FIELD STUDY 1 LEARNING EPISODE

The Instructional Cycle

FS 1 10
SPARK YOUR INTEREST
V
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12
curriculum and teacher education curriculum are focused 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 responses have a bearing on class interaction.
This Episode strengthens the theories learned in the course, Teaching Methods and
Strength and in other professional subjects in Education.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to:
 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
outcomes based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome teaching-learning.

REVISIT THE LEARNING ESSENTIALS

These are the guiding principles in the

selection and use of teaching methods:
1. Learning is an active process.
2. The more sense that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhance 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.
 Realizing the importance of these guiding principles in teaching and learning,
the Department of Education promotes Standards-and Competency-Based teaching
with its K to 12 Curriculum Guide. The Technical Education Skills Development
Authority (TESDA) has been ahead of DepED and the Commisssion on Higher
Education (CHED) in the practice of Competency Standards-Based teaching and
Assessment. CHED requires all higher education institution in the country to go
outcome-based education (OBE) in its 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 standards-based teaching and learning in the Kto12
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 out
if you attained your ILOs.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of teach and the AT’s are the evaluation part.
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
instructions.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Low-level Who, What, Where, When questions
With one acceptable answer

2. Divergent/Open-ended/High- Open-ended; has more that one

level/Higher-order/Conceptual acceptable answer

a) Evaluation
b) Inference e.g. When the phone rang and Liz
picked it up, she was all smiles. What
can you infer about Liz.

c) Comparison
d) Application
e) Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reading techniques that teachers use:
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 questions
8. Redirecting questions to other pupils
9. Soliciting student 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”
\
OBSERVE, ANALYZE, REFLECT

Activity 10.1
Applying the Guiding Principles in the Selection and Use of
Strategies

Resource Teacher: ___________________ Teacher’s Signature: ____________ School:

__________
Grade/Year Level: _______________ Subject Area: __________________ Date: __________________

OBSERVE

Observe one class with the use of the observation sheet for greater
focus then analyze my observations with the help of the guide questions.
1. The more senses that are involved,
the more and the better the
learning.

2. Learning is an active process.

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 that teaching
isolated bits of information.

ANALYZE

What is the best method of teaching? Is there such a thing?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

REFLECT

Reflect on this question.

How do we select the appropriate strategy for our lesson?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: ___________________ Teacher’s Signature: ____________ School:

__________
Grade/Year Level: _______________ Subject Area: __________________ Date: __________________
 OBSERVE

Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/intended learning outcomes
(ILOs) at the beginning of the class? Did he/she 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/her these aligned to the
Lesson objectives/ILOs?
________________________________________________________________________________________
________________________________________________________________________________________
___________________________________________________________________________

ANALYZE

1. What are your thoughts about Outcomes-Based Teaching and Learning

(OBTL)?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
___

REFLECT

Reflect on the use of OBTL.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
 Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: ___________________ Teacher’s Signature: ____________ School:

__________
Grade/Year Level: _______________ Subject Area: __________________ Date: __________________

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 of questions.
Types of Question Examples of Questions that the Resource Teacher
Asked

1. Factual/convergent
Closed/low level

2. Divergent/ higher-
order/open-
ended/conceptual

a. Evaluation

b. Inference

c. Comparison

d. Application

e. Problem solving
 3. Effective

ANALYZE

1. Neil Postman once said: “Children go to school as question marks and

leave school as periods!” 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

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 10- The instructional cycle
Evaluate Outcomes: 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.
Learning Excellent Very Satisfactory Needs
Episode Satisfactory Improvement

4 3
Accomplishe All observation
questions/tasks
d
completely
Observation answered/accomplished.
Sheet
Analysis All questions were
answered completely;
answers are with depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
Reflection Profound and clear;
supported by what were
observed and analyzed.
Learning Portfolio is reflected on
in the context of the
Artifacts
learning outcomes;
Complete; well-
organized, highly
relevant to the learning
outcome.
Submission Submitted before the
deadline.
Comments:
One (1) to two
observation
questions/tasks not
answered/accomplished.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling
are free from error.
Clear but lacks depth;
supported by what were
observed and analyzed.
Portfolio is reflected on
in the context of the
learning outcomes;
Complete; well-
organized, very relevant
to the learning outcome.
Submitted on the
deadline.
Over-all
Scores
2 1
Three (3) observation Four (4) or more
questions/tasks not observation
answered/accomplished. questions/tasks not
answered/accomplished.
Questions were not For (4) or more
answered completely; observation questions
answers are not clearly were not answered
connected to theories; completely; answers are
one (1) to three (3) clearly connected to
grammatical/spelling theories; more than four
errors. (4) grammatical errors.
Not so clear and shallow; Unclear and shallow;
somewhat supported by rarely supported by what
what were observed and were observed and
analyzed. analyzed.
Portfolio is not reflected Portfolio is not reflected
on in the context of the on in the context of the
learning outcomes; learning outcomes; not
Complete; not organized, complete; not organized,
relevant to the learning and not relevant to the
outcome. learning outcome.
Submitted a day after the Submitted two (2) days or
deadline. more after the deadline.
Rating:
(Based on
Transmutation)

TRANMUTATION 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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date
 LINK THEORY TO PRACTICE

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 becomes less
expensive
D. Let students learn the steps in opening a computer by making them
follow the steps.

2. The more senses that are involved, the more and the better the learning.
Which practice is aligned with this principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents
3. In OBTL, upon which school my assessment be based?
A. Content
B. Intended learning
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among student?
A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-minded questions
C. Asking non-directed questions
D. Involving as many as possible
 FIELD STUDY 1 LEARNING EPISODE

FS 1 11 Utilizing Teaching-Learning
Resource and ICT

SPARK YOUR INTEREST

V
With the lightning speed by which technology is involving, 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 a Learning Resources
Center or Multi-Media Center and learn about its collection, service, equipment,
observe how a teacher utilizes technology for instruction, and explore resources in
the virtual learning environment. Students will analyze and reflect on how
technology, including artificial intelligence, supports the teaching-learning process.

TARGET YOUR INTENTED LEARNING OUTCOME

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

 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)

REVISIT the Learning Essentials

The Information and Communication
Technology Competency Framework for Teachers (ICTCFT) version 3 is a
comprehensive framework guide teachers’ development on the effective and
appropriate use of ICT in education. It highlights what teachers should know and do
clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum
and Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and
Administration, 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels
which guide teachers as they develop their ICT skills from Level 1, Knowledge
Acquisition, to Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The
Communication on Higher Education Teacher Education Curricula (2017) includes
the UNESCO ICT CFT so most likely you have tackled this in your Technology for
Teaching and Learning 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.
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 this 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 swift development of ICT, the natural outcomes was the ever-
expanding interface between the traditional library and ICT both in term of
hardware and software system and application.
3. School may have different set-up when it comes to a Learning Resource
Center (LRC). Some have replaced the term library with LRC. Some have a
separate library, LRC, and Audio Visual or Media Center. Some only have the
LRC both for teachers and students. Still some have combined their learning
resource center with maker space.
4. The common purpose among these centers is to provide print, audio visual
and ICT resources to support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the
use of audiovisual and ICT resources, working with teachers and
administrators in producing instructional materials, making available useful
resources to the students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must
fulfill the following function: center of resources, laboratory of learning, and
agent of teaching, service agency, coordinating agency, recreational reading
center, and a link to other community resources.

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 described as progressing in
5 levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages
and enables quality technology integration. The interdependent characteristics of
the learning environment are being active, collaborate, 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.

Observing technology integration in the classroom

Technology
Integration Matrix
Active: students are Students use technology for drill
actively engaged in using and practice and computer-based
technology as a tool training.
rather than passively
receivingCharacteristics
information of the Learning Environment
from the technology.
Collaborative: students
use technology tools to
collaborate with others
rather than working
individually at all times.
Constructive: students
use technology tools to
build understanding
rather than simply
receive information.
Authentic: students use
technology tools to solve
real-world problems
meaningful to them
rather than working on
artificial assignments.
Goal Directed: Students
use technology tools to
set goals, plan activities,
monitor progress, and
evaluate results rather
than simply completing
assignments without
reflection.
Entry: the teacher uses technology
to deliver curriculum content to
students.
Students primarily work alone
when using technology.
Technology is used to deliver
information to students.
Students used technology to
complete assigned activities that
are generally unrelated to real-
world problems. Without the
support of technology tool
Students receive directions,
guidance, and feedback from
technology, rather than using
technology tools to set goals, plan
activities, monitor progress or self-
evaluate.
Levels Of Technology Integration Into The Curriculum
Adoption: the teacher directs
students in the conventional
use of tool-based software. If
such software is available, this
level is the recommended
entry point.
Students begin to utilize
technology tools to create
products, for example using a
word processor to create a
report.
Students have opportunities
to utilize collaborative tools,
such as email, in conventional
ways.
Students begin to utilize
constructive tools such as
graphic organizers to build
upon prior knowledge and
construct meaning.
Students have opportunities
to apply technology tool to
some content-specific
activities that are based on
real-world problems.
From time to time, students
have the opportunity to use
technology to either plan,
monitor, or evaluate an
activity.
Adoption: the teacher Infusion: the teacher Transformation: the
encourages adaptation creates a learning teacher creates a rich
of tool-based software environment that learning environment in
by allowing students to infuses the power of which students
select a tool and modify technology tools regularly engage in
its use to accomplish throughout the day and activities that would
that task at hand. across subject areas. have been impossible to
achieve without
technology.
Students have Throughout the school Given ongoing access to
opportunities to select day, students are online resources,
and modify technology empowered to select students actively select
tools to accomplish appropriate technology and pursue topics
specific purposes, for tools and actively apply beyond the limitations
example using colored them to the task at of even the best school
cells on a spreadsheet hand. library.
to plan a garden.
Students have Throughout the day and Technology enables
opportunities to select across subject areas, students to collaborate
and modify technology students utilize with peers and experts
tools to facilitate technology tools to irrespective of time
collaborative work. facilitate collaborative zone or physically
learning. distances.
Students have Students utilize Students use technology
opportunities to select technology to make to construct, share, and
and modify technology connections and publish knowledge to a
tools to assist them in construct worldwide audience.
the construction of understanding across
understanding. disciplines and
throughout the day.
Students have Students select By means of technology
opportunities to select appropriate technology tools, students
and modify technology tools to complete participate in outside-
tools to solve problems authentic tasks across of-school projects and
based on real-world disciplines. problem-solving
issues. activities that have
meaning for the
students and the
community.
Students have Students use Students engage in
opportunities to select technology tools to set ongoing metacognitive
and modify the use of goals, plan activities, activities at a level that
technology tools to monitor progress, and would be unattainable
facilitate goal-setting, evaluate results without the support of
planning, monitoring, throughout the technology tools.
and evaluating specific curriculum.
activities.

(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, ever-
expanding and almost limitless. Electronic resources come in different forms like
websites, web quests, blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the
ability not only to search for information but to make decisions, as to which ones
you will take internet resources. You will be able to choose the best resources that
will help you attain you teaching-learning objectives.

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

1. Accuracy- the resource material comes from a reliable source and is
accurate, free from error and is up-to-date.
2. Appropriateness- the resource 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 the 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, and Branch, Robert Maribe
(2003). A gateway to Educational Materials: An Evolution 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 involving has disrupted many vital
processes 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 teach and learn (UNESCO, 2018):
1. Open Educational Resource (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, 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 us facebook ,
twitter, Instagram provide a virtual venue for teacher 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 send the most number of text message per day. This
indicates the high number of mobile 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.
4. The Internet of Things. Lot is a system of computing mechanism that 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 cars 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
doctor. All of these development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behavior 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 form computer
programs interlay with the actual views of the real-word, 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 interaction and transaction are done
electronically, and through the internet, an enormous amount of data is
generated and sorted. The challenge is how sense of this data, through
analytics and research pertinent questions about how to make teaching and
learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and
websites. 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
learners develop novel ways of exploring and trying out ideas, especially
when done with the 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 is
crucial to ensure that human values and principles govern or guide our use of
technology. Ethical practices that protect the rights of every person need to
be upheld.
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big
group of people. Below are the basic information about MOOCS. Let us focus on each
word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually
larger than the number of students that can fit a regular classroom. There can
be hundreds or even be a thousand 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.
Online
All aspects of the courses are delivered online.
Course
The MOOC of offers 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 stuff
 Activities/tasks, tests, 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 or certificate of completion. A formal certificate is
optional and the 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 providers like Edx, Coursera, Udacity, Udemy, Ivercity.
You will have a chance to explore them as you go through this Episode.

\
OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: __________________ Teacher’s Signature: _____________ School:

__________
Grade/Year Level: _______________ Subject Area: __________________ Date: __________________

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 function.

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 statements 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 from dust and moisture? Are they arranged for easy
access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take 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.

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 form) Most Useful

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:

ICT Competency Standards for Teachers (CHED Teacher Education Programs

(2017)):

ANALYZE

Are the learning resource/materials arranged properly according to their functions

and characteristics?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What are the strengths of this Learning Resource Center?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What are its weaknesses?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What suggestion can you make?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

REFLECT

1. Which of the materials in the Learning Resource Center caught you interest
the most? Why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

2. Which gadgets/materials are you already confident to use/operate?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

3. Which ones do you feel you need to learn more about?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: _____________________ Teacher’s Signature: ________________School: ____

Grade/Year Level: ____________________Subject Area: _______________________Date: _________

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

steps: Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe
how technology was integrated in the lesson and how the students were involved.
Step 3. Reflect on what you have learned.

OBSERVE
As you observe the class, use the observation sheets provided for you to document
your observation.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/learning resource is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
 4. Closely observe the learner’s response to the teacher’s use of learning
resources. Listen to their verbal responses. What do their responses
indicate? Do their response attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they interest
in the in the lesson and in the materials? Are they looking towards the
direction of the teacher and the materials? Do their action 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)
Use the Technology Integration 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 characteristic of the

learning environment in the class that you observed? Point your observations that
justify you answer.
Over-all, were the learning resources 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?

OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher: _____________________ Teacher’s Signature: ________________School: ____

Grade/Year Level: ____________________Subject Area: _______________________Date: _________
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 quests/games) on the topic. Try to ask Siri/Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from
ope-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? What are the teacher’s objective?

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

2. Note the important concepts that teacher is emphasizing.

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
 3. Note the skills that the teacher is developing in the learners.

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

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
part of this 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
Outcome
Name and Describe the Put a check if the resource satisfies the criterion Describe
 Type of electronic how you
Electronic resource can use
Resource (include it if you
author/publ were to
isher/sourc teach in
e) the class
you
observe
d
Accurate Appropriate Clear Complete Motivating Organized

REFLECT

1. Describe your experience in surfing the internet for appropriate electronic for
the class? What made it easy? Difficult?
2. How did you choose which electronic 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?

OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development through MOOCS

Resource Teacher: _____________________ Teacher’s Signature: ________________School: ____

Grade/Year Level: ____________________Subject Area: _______________________Date: _________

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:
4. Indicate the MOOC provider. You might need to create an account in
the different MOOC providers to explore their MOOCs.
PPST Domain Competencies I MOOCs related MOOC
want to work on to the Providers
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
6. Community
Linkage and
Professional
Engagement
 7. Personal
Growth and
Professional
Developmen
t

ANALYZE

From among the MOOCs you explored, 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:
Objectives of the MOOC:

Content Outline:

Why did you pick this MOOC?

3. MOOC Title _________________________________________________________________

Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick this MOOC?

 REFLECT

1. How can MOOCs help you in your 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 in the
MOOCs?

3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who
may someday teach a MOOC?

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer.

1. Mrs. Inton is evaluating a website for her Literature class. She is making sure
that factual pieces of information found on the site 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 focusing on?
A. Appropriateness
B. Clarity
C. Motivation
 D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making sure the app 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
B. Accuracy
C. Motivation
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 this
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
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in
kingdom Animalia. The teacher then teaches them how to use a software in
making graphic organizer. Students then use this to create their own graphic
organizers to classify animals. This shows technology integration which is
_____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-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 fructions. This shows
technology integration which is ____________.

A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campus in Visayas and
Mindanao. They will create posters and a 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
B. Adoption-constructive
C. Transformation-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 in instructional materials
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 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
9. The learning Resource/ Audio-visual/ Educational Technology Center sponsors
a seminar-workshop for teachers and administrators on the use of the latest
presenter applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
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. Courses can be accessed by anyone anywhere as long as they are
connected to the internet
C. Openness to ideas 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

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your
comment annotations about what you observed

2. Visit www.technology.com or other teacher resource websites. Print useful

instructional materials (worksheet, visual aids, flashcards, rubrics, etc) and
include them here. Indicates how they might be useful considering your major or
area of specialization.

3. Visit www.education.com/50-educationtechnology-tools-every-teacher-shuold-
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

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
instructional/teaching?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching-
Learning Resources and ICT
Learning Outcomes: • 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 (PPST 7.5.1).
Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
4 2
Accomplished All observation
Observation questions/tasks
Sheet completely
answered/accomplished.
Analysis All questions were
answered completely;
answers are with depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
Reflection Profound and clear;
supported by what were
observed and analyzed.
Learning Portfolio is reflected on
Artifacts in the context of the
learning outcomes;
Complete; well-
organized, highly
relevant to the learning
outcome.
Submission Submitted before the
deadline.
Comments:
3 1
One (1) to two
observation
questions/tasks not
answered/accomplished.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling
are free from error.
Clear but lacks depth;
supported by what were
observed and analyzed.
Portfolio is reflected on
in the context of the
learning outcomes;
Complete; well-
organized, very relevant
to the learning outcome.
Submitted on the
deadline.
Over-all
Scores
Three (3) observation Four (4) or more
questions/tasks not observation
answered/accomplished. questions/tasks not
answered/accomplished.
Questions were not For (4) or more
answered completely; observation questions
answers are not clearly were not answered
connected to theories; completely; answers are
one (1) to three (3) clearly connected to
grammatical/spelling theories; more than four
errors. (4) grammatical errors.
Not so clear and shallow; Unclear and shallow;
somewhat supported by rarely supported by what
what were observed and were observed and
analyzed. analyzed.
Portfolio is not reflected Portfolio is not reflected
on in the context of the on in the context of the
learning outcomes; learning outcomes; not
Complete; not organized, complete; not organized,
relevant to the learning and not relevant to the
outcome. learning outcome.
Submitted a day after the Submitted two (2) days or
deadline. more after the deadline.
Rating:
(Based on
Transmutation)

FIELD STUDY 1 LEARNING EPISODE

Assessment FOR Learning and

FS 1 12 Assessment AS Learning
(Formative Assessment)

SPARK YOUR
INTEREST
 Assessment in an essential part of the instructional cycle. The instruction
cycle consists of: 1. setting the intendent 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 outcome.
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.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this episode. I must be able to:
 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 learners’ understanding and progress.
 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 being 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 learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out that 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.
 Assessment for learning encourages peer assessment.
 \
OBSERVE, ANALYZE,

Observing Assessment FOR Learning Practices (Formative

Activity 12.1
Assessment)
Resource Teacher: ____________________ Teacher’s Signature: _____________ School:
________
Grade/Year Level: _______________ Subject Area: __________________ Date: __________________

OBSERVE

1. Observe what Teacher does or listen to what Teacher says to find out
if the students understood the lesson while teaching-learning is in
progress.
What Teacher Said Tally Total
 What Teacher Did Tally Total

2. Did 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 a part of the lesson? How?

4. If they did, how did the teacher respond?

 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
teacher do? Did you observe any of these activities? Please check.

______ Peer tutoring (Tutor were 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

Others, please specify

If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
While re-teaching by himself/herself and / or with other students-turned tutors, did
teacher check on students’ progress? If yes, how?

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching
is in progress? It is 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 intends to check on learners’ progress?

3. Should teacher record results for formative assessment for grading purposes?
Why or Why not?
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 effective 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 not?

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?

SHOW Your Learning Artifacts

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.
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)
Resource Teacher: ____________________ Teacher’s Signature: _____________ School:
________
Grade/Year Level: _______________ Subject Area: __________________ Date: __________________

TARGET Your Intended Learning Outcomes

At the end of this Episode, 1 must be able to:

 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment.

REVISIT the Learning Essentials

 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 adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their
own learning.
 It requires students to ask question about their learning.
 It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning.
 It encourages self-assessment and reflection.

OBSERVE

Observe a class and find out practices that reflect assessment as learning.
Record your observations.
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?

ANALYZE

1. If the student is at the heart of all assessment, then all assessment should
support students learning. Do you agree? Why or why not?

2. Does assessment as learning have the same ultimate purpose as assessment

for learning?

REFLECT
The primary purpose of assessment is not to measure but to further learning.
Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?

SHOW Your Learning Artifacts

 1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection

EVALUATE Performance Task

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.
Name of FS Student _______________________________ Date Submitted _______________
Year and Section ____________________ Course _________________
Learning Excellent 4 Very Satisfactory 2 Needs
Episode Satisfactory 3 Improvement
1
Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All questions All questions Questions were Four (4) or
were were answered not answered more
answered completely; completely; observation
completely answers are answers are not questions were
answer are clearly clearly not answered;
with depth connected to connected to answers not
and are theories; theories one (1) connected to
thoroughly grammar and to three (3) theories; more
grounded on spelling are free grammatical/sp than four (4)
theories; from errors. elling errors. grammatical/s
grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
 what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-
below

__________________________________________________ ___________
Signature of FS Teacher above Printed Name Date

LINK THEORY TO PRACTICE

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
B. I and III
C. I and II
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
B. Assessment of learning
C. Assessment for 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
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?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in learning

8. Which is characterized by students reflecting on their own learning and making

adjustment so that they achieve deeper understanding?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in 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
B. Assessment for learning
 C. Assessment of learning
D. Assessment in learning

11. Which assessment is likened to tasting the soup while in the process of cooking
the soup?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning