustrate the supply and demand with a concrete, original example
D. Explain the law of supply and demand and illustrate it with a diagram
7.Teacher B wrote this learning outcome: “To interpret a given quotation.” For
content validity which should she ask?
A. Interpret Nietzsche’s statement “He who has a why to live for can bear with
almost any how.”
B. Do you believe Nietzsche’s statement “He who has a why to live for can bear
with almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear
with almost any how?”
D. Nietzsche was an atheist. Do you believe that he can give this statement “He
who has a why o live for can bear with almost any how”?
8.After teaching them the process of experimenting, Teacher J wanted his students
to be able set up an experiment to find an answer to a scientific problem. Which will
he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land. Research on experiments already
conducted. Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your
observations and present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive
when transferred in soil?
9.Here is an intended learning outcome of a Health teacher: “Identify skill-related
fitness and activities suitable for the individual”. Does her test measure this
particular outcome and therefore has content validity?
219
Question
1. Identify the components of physical Fitness under the skill-related activities.
A. Body composition
B. Agility
C. Flexibility
D. Organic vigor
A. Yes, very much
B. Yes, because it asks something about skill-related
activities
C. No.
D. No, the options have nothing to do with skill-related
activities.
Activity 13.2 Observing the Use of Traditional Assessment Tools

 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction
 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive
domain.
 Traditional or paper-and-pencil tests can be classified either as
selected-response tests or constructed-response/supply type of tests.
 Common examples of selected-response type of tests are alternate
response test (True-False, yes-no), multiple choice and matching type
of test.
220
 Common examples of constructed-response type of test are short
answer, problem solving and essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by
the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check () on the test which teacher used. From you teacher’s test
items, give an example.
Type of Put a Learning Sample Test Comments (Is
Traditional Check Outcome item of the assessment
Assessment () Assessed Resource tool
tool/Paper and Here Teacher constructed in
Pencil Test accordance
with
established
guidelines?)
Explain your
answer
Selected
Response Type
1. Alternate
response
2. Matching
Type
3. Multiple
Choice
221
4. Others
Type of Put a Learning Sample Test Comments (Is

Traditional Check Outcome item of the assessment
Assessment () Assessed Resource tool
tool/Paper and If Teacher constructed in
Pencil Test Resource accordance
Teacher with
Used it. established
guidelines?)
Explain your
answer
Constructed-
Response Type
1. Completio
n
2. Short
answer
Type
3. Problem
solving
4. Essay-
restricted
222
5. Essay-non-
restricted
6. Others
ANALYZE
1. Which assessment tools/task were most commonly used by teacher? Which

ones were rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of

assessment tools and tasks were the Resource Teachers most skilled in test
construction? Least skilled?
3. Can an essay or ither written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your
answer.
223
REFLECT
How good are you at construction traditional assessment tools? Which do

you find most difficult to construct? Any lesson/s learned?
224
Here is the learning outcome of this Activity: Critique traditional tools and
tasks for learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given below?
A. True-False test – An assessment task must be aligned to the learning
outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment
task. Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines
in test construction.
D. Is an essay more reliable than a multiple-choice test?
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is this test in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers
5. In multiple choice type of test, one option among 4 was not chosen by any
examinee.
What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in completion type of

test since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
225
Activity 13.3 Observing the Use of Non-Traditional Assessment Tools
and Scoring Rubrics

 Evaluate non-traditional assessment tools including scoring rubrics.
 There are learning outcomes that cannot be assessed by traditional

assessment tools.
 Authentic/non-traditional/alternative assessment tools measure
learning outcomes like performance and product.
 These performance task and product are assessed by the use of
scoring rubric.
 A rubric is a coherent set of criteria for student’s work that includes
descriptions od levels of performance quality on the criteria.
(Brookhart, 2013)
 The main purpose pf rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics
describe work on each criterion separately while a holistic rubric
assess a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For holistic view of a product or performance, the holistic rubric will
do.
 A good scoring rubric contains the criteria against which the product
or performance is rated, the rating scale and a description of the levels
of performance.
226
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to

the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic Learning Sample of How a product Comment/s

Assessment/ Outcome Product/ /Performance (Is the
Non- Assessed Performance was assessed scoring
Traditional/ Assessed rubric
Alternative constructed
One example Describe how according
of product The product/ to
assessed. (Put a performance standards?)
photo of the was assessed.
product/ Which was
documented used analytic
performance in rubric or
My Teaching holistic
Artifacts. INCLUDE rubric?
THE RUBRIC IN INCLUDE THE
MY TEACHING RUBRIC IN MY
ARTIFACTS TEACHING
ARTIFACTS.
1.Product
2.Performanc
e
227
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you
think that type of rubric was used more?
2. Based on your answers in # 1, what can you say about the scoring rubrics
made and used by the Resource Teacher?
3. Will it make a difference in assessment of student work if teacher would rate

the product or performance without scoring rubrics? Explain.
228
4. If you were to improve on one scoring rubric used, which one and how?
5. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your
answer.
6. Can rubrics help make students to become self-directed or independent

learners? Do rubrics contribute to assessment AS learning (self-assessment?)
What if there were no rubrics in assessment?
Does the Scoring Rubric in this FS Book 1 help you come up with better
output?
229
230
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests
for all the years as a student.
231
 Accomplished Observation Sheet

 Observations
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers – one rubric to assess
a particular product and another rubric to assess a particular performance
together with your comment/s and improved version/s, if necessary.
232
1. To pinpoint which part of the lesson needs more explanations, which scoring
rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report.
Which assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct action research.
3. I want to get a global view of a student’s performance. Which rubric is most

fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are not capable of sewing after a 200-hour
course?
A. Presentation of a product they have sewn
B. Operation of a sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable, way of determining whether or not the student
can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
233
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

 Evaluate a sample portfolio.

 Distinguished among the 3 types of portfolios.
DISCOVER the Learning Essentials
 A portfolio is a purposeful collection of selective significant samples of

student work accompanied by clear criteria for performance which prove
students’ effort, progress or achievement in a given area or course.
 A portfolio of students’ work is direct evidence of learning. But it is not a
mere collection of student’s works. The student’s reflection must accompany
each output or work.
 A portfolio is different from a work folder, which simply a receptacle for all
work, with no purpose to the collection. A portfolio is an intentional
collection of work guided by learning objectives.
 Effective portfolio systems are characterized by a clear picture of the student
skills to be addressed, student involvement in selecting what goes into the
portfolio, use of criteria to define quality performance as a basis for
communication, and self-reflection through which students share what they
think and feel about their work, their learning and about themselves.
 There are several types of portfolios depending on purpose. They are: 1)
development or growth portfolio, 2) best work or showcase or display
portfolio, and 3) assessment/evaluation portfolio.
OBSERVE
234
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select
one best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning
Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/research by
you, accomplish Observation Sheet #
4. Put a check in the right column.
What a Portfolio Included

Elements of a Portfolio Present? Missing?
1. Clearance objectives - The
objectives of the lesson/unit/course
are clear which serve as a bases for
selection
2. Explicit guidelines for selection-
What, when, where how are
products/documented
performances selected?
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by
the learners.
4. Selective significant pieces – the
portfolio includes only the selected
significant materials.
5. Student’s reflection – there is
evidence that students reflected on
their learning.
6. Evidence of student participation in
selection of content of portfolio –
there is proof that students took
part in the selection of the content
of the portfolio.
ANALYZE
235
1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
2. Scrutinize the elements of this portfolio. Based on the parts, under which
type of portfolio does this fall?
Elements of a Portfolio (Which type of portfolio?)

1. Cover Letter-“About the Author” and “What My Portfolio Shows
About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (require items) and option items (chosen by
students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts aural/oral and written products and revised revisions, i.e.
(first drafts and corrected/revised versions)
6. Student’s reflections
3. Where and when the teacher make use each of the 3 types of portfolios?
236
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is

the effort exerted on portfolio assessment commensurate to the improvement of
learning and development of learners’ metacognitive process that result from the
use of portfolio?
237
 Sample/s of Improves Written Test, both selected-response type and supply

type.
 Sample/s of product and performance assessed.
 Sample/s of a rubric.
 Sample/s of students’ reflection on his/her portfolio.
238
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment of Learning (Summative
Assessment)
Learning Outcome: determine the alignment of assessment tools and tasks with intended learning outcomes.
Critique traditional authentic assessment tools and task for learning in the context of established guidelines on
test construction. Evaluate non-traditional assessment tool including scoring rubrics. Evaluate sample portfolio.
Distinguish among 3 types of portfolios. Construct assessment questions for HOTS following Bloom’s Taxonomy
as revised by Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy. Explain the function of a table of
specifications. Distinguish among types of learner’s portfolios and their function. Examine different types of
rubrics used them to assessment of student learning. Compute students’ grade based on DepEd’s grading policy.
State the reason(s) why grade must be reported to parents and describe what must be done to make reporting
meaningful.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
239
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
240
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of portfolio?

A. A student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research
report. Which type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
5. I want to know if my students can now focus the microscope properly. With
which portfolio am I concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
241
Activity 13.5 Determining the Level of Teacher’s Questions

 Construct assessment questions to measure HOTS following Bloom’s and

Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.
Table: 1.4 Example of Cognitive Activities

Cognitive Examples
Processes
Remembering – Produce the right information from memory
Recognizing
Recalling  Name three 19th -century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon
tetrachloride.
Understanding – make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny
speech.
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness style of
writing.
 Name a mammal that lives in our area.
Classifying  label numbers odd or even
 list the events of the Sepoy Mutiny of 1857
 Group native animals into their proper species
Interfering
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present-day leader
242
 Use a Venn diagram to demonstrate how two books by
Charles Dickens are similar and different
Explaining  Draw a diagram explaining how air pressure affects
the weather
 Provide details that justify why the French Revolution
happened when and how it did
 Describe how interest rates affect the economy
Applying – Use a procedure
Executing  Add a column of two-digit numbers
 Orally read a passage in a foreign language
 Have a student open house discussion.
Implementing  Design an experiment to see how plants grow in
different kinds of soil.
 Proofread a piece of writing
 Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate
to the whole
Differentiating  List the important information in a mathematical word
problem and cross out the unimportant information
 Draw a diagram showing the major and minor
characters in a novel
Organizing  Place the books in the classroom library into
categories
 Make a chart of often-used figurative devices and
explain their effect
 Make a diagram showing the ways plants and animals
in your neighborhood interact with each other
Attributing  Read letters to the editor to determine the authors
point of view about a local issue
 Determine a character’s motivation in a novel or short
story
 Look at brochures of political candidates and
hypothesize about the perspectives on issues
Evaluating – Make judgements based on criteria and syllabus guidelines
Checking  Participate in writing group, giving peer feedback on
organization and logic of arguments
 Listen to a political speech and make a list of any
contradictions within the speech.
 Review a project plan to see if all the necessary steps
are included
Critiquing  Judge how well a project meets the criteria of a rubric
 Choose the best method for solving a complex
mathematical problem
 Judge the validity of argument for and against
243
astrology
Creating – Put pieces together to form something new or recognize components of
a new structure
Generating  Given a list criterion, list some options for improving
race relations in the school
 Generate several scientific hypotheses to explain why
plants need sunshine
 Propose a set of alternatives for reducing dependence
on fossils fuels that address both economic and
environment concerns
 Some up with alternative hypotheses based on criteria
Planning  Make a storyboard for a multimedia presentation on
insect
 Outline a research paper on Mark Twain’s view on
religion
 Design a scientific study to test the effect of different
kinds of music on hen’s egg production
Producing  Write a journal from the point of view of mountaineer
 Build a habitat for pigeons
 Put on a play based on a chapter from a novel you’re
reading
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning,
teaching and assessing, New York: longmans.)
244
The New Taxonomy (Marzano and Kendal, 2007)
Figure 10. The New Taxonomy in Detail
245
OBSERVE
1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking. You
may also refer to written tests for samples of quesstions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 seperately.
Table 1. Number of Questions Per Level

Cognitive Rank Cognitive Processes Rank Tally of Total
Processes (and Kendall and Assessment
(Bloom as Marzano) Task/
revised by Questions
Anderson and
Krathwohl)
Self-system thinking 6
Metacognition 5
Creating 6-
Highest
Evaluating 5
Analyzing /An 4 Analysis 3 /
Applying 3 Knowledge Utilization 4
Understanding 2 Comprehension 2 /
Remembering 1-Lowest Retrieval 1 ////- 4
Example
246
Table 2. Examples of Assessment Questions/Assesment Tasks
Tally and Tally and Total Example of Rank
Total Score of Cognitive Assessment Based
Cognitive Processes (and Task/ on
Processes Rank Kendall and Rank Questions Used
(Bloom as Marzano) Given by
revised by Resource
Anderson and Teacher
Krathwohl)
Self-system thinking 6- e.g. Teacher
Highes askes
t students:
Why is the
lesson
important to
you?
Metacognition 5
Exmaple 6-
Creating = I Highest
Evaluating = I 5
Analyzing /An 4 Analysis 3

= II
Applying = III 3 Knowledge 4

Utilization
Understanding 2 Comprehension 2
= II
Remembering 1- Retrieval 1-
= IIIII Lowest Lowest
I
Rank Rank
247
ANALYZE
1. Which cognitive skill had the highest number of assessment questions?

Lowest number?
2. What do these (lowest and highest number of assessment questions) reveal

about Resource Teacher’s level of questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills-metacognitive skills and self-system thinking.
REFLECT
If you were to rate yourself on HOTS – Where will you be form a scale of 1 to
5 (5 as highest) where will you be?
As a future teacher, reflect on how will you contribute to the development of
learners’ HOTS?
248
Assessment)
meaningful.

3 1
accomplished. d.
errors. / spelling
errors.
249
analyzed
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
B.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
250
1. “Is my thinking CORRECT?” asks a student to himself.

In wat level of cognitive prrocess is he?
A. Self-system C. Metacognitive
B. Analysis D. Application
2. Formulate a 5 – item imperfect matching types of test, is a test item in the

level of which cognitive process?
A. Creating C. Self-system thinking

B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?

A. Ask the question “What has this lesson to do with me?
B. Crittic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase thee first stanza of Rizal’s “My Last Farewell” calls for
A. Analyzing
B. Understanding
C. Evaluating
D. Applying
5. How would you rate student’s ability to reason out logically is a question to
test students’ ability to .
A. Engage in metacognition
B. Analyze
C. Do self-system thinking
D. Evaluate
251
Activity 13.6 Analyzing a Table of Specifications

 Explain the function of a Table of Specifications
 A Table of Specification (TOS) is a two-way chart which describes the topics

to be covered by a test and the number of items or points which will be
associated with each topic.
 Sometimes the types of items are described in terms of cognitive level as
well.
1. Study the sample of Table of Specifications on Assessment.
Learning No. of Cognitive Level Total

Outcome Class Rem Un Ap An Ev Cr
Hours
252
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, is it correct to put learning outcome not topic in the first
column? Why or why not?
4. Can a teacher have test with content validity even without making TOS?
5. Complete the given TOS.
253
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write

your reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang

tanong sa tinuro, wala! (Where did Teacher get her test? Not one of what she
taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. Will the required use od
Table of Specifications as guide in test constriction solve the problem of misaligned
tests?
254
 Accomplished Observation Sheet

 Analysis
 Reflection
 Complete Sample TOS
255
1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st grading test

items are applying questions based on Bloom’s taxonomy. A review of her
test shows that 50% are remembering items, 20% are analyzing questions
and 30% are applying questions.
Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes
D. Yes, her applying questions are also analyzing questions, too.
2. What is function of a TOS?
To ensure the
A. Content validity of a test C. Reasonable length of a test
B. Predictive validity of a test D. Predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement
TRUE?
A. Very true
B. Sometimes True
C. False
D. Sometimes true, sometimes false
4. In a TOS, the number of hours spent on a learning outcome determines the
number of a test items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. depends on the level of questions asked
5. The following are found in a TOS EXCEPT .

A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6.
“It’s just not fair. I studied everything we discussed in class about the
Philippines and the things she made a big deal about, like comparing the
Philippines
And to think all she asked was “What’s the capital of Singapore?
What does the conversation imply about the kind of test they look?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
256
D. Lacks construct validity
Activity 13.7 Computing Student’s Grades based on DepEd Grading

System
 Compute student’s grade based on DepEd’s grading policy

 State the new features of the latest grading system in basic education
 With the implementation of the Enhanced Basic Education Program of 2013,

more popularly known as the K to 12 Curriculum, came a new grading
system of the Department of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes students’ performance
in written tests and performance tasks, with emphasis on the latter. The
quarterly exam may be a combination of written test and performance task.
OBSERVE
A. Sample Students’ Report Card

1. Secure a sample of a Students’ Report Card from your Resource Teacher.
2. Study a sample of an unused Students’ Report Card. Observe its contents.
3. Ask permission from your Research Teacher for an interview with him/her
and with a group student regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked
before?
2. Which do you prefer – the old or the new grading system? Why?
257
C. Interview of 5 Students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, what?
3. Does the new grading system give you a better picture of your
performance? Why or why not?
4. Which do you prefer – the old or the new grading system? Why?
D. Review of DepEd Order # 8, s. 2015
258
Read DepEd Order # 8 s. 2015. You may refer to Appendix A.
Based on DepEd Order # 8 s. 2015, answer the following:
1. What are the bases for grading?
2. How do you compute grades quarter for Grade 1 to 10 and Grades 11

to 12? Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of

learners?
5. What are the bases for learners’ promotion and retention at the end of
the school year?
6. What is the report on learners’ observed values?
E. Grade Computation
Show sample computations of a grade:
 In a subject of your choice from Grade 1 to 6 (if you are a future
elementary teacher)
 In your specialization if you are a high school teacher)
259
 Show the percentage contributions of written work, performance
tasks and quarterly assessment. Then give the descriptor. Refer to
DepEd Order # 8 s. 2015
260
ANALYZE
Analyze data and information gathered from the interview and from your
review of an unused Student’s Report Card and the DepEd grading system
1. Do teachers and students like the new grading system? Why or why not?
2. What are the good points of the new grading system according to the
teachers? According to the students?
3. What are teachers challenged to do by the new grading system?
4. Do you favor the distribution of percentages of written work, performance

tasks and quarterly assessment?
261
5. Do you like the experience of computing grades? Why or why not?
REFLECT
In an era where the emphasis is self-directed learning and demonstration of

competencies – knowledge, skills an values learne (outcomes-based education) – do
grades really matter?
262
Assessment)
meaningful.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
263
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
C.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
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LINK Theory of Practice
1. Which is the percentage contribution of quarterly assessment to the grade

student from Grade 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the
subjects, for all the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools
3. Which is the percentage contribution of written work to the grade of the

Grade 1-10 students in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest in the student grade?

A. Performance task C. Quarterly assessment
B. Written work D. Quarterly assessment and Performance
Task
5. Based on percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the students
B. All components are being emphasized
C. All emphasis for all grade 1-10 subjects is on performance task
6. A student gets a numeral grade of 80. What is the descriptor of his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. did not meet expectation
7. I get a grade of 90. What is it descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
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9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grade 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters
11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four
areas – Music, Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are
related.
A. I only C. I and III
B. I and II D. II only
12. What is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1
B. There are numerical grades which descriptions
C. There are no numerical grades
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final
grades by the total number of learning areas.
II. Each learning area has equal weight in computing for the General
Average.
III. The Final Grade per learning area and the General Average are
reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grade 1 to 10? Any students who
did not meet expectations .
A. In three or more learning areas
B. In 2 learning areas
C. In four learning areas
D. As shown in the general average
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15. What happens when a student in Grade 1 to 10 did not meet expectations in
two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for
learning areas with failing mark
C. Promoted on the next grade level but has back subjects in the lower grade
level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Performance

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

 Describe what must be done to make grade reporting meaningful
 Grades fulfill their function if reported meaningfully to students and most of

all parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have
high IQ but not necessarily achieving or performing because of lack of
motivation or other factors.
OBSERVE
1. Observe how cards are distributed in Card Distribution Day. Describe how
cards are distributed.
267
2. Describe how the Resource Teachers communicated learner’s assessment
results and grades to parents.
3. Did parent raise questions or concerns? If yes, what were their
questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What
answers did he/she give?
Interview with Resource Teacher

1. how do you give feedback to your students regarding their performance?
When do you give feedback?
2. How do you report student’s performance to parents? Does the school have a
regular way of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did
you address it/them?
Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is
performing?
2. If you were asked what else should be found in the Report Card, which one?
Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
268
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be

a. maintained and
b. improved to make grades and reporting meaningful?
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting

so that it will result of effective learning?
269
Assessment)
meaningful.

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
270
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
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LINK Theory in Practice
1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and II D. I, II, and III
2. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical
A. I and II C. I, II, and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?
A. Announce names of students who need to help
B. Rand the Report Cards from highest to lowest then distribute the same
according to rank
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that
nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance
II. Explain that grades compare students’ performance against the
established standards.
III. Explain that grades compare students’ performance against other
students’ performance
A. I and II C. I, II, and III
B. II only D.III only
5. What does criterion-referenced grading mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on mean
6. What must be done to make grades meaningful?
A. Interpret grades against standards
B. Compute grades accurately
C. Compare individual grades against mean
D. Compare grades of boys and girls
272
EPISODE Knowing the Quality Teacher
The teacher as a
FS 1 14 Person and as a
Professional
SPARK Your Interest

What is really like to be a TEACHER? Why is being TEACHER considered as
one of the most respected professionals in the Philippines> what makes a teacher
differently better that nay other profession? What characterize a teacher as a person
and as a professional?

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

To be a teacher in the Philippines is a challenging profession. Teachers serve
the county just like any other hero. To be a teacher requires a lot of personal and
professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.
273
First, the teacher must have innate qualities or attributes that are exemplary
and are fitted to be teachers. These are natural tendencies of a person. Here are
some of the qualities and attributes that distinctly characterize a teacher.
Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES.
 Lives with dignity  This teacher is honest, has integrity, self-
that exemplifiers respect, and self-discipline. Likewise,
self-respect, respected by students, peers, and the
integrity, and self- community.
discipline.
 Takes care of one’s  This teacher is physically, emotionally, and
physical, emotional, mentally health. Clean and neat, dresses
and mental well- appropriately and pleasant in words and in
being action.
 Lives a life inspired  This teacher behaves according to the
by spiritual principle personal spiritual beliefs that are not
and beliefs contrary to the norms, mores and tradition
of the community.
 Exhibits deep  This teacher is mentally alert, makes correct
knowledge and decision, intelligent to be able to acquire
understanding new knowledge, skills and values needed in
across disciplines order to teach. She/he has the ability to
learn new things, re-learn old knowledge in
new ways, and un-learn knowledge, skills
and values that are no longer applicable to
current times.
 Recognizes own  This teacher sets high goals for
strength with himself/herself but remains humble and
humility willing to share success. He/she is confident
of doing task but does not consider self to
be better than others all the time.
 Perseveres in  This teacher is calm in the midst of chaos,
challenging situation remains steadfast under pressure, does not
easily give up and adjusts to different
situations.
 Demonstrates a  This teacher volunteers’ tasks for others,
natural action to always willing to share, extends help
work together with willingly, accepts responsibility, tolerant of
others other people, and gives up time for the
group.
Not everyone has these qualities, hence not everyone can be a good teacher.
As the old saying goes: “Teachers are born but good teachers are both and made.”
274
Professional Competencies of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional
teacher if you earn a degree to teach in either elementary level or high school level.
You should also earn a license to teach by passing a licensure examination for
teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content course including the major or
specialization and the professional courses including the pedagogy courses. Your
professional courses include experiential learning courses that include Field Study
1, Field Study 2 and Teaching Internship. These are important in your preparation
to become professional teachers.
So, what are the professional competencies that every teacher should have?
You will find these in the matrix that follow.
Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES
 Abides by the code of  This teacher practices the rules and
ethics for the conduct of professional teachers.
profession
 Masters the subject  This teacher masters and updates
matter to be taught himself/herself with subject matter
content to be taught.
 Updates oneself on  This teacher keeps abreast with
educational trends, educational trends, policies, and curricula
policies, and curricula by taking up graduate studies, attending
seminars and workshops.
 Use teaching methods  This teacher practice different ways of
to facilitate student teaching appropriate to the learners and
learning the subject matter.
 Builds a support  This teacher engages the cooperation of
network with parents parents and stakeholders in educating
and community the learners
 Demonstrate  This teacher has substantial knowledge
knowledge, of the characteristics and needs of the
understanding of the learners.
characteristics and
needs of diverse
learners
 Plans, prepares and  This teacher plans, prepares, implements,
implements school and innovates the day-to-day curriculum
curriculum responsibly with the view in mind that learners will
275
learn.
 Designs, selects and  This teacher designs, selects, and used
utilize appropriate appropriate assessment tools for, as and
assessment strategies of learning.
and tools
 Provides safe, secure,  This teacher arranges the classroom to
fair physical and provide safe, secure psychological
psychological learning environment that supports and
environment that encourages learning.
supports learning
 Serves beyond the call  This teacher does task and works even
of duty beyond the official time when needed
So, it is not easy to become a professional teacher. The demand id great. A

qualifies professional teacher then is like a HERO.
Now you are ready to identify if the enumerate characteristics are found
among the teachers you are going to observe.
These are two activities in this Episode. Activity 1 will identify the personal
characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.
276
Activity 14.1 Teacher Personal Qualities: A View from My Lenses

OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. follow the code given whether you will observe by seeing only or you will
observe and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal
qualities that you have found out. If the personal quality is not observed by
you or is not revealed in your interview, write not observed or not
manifested.
Personal Qualities Observe (O) Data Results

Interview (I) I have found out that….
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on Professional Competencies of the Teacher. You may

change your sample Teacher in Activity 1 will another teacher or you can still
277
observe the same teacher. In case you will not change your teacher to be observed
the same teacher will be your sample for both Activity 1 and Activity 2. Aside from
direct observation, you will also so a Survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In activity 1, what do you consider as the 3 most outstanding significant
personal qualities of the teacher you chose as your case? Why do you
consider these as outstanding?
a.
b.
c.
2. Which of these qualities do you have? Do you think you can fit as a good
teacher someday? Why? Describe your self.
278
REFLECT
Good teachers are role models, whether in school, home or in the community.
From the tachers that you had from elementary to college, did the personal
qualitites that they possess, help you learn better as a student?
Identify one personal characteristic of your model teacher that made a great
impact in your life as a learner. Reflect and describe hor this qua;ity influenced you.
Activity 14.1 Is the Teacher a Professional Teacher?

279
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate,
seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the
checklist/rating scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer
on the survey. In what items do you have the same answer?
6. Show the results in a summary table.
Name of the Teacher:
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher, and I would like to know the characteristics of a
professional teacher. I will be very glad if you could answer the survey form
about your co-teacher .
I will keep in confidence your identity, however, please allow me to use
the data in my lesson.
This is a requirement in out course, Field Study 1.
Thank you very much.
BEED/Based Student
280
PRC License No. Grade Level Taught
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No
or Doubtful.
Does the Teacher

Professional Competence exhibit the
competence of a
professional teacher?
Check your answer
below.
1. Practices the Code of Ethics for Professional Yes No Doubtful
Teachers
2. Teaches the subject matter very well with mastery

3. Keeps self-updated with educational trends,
policies and curricula
4. Uses varied teaching methods that facilitate
Learning with skill and ease
5. Engages the parents and other stakeholders to
cooperate as partners in educating the children
6. Teaches with compassion based on the knowledge
and understanding of the characteristics and needs
of diverse learners
7. Prepares curriculum plans, implements these with
innovation in every lesson
8. Designs or selects and utilizes appropriate
assessment strategies and tools for lessons taught
9. Makes classroom atmosphere physically
(arrangement) and psychologically (friendly,
inclusive) safe and secure for learning
10. Serves willingly beyond teaching work by
participating in other extra-curricular activities
when needed
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Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)

AND
Your Name and Signature (Pre-Service Student)
282
ANALYZE
Did you learn form your observation and interview on teacher’s professional
competencies?
Now let us analyze the data.
Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? Weak? Doubtful?
Why?
2. Did your answers to the survey from coincide with the answers of the co-
teacher or head of the teacher you observed?
Why?
REFLECT
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of
Activity 2.
1. As a future teacher, the results imply that I should
283
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be
284
Show here the artifacts of this Episode.

1. Short narrative about the teacher with the description of the personal
qualities and professional characteristics that you have observed. You may
request a picture from the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)
285
Evaluate Your Work Task Field Study 1, Episode 14 – The Teacher as a PERSON
and as a PROFESSIONAL
Learning Outcome: describe the personal qualities and competences of effective
classroom teacher. Enumerate the professional characteristics of practicing teachers
observed as a based on the professional standards and code of ethics for the
profession.
3 1
accomplished. d.
errors. / spelling
errors.
analyzed
286
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
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Based on Episode 1, choose the correct answer for each item.
1. Any teacher currently teaching is called professional because he or she
I. Is a licensed teacher
II. Has personal qualities appropriate to be a teacher
III. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II, and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the belief, mores, and tradition of the
community
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lessons taught
D. Masters one teaching method and uses it all the time
5. The saying goes, “many are called, but few are chosen.” How is this directly
related to teachers?
A. There are many teachers, but few are qualified
B. There are many professionals who shift to teaching
C. Teaching is very lucrative job
288
D. The teachers assigned in the senior high school are the chosen teacher.
EPISODE Towards Teacher Quality:
Developing a Global
FS 1 15 Teacher of the 21st Century
SPARK your Interest
Moving towards teacher quality? Wanted! A Global Teacher of the 21 st

Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation
and revealed significant findings. There were 21 countries surveyed which
presented the major continents of the world. In most countries that participated, it
was found out that like the Philippines, teaching is the most sough profession. It was
comparable to being a social worker, librarians, nursing and even doctors. Majority
of the parents asked, answered that they encourage their children to become
teachers. To them, teaching is one of the most respected and trusted professions.
However, with the change in global landscape, the 21st century teachers, must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types
of learners.
Hence, we need the new type of teachers, a global 21st century Filipino
teacher.
(Global Teacher Status Index p. 123 Teaching Profession)

 Describe the personal qualities and competencies of a global classroom
teachers of the 21st century; and
 Design a learner-centered classroom for the 21st century learners with
learning spaces that are safe, that allows creativity and use of ICT.
289
FILIPINO GLOBAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are
three major responsibilities of teachers. These are (1) Actual Teaching. (2)
Management of Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world.
In our country, teaching in the public schools requires six hours of actual teaching,
that includes administrative work such as management of learning per day. The two
hours off the working day is allotted to administrative work such as scoring and
recording learners’ outputs, making reports, filling forms, preparing for the next
day’s activity and performing other administrative tasks. The previous Episode on
the teacher, reminded us of the qualities and competencies mentioned earlier.
Teachers should be multi- literate, multi-cultural, multi-talented, innovative, and
creative. The future Filipino teachers like you shall act locally but think globally.
“Teach local, reach global” means that the teacher brings diverse experiences
in the classroom with the various skills to live and work as citizens of a global
society. What teachers do in the local communities impacts the larger community.
As global citizens, the work begins where the teachers are, thus a “global” teacher.
Towards Quality Global Teachers

Quality Teachers are characterized by different attributes and skills needed
in the 21st century education. Partnership 21 identified (1) Global awareness, (2)
Financial, economic, business, and entrepreneurial literacy, and (4) Civic and Health
Literacy which require:
1. Learning and innovative skills.
2. Information, Media and Technology skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values, and dispositions relative to the
following characteristics:
1. Understand one’s own cultural identify and rootedness
2. Knows and integrates global dimensions in subject area
3. Engage learners in the learning processes
290
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Model’s social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global
the conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Global Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning
environment that encourages creativity and innovation among learners.” With it,
comes the management of learning in such environment. these are required skills
for a global teacher.
Majority of the current classroom provide learning spaces that can, hardly
prepare the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they
work on interdisciplinary projects that the cover several subject areas. Learning is
no longer for memorizing and recalling of information but no learning how to learn.
Thus, classroom designs should respond to the 21 st century learning. More so,
quality teacher should be changing their roles from teaching in isolation to co-
teaching, team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as he
management of learning. These are the two teacher qualities needed to address the
new roles of teachers.
How should a new classroom be? Here are some suggestions on the six elements
of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster activity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage

learning under a very conducive learning environment. teacher should use effective
classroom management strategies that will ensure productive learning.
291
Quality teachers should manage learning in an enhanced classroom by seeing it
to it that learners are:
 Organized,
 Orderly,
 Focused,
 Attentive,
 On task, and
 Are learning
This will take much of your skill, experience and patience, the two important
factors that may affect learning management are the use of technology and the
diversity of learners.
292
Activity 15.1 A Day in the School Life of Quality Teacher

Observation 1: this activity will require you to stay in school for one school
day. Special arrangement by your faculty should be made for this purpose.
Procedure
1. Secure permit to observe a quality teacher in the school for one whole class
day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life
of s Quality Teacher”.
7. If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
293
Teacher’s Major Key guide for Observation (Carefully look for
Responsibility the indicators/behaviors of the teacher along
the key points. Write your observations and
description in your notebook. This will be one
of your artifacts. )
A. Actual Teaching This teacher
1. Is learner-centered
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are
achieved
5. Is pleasant and fair in dealing with the
learners
B. Management of Learning This teacher
1. Allows all learners to participate in the
lesson
2. Consider the needs of the learners in the
setting arrangement
3. Uses instructional support materials to
help learners understand the lesson
4. Sees to it that learning is achieved
within the period of time
5. Dismiss the class on time
C. Administrative Work This teacher
1. Keeps records of learner’s attendance
everyday
2. Keeps records of formative and
summative tests
3. Submits reports and other documents
on time
4. Does other task as requested by
superiors
5. Cooperates with peers and staff in the
cleanliness and safety of the school
ANALYZE
Refers to the results of your observation to answer the questions that follow
1. Which of the three responsibilities shows majority of the indicators being
practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
294
2. Which demonstrated behavior, do you find in the teacher that is worthy of
emulation when you become a teacher? Describe.
3. Which of the major responsibilities does this teacher find difficult to comply
with? What are the reasons?
4. From your perspective, would you consider this teacher as quality teacher?
Why?
REFLECT
Now that you have spent one school day to observe this teacher, It would be
good for you to reflect on all your observation by answering reflective questions
below.
1. Are you2.inspired to become

when you become aa teacher
teacher after
in theyour observation?
future, If yes, you do better as a
how else would
why? If professional
not, Why not?teacher?
3. what are some of the concerns that you foresee in the future as a quality
teacher? Do you think you will be ready to address these? Give at least 2
concerns.
295
4. in what aspects of the teacher’s day, would you like to congratulate the
teacher you observed? Can you show your appreciation to this teacher by
sending a Thank you card? (Include this in your article)
Activity 15.2 The Creation and Management of the New Learning

Environment as a Skill of the 21st Century Teacher

This activity will allow you to develop your sense of creativity and
imagination in designing a classroom for the 21st century and determining how to
manage learning in this classroom.
296
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside
including these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstrative table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
297
A. Current Classroom I am Observing
Grade level
B. My Classroom for the 21st Century
298
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and

differences. Explain why?
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
299
REFLECT
Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you
prepare your self to respond to 21st teaching-learning and become a global teacher?
Make a short paragraph on how will you manage teaching-learning in the 21 st
century classroom.
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrate on the Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and Drawing of your Vision of
the Classroom for the 21st century.
3. Activity 15.2 Narrate how will you manage teaching-learning in the 21st
century classroom,
300
Based on the Episode you went through a Global Teacher of the 21st Century,
answer the questions that follow.
1. Anywhere in the world, when you embrace teaching as a profession, you
should be prepared to be .
I. Actual teaching
II. Manage learners and learning
III. Do administrative work
2. Quality teacher is equipped with personal qualities and attributes that go

beyond ordinary that is why in the Philippine he/she is describe as
A. Teacher of the World

B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors amplifiers a global teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach on the community until retirement.
C. Teacher who teaches in the community, but quality of teaching meets
global standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21st century classroom that will

address globalization is the provision of conditions that all .
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Masters of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D, I, II and III
301
Evaluate Your Work Task Field Study 1, Episode 15 – Towards Teacher Quality:
Developing a Global Teacher of the 21st Century
Learning Outcome: describe the personal qualities and competences of global
classroom teachers of the 21st century; and design a learner-centered classroom for
the 21st century learners with learning spaces that are safe, that allows creativity
and use of ICT.
3 1
accomplished. d.
errors. / spelling
errors.
analyzed
302
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
303
EPISODE On Teacher’s
FS 1 16 Philosophy of
Education
SPARK YOUR INTEREST
One thing asked of teacher applicants in the Department of Education is to

write their philosophy of education. This means that they have to write their
concept of the nature of the learner, how that learner learns and how that learner
ought to live life meaningfully. Based on these philosophical concepts, the teacher
applicants describe how they ought to relate to the learner, what to teach and how
to teach so that the learner learns and lives life happily and meaningfully.
TARGET YOUR INTENTED LEARNING OUTCOMES
At the end of these Episode, I must be able to:
 Determine prevailing philosophies of education based on DepEd Vision and

Mission statements, core values and mandate, K to 12 Curriculum
Framework and Guide and RA 10533.
 Cite teacher’s teaching behaviors and the philosophies of education on which
these behaviors are founded; and
 Articulate my philosophy of teaching.
We’ are beneficiaries of a rich philosophical

heritage passed on to us by great thinkers of the past and of the present. The way
teachers relate to learners and the way they teach are anchored on philosophies of
education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12
Curriculum as contained in Section 3 of RA 1053 and the K to 12 Curriculum
Guide are manifestations or expressions of the philosophies of education of
the country. They state the standards and the outcomes of education towards
which all curricular activities and teaching-learning should be directed
304
1.
Analyzing DepEd’s Philosophy of Education

Activity 16.1
Resource Teacher: ____________________ Teacher’s Signature: ___________School:___________

Grade/Year Level: __________________Subject Area: _______________________ Date: ___________
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision

and Mission statements, core values and mandate on the K to 12 Curriculum
Framework and guide
 Study the DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
framework and guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies
are expressed?
 Cite relevant statements to back up an identified philosophy of education.
You are given an example.
305
Philosophies of Education Which Philosophies are Which Philosophies are
expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum and Guide and
Core Values, Mandate? Give Sec 5 of RA 10533?
proof. Give proof.
1. Essentialism-teach mastery of Essentialism- The core values of Essentialism- List of standard
the basics; curriculum is maka-Diyos, maka-tao, maka- that learners are expected to
prescribed; subject matter- kalikasan and mak-bansa show attain is the subject matter
centered there are universal, that DepEd is essentialist. that students are expected to
objective values; inculcate DepEd believes in uncaging learn.
values in subject matter values that need to inculcated. -Essentialist
2. Perennialism- teach those that Any proof of Perennialism?
last, the classics; there are
universal, objective values
3. Progressivism- very child- Any proof of progressivism?
centered; teach those that
interest the child; one learner by
experience; learners learn by
doing so teacher’s teaching is
experiential; values are
subjective; no inculcation of
values since they are subjective;
instead, teachers help students
clarify their values
4. Reconstructionism- school is Any proof of
agent of change; schooling is reconstructionism?
preparing students in discussion
of moral dilemmas
5. Existentialism- Teachers teach Any proof of existentialism?
learners to make a choice, to
make decisions and not merely
to follow the crowd; one who
does not make a choice and so
simply follow others do not
leave meaningful life
6. Pragmatism- That which is
useful, that which is practical
and that which works is what is
good; that which is efficient and
effective is that which is good.
E.g., showing a video clip on
mitosis is more efficient and
more effective and therefore
more practical than teacher
306
coming up with a visual aid by
drawing mitosis on a Carolina or
illustration board.
7. Rationalism- emphasizes the Any proof of rationalism?
development of the learner’s
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning
power of the learner
8. Utilitarianism- what is good is Any proof of utilitarianism?
that which is most useful (that
which brings happiness) to the
greatest number of peoples;
9. Empiricism – source of Any proof of empiricism?
knowledge is through the
senses; teacher must involve the
senses in teaching-learning
10. Behaviorism- behavior is Any proof of behaviorism?
shaped deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by others, rather than by
person’s own free will; teacher
must carefully shape desirable
behavior; drills are commonly
used to enhance learning
rewards reinforce learning.
11. Constructivism- learners are Any proof of constructivism?
capable of constructing
knowledge and meaning;
teacher does not just “tell” or
dictate but asks learners for
knowledge they construct and
meaning of lesson
12. Other philosophies
307
Activity 1.1 Articulating My Personal Philosophy of Teaching
Resource Teacher: ____________________ Teacher’s Signature: ___________School: __________

Grade/Year Level: __________________Subject Area: _______________________ Date: ___________
OBSERVE
 Observe how teacher relates to every learner and how he/she proceeds
with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what

the teacher said, taught or did).
1. Essentialism- tech mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter
centered there are universal, objective values; e.g., He/she saw to it that the students
inculcate values; subject mastered basic concepts and skills.
He/she inculcated values

2. Perennialism- teach those that last, the
classics; there are universal values; inculcate
these universal, objective values
3. Progressivism- very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so teacher
teacher’s teaching is experiential; values are
subjective; instead, teachers help students
clarify their values.
4. Reconstructionism- school is agent of
change; schooling is preparing students for the
social changes; teaching is involving the
students in discussions of moral dilemmas
5. Existentialism- Teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd; one who does not
make a choice and so simply follow others do
not leave meaningful life
6. Pragmatism- That which is useful, that
which is practical and that which works is
what is good; that which is efficient and
308
effective is that which is good. e.g., showing a
video clip on mitosis is more efficient and
more effective and therefore more practical
than teacher coming up with a visual aid by
drawing mistosis on a Carolina or illustration
board
7. Rationalism- Emphasizes the development
of the learners’ reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner
8. Utilitarianism- what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples;
9. Empiricism- source of knowledge is through
the senses; teacher must involve the senses in
teaching- learning
10. Behaviorism- behavior is shaped
deliberately by forces in the environment and
that the type of person and actions desired can
be the product of design; behavior is
determined by others, rather than by person’s
own free will; teacher must carefully shape
desirable behavior; drills are commonly used
to enhance learning, rewards reinforce
learning.
11. Constructivism- Learners are capable of
constructing knowledge and meaning;
teaching –learning therefore is constructing
knowledge and meaning; teacher does not just
“tell” or dictate but asks learners for
knowledge they construct and meaning of
lesson
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say
so?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
309
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
REFLECT
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school- with the
learners, your colleagues, your superiors and all other stakeholders. Write them
down. This is your title, “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help;
I believe that the learner……………. (Concept of learner)
I believe that I should teach the learners…. (what)
By…… (how)
I believe that I …… (how should you relate to learners, colleagues, superior, parents
and other stakeholders)
310
Accomplished my Observation Sheets
My Philosophy of Teaching
Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of Education

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

3 1
accomplished. d.
errors. / spelling
errors.
analyzed
311
outcome outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.00
0 0
99 96 93 90 87 84 81 78 75 72 71-
Below
312
1. In its vision and mission statements, DepEd wants to develop learners….”
Whose values and competencies enable them to realize their full potential….
“On which philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that
the students learn in a child-friendly, gender sensitive, safe, and motivating
environment”. This implies that DepEd believes that environment affects
learning. Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, is based

on which philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an

offshoot of which philosophy?
A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism
5. It’s Valentines’ Day. The lesson is a part of human digestive system- the
stomach. Students bargain with teacher and so ask if they can discuss the
heart in place of the stomach. Teacher responds “Let talk about the stomach
which is the lesson for today then go to the heart when we are done with
stomach. Based on philosophies of education, which is TRUE of teacher?
313
A. Is essentialist in the sense that she stickled to the subject matter for the
day and progressivist since she also considered students’ interest.
B. Is pragmatic because it was practical to give way to students’ request even

she prepared for the day’s lesson.
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson.

6. What do the DepEd vision and mission statements and core values imply
about Philippine educational system?
I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students’

body parts like kind of ear lobes, kinds of hair line or a lesson on classifying.
On which philosophy is teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism
8. The history of curriculum development in the Philippines shows reduction

of units in the humanities but an increase in the natural and physical
sciences. On which thought is this action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism
9. There are a number of laws in the Philippines requiring the teaching of

subject matter such taxation and agrarian reform, etc. This proves that
schools must bring about reform in society. On which philosophy of
education is this based?
A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism
10. Teacher make used of moral dilemmas to enable students to make a stand in
moral issues. Which word CORRECTLY applies to teacher’s teaching
practice?
314
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist
315

Field Study 1 Learning Episode The School Environment FS1 1: Spark Your Interest

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Field Study 1 Learning Episode The School Environment FS1 1: Spark Your Interest

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FIELD STUDY 1 LEARNING EPISODE The School

SPARK YOUR INTEREST

This Episode 1 provides an opportunity for student to examine and reflect on

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Teacher’s Signature: School:

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities / Description Will it contribute

Comfort Room for

Comfort Room for

2. Describe the school

3. Pass by the offices.

4. Walk through the

4. Observe the students. How many are occupying one room?

5. Is the room well-lit and well-ventilated?

CLASSROOM FACILITIES MATRIX

Write your observation report here.

Location of the School

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT

Resource Teacher: Teacher’s Signature: School:

An Observation Guide for BOARD DISPLAYS

5. Do you notice some errors? (Misspelled words, grammar inconsistencies and

6. Are the messages clear and easily understood?

8. Take a photo of the display boards (if allowed).

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Signature of Evaluator over Printed Name:

My Board Display Lay-out

What do you think was the purpose of the board display?

What suggestions can you make?

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

2. Which facilities are present in health-promoting school environment?

3. Which physical school environment supports learning?

My Personal Illustration of an Effective

Name of FS Student Date Submitted:

Signature of FS Teacher above Printed Name Date

SPARK Your Interest

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: Teacher’s Signature School:

An Observation Guide for the Learners’ Characteristics

Write the most salient developmental characteristics of the learners you

3. Share your other insights here.

A. Provide daily coloring book activities.

A. Formal operational stage

Name of FS Student Date Submitted:

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

SPARK Your Interest

Episode 3 provides an opportunity to observe how differences in gender,

TARGET Your Intended Learning Outcomes

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

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

3. Focus on Indigenous Peoples

a. From your professional education subject/courses, most likely you

b. Republic Act 8371 (1997), the Indigenous Peoples’ Right Act,

1. Curriculum Design, Competencies and Content. Interfacing

2. Teaching Methodologies and Strategies. A culturally