Republic of the Philippines

JOSE MEMORIAL STATE

UNIVERSITY
The Premier University in Zamboanga del
Norte
Sibuco External Studies Unit
Poblacion, Sibuco Zamboanga del
Norte

Student Portfolio In Field Study 1

OBSERVATION OF TEACHING-LEARNING IN
ACTUAL SCHOOLENVIRONMENT
ACADEMIC YEAR 2021-2022

SUBMITTED BY:
NURHUDA BACUNDO
PALMA CARIL
BEED- IV
SUBMITTED TO:
GEMMA SHRINE PESIDIAS
Class Instructor & MBA

Activity 1.1 Exploring the School Campus

FACILITIES  DESCRIPTION Will it contribute to the students’

learning and development? Why?
Office of the  The place of the school
Principal head, the room is small but
clean and neat. All papers
and documents are well
arranged.
You find the principal’s
table and the place is well
ventilated.
Library  This is the place where
you can find books,
writings, journals,
dictionaries etc.
The books are well
arranged according to its
uses and areas of
specification. It has tables
and chairs for students to
use. It is well ventilated.
The place is very
conductive to learning.
Counseling Room  The place where you can
find the guidance
counselor, the room is very
clean, quiet, and very
relaxing.
It is also very well
ventilated and very safe
place for students to come
in.
Canteen / cafeteria  This is the place for
students to take their
recess and eat their meals
for the day. The place is
well maintaining and very
clean, it has a dining area
with tables and chairs.
It is well ventilated and well mentally healthy and physical
lighted.
FACILITIES  DESCRIPTION
Medical Clinic  The room is small but,
well arranged and clean
inside and outside. This
room is use for treating
students that involve into
accident within the school
Yes, because in the principal office
you can find the documents of all
teachers, all their qualifications and
achievements. The principal
oversees the overall operation of the
school, he/she is tasked to hire the
best teachers available for the
school, for the best interest of the
students studying in the school.
Yes, because the library is very rich
with knowledge and students
coming inside it will learn a lot of
things, inside the library you can find
the answers to students’ questions
and the library is very vital in each
school without it a school seems to
be incomplete.
Yes, because in this place the
student can seek refuge with their
daily pressures and problems in life.
Mainly use for counseling students,
addressing students’ problem may it
be school related and personal
problems. This place is important for
students’ mental health and
psychological health.
Yes, because this is the place for
students to eat for the day. The
canteen should only provide and
serve foods that are beneficial for
students’ health.
The school canteen should only
provide foods, snacks and
beverages that helps them to fit,
healthy.
Will it contribute to the students’
learning and development? Why?
Yes, because students can’t learn
correctly and properly if they have
injuries while attending classes.
Students need to be well treated and
students need to be attended if they
have any injuries or medical
 premises, students that problems.
needs medical attention
and this room is run by
the school nurse.

The room is quiet to

create peaceful ambiance
and well ventilated for the
convenience of students.
Audio Visual / X NOT AVAILABLE
Learning Resource
Center
Science Laboratory X NOT AVAILABLE
Gymnasium X NOT AVAILABLE
Auditorium X NOT AVAILABLE
Outdoor / Garden  The outdoor area is in
great condition, clean and
well maintain.
The garden is beautiful,
full of flowers and
vegetables.
Well ventilated and safe
for children.
Home Economics  The room is filled with
Room equipment and tool need
for home economics
class.
Well ventilated and
lighted. All materials are
well arranged and have
labels according to for its
uses.
The room is made safe
for children use.

Industrial Workshop X NOT AVAILABLE
Area
PTA Office  The room is small but
clean and nice looking.
Well ventilated and well
lighted for convenience of
Parents and Teachers
during PTA meetings.
Comfort Room for  The room is small but
Boys clean and nice looking.
The room is well
ventilated and well
lighted.
Yes, because exposing children to
outdoor activities will help their
developments especially in their self-
esteem, self-discipline and help
develop their sense of self-
responsibility.
Beneficial for students as they can
develop friendship, camaraderie with
another student. Teaching them the
importance of taking care of our
surroundings at a very young age is
very vital in preparing them for the
future.
Yes, because having this room will
help in developing and preparing
students for the challenges of the
real world. Equipping them with
proper and needed knowledge and
skills will benefit them.
Yes, because involving parents in the
studies of students will aid and help
in the learning and development of
students. Parents need to participate
in the school activities and need to
be knowledgeable of what happening
to their children inside the school.
Yes, it will contribute in students
learning and development because
healthy bowel movement contribute
in making student healthy. Clean
comfort rooms make students
 Is made safe for children healthy too.
use.
Comfort Room for  The room is small but Yes, it will contribute in students
Girls clean and nice looking. learning and development because
The room is well healthy bowel movement contribute
ventilated and well in making student healthy. Clean
lighted. comfort rooms make students
Is made safe for children healthy too.
use.
Others (Please X NOT AVAILABLE
specify.)
An Observation Guide for the CLASSROOM VISIT
Read the following statement carefully. Then write your observation report on the space
provided.
Guided Question Classroom Observation Report
1. Describe the community The school is located at the center of Barangay Poblacion,
or neighborhood where Sibuco, Zamboanga del Norte. Easily accessible as is it near
the school is found. the road. The school is also near to the Municipal Hall and the
Police station and it has its own security guard which makes it
safe for children.
The school is also near to housing areas which makes it easy
for parents to send their children to school. The street is well
lighted to make sure children and people are safe when
passing by near the school at night.
2. Describe the school The school has high pence and walls which makes it safe for
campus. What colors do students. The school has bright colors painted in its walls.
you see? What is the The building conditions are still in good shape despite some
condition of the of it being old buildings already. They also have newly built
buildings? school buildings to accommodate large sums of students.
3. Pass by the offices. The offices are quite small but clean and nice looking, well
What impression do you arranged inside.
have on these offices? My impression about these offices is quite good as that some
of it are well equip with necessary materials needed by
students to excel in their studies. Well ventilated and lighted.
4. Walk through the school The library and cafeteria are both in good condition; inside the
halls, the library the library you can find and see different types of books, journals
cafeteria. Look around and other reading materials that make it conductive to
and find out the other learning.
facilities that the school The cafeteria sells and serves only healthy foods and snacks
has. which also contribute well to the learning and development of
students. Healthy foods equal healthy students.
Well ventilated and lighted and safe for children to use. Have
tables and chairs ready for use.
5. Outdoor / Garden Most of the classrooms have its own garden which helps build
and develop children awareness about nature and where
students can build friendship, camaraderie, and teamwork.
The outdoor is wide where students can play during their
break which serves as their exercise and which also
contribute in making their body healthy.
CLASSROOM FACILITIES MATRIX
CLASSROOM FACILITIES DESCRIPTION
(Location, number, arrangement, condition)
1. Wall Displays
  Well framed and covered to protect from
external damages and protected from fall.
 Well frame and covered to protect from any
external damages and protected from fall.
 Posted and hang in all corners of the room.
 About classroom subjects, classroom rules
and classroom routines.
 Informations about the students and the
teacher who is the adviser of that classroom.
2. Teacher’s Table  Mostly found near the blackboard, place in
right side.
 This is the area of operation of the classroom
teacher.
 Here is the area where you mostly see the
teacher sits and do his/her chores as a
teacher.
 This is the place where she starts his/her
facilate of learning.
 There is one inside the room, mostly made of
woods such as mahogany for it to last long
and for it to be tough and resistant to impact
and damages. Well covered and decorated.
3. Learner’s Desks
 Found in the center of the classrooms and
divided into two rows.
 There are two rows; one for the boys and one
for the girls.
 The row for the boys comprises of 16 seats.
 The row for the girls comprises of 16 seats.
 Seat arrangement according to gender.
 Well arranged for the comfortability of each
student.
4. Blackboard  Place in the middle part in front of the
classroom.
 The blackboard composes of two boards
joined to make one entire blackboard.
 Strategically placed for easy viewing of
students, and for easy access and use during
class discussion.
 Bigger enough for all learners to see and read
all words, writings and what visuals placed in
the board even from those sitting at the back.
5. Learning Materials / Visual Aids
6. Comfort Room for Boys & Girls
7. Electric Fans / Ceiling fans
8. Students Locker
9. Cabinet
 All learning materials or visual aids being
used for teaching can be found in a cabinet or
a table next or beside the teacher’s table.
 All learning materials are covered with a
plastic or some being laminated to make it
safe from physical damages.
 Well arranged and organized according to its
subject areas and purposes.
 There is only one comfort room inside of each
classroom, this is for general use.
 In some classroom can be seen in front on
the left corner but in other classroom can be
located at the left corner in the back area of
the room near the entrance to the classroom.
 Well lighted and ventilated.
 Clean regularly to make it free from bacteria
and viruses.
 In classrooms that I have visited, there are
three electrifans can be seen inside the
classroom, one for the use of the teacher and
two for the students.
 For the teacher was a stand fan while for the
students to use was two ceiling fans, one
placed on the right and the other on the left
ceiling of the room to make the classroom
ventilated and suitable for learning.
 In my observation this is only available and
serves as a privilage for students
enrolled in star classes.
 Can be located in the back area near the
comfort room, this is where
students kept there bags and other
belongings.
 Most classroom I visited they have three to
four cabinets, mainly use to store learning
materials, store cleaning materials, store
classroom teacher belongings and storage for
other important school documents.
 For cleaning materials storage, this cabinet
can be seen near the door of the comfort
room.
 For storage of learning materials and storage
of important school documents mostly located
near the teacher’s table on the right side of
 his/her table this is for the to check, monitor
and see what is happening with the cabinet.
10.

Write your observation report here.

Name of the school Observed:
Location of the School:
Date to Visit:
The room that I entered is conductive to learning. The room is well ventilated and well lighted and
was built for the comfort of the students and teacher.
The room’s ambiance was very calming. The best in that room that captured my attention was how
was the cleanliness maintained which was a question mark in my mind, by the next visit of mine
that’s the time it was clear in my mind, the students together with their teacher together cleaning
and maintaining the cleanliness.
Based from what I observed, I came to realized that students become more attentive, more focus
and greatly involve with class discussion if placed with a clean, well ventilated and well lighted
classroom. The room was well arranged, the board displays were decorated beautifully and other
school materials where kept properly and the best I can say the teacher and her students were in
harmony and everybody was having fun and happy during class discussion.
In the future if I become a teacher I would love to have that kind of atmosphere in my room, where
my students cooperate with me and aids me in making our room clean, neat and well arranged.
Where me the teacher and my students acting as one in the aim of making our classroom
conductive to learning and a place very good for a teacher to facilitate learning.

ANALYZATION
1. How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?

Based on what I had observed, I can say that a school campus and a classroom can impact the
learning of students in a lot ways and a lot of levels. A school campus that is conductive to
learning has the best impact in the learning of students, a campus that is safe, have all the
necessary facilities that makes learning easy, fun and interesting to students.

A classroom also can impact a lot to the learning and development of students, the best
classroom would be if it’s conductive to learning. A room where students are safe and happy
can make a student become more interested in studying and coming to school. A room that has
the necessary amenities which makes learning fun and where students growth can be seen not
just how they act, behave and perform inside the school campus and in the classroom. A room
that can mould students become the best they can.

A school like the SIBUCO CENTRAL SCHOOL which focuses more on the development of
its learner and focuses also for the improvement of its teachers and for upgrades of its
facilities and vicinity which can be a big help to make learners more interested in their
studies, become more active in their school activities without sacrificing quality and time.
2. How does this relate to your knowledge of child and adolescent development/ how does this
relate to your knowledge of facilitating learning?

On my understanding about child and adolescent environment, learners learn easily if they
were exposed to a child friendly atmosphere, free from distractions and stress. expose in a
environment that helps and contribute to their emotional, spiritual, intellectual and physical
growth makes students feel more attentive, concentrated, focus in their studies.

Facilitating learning with all of these present in the room makes the job exciting, satisfying
and makes your teaching natural. When all is harmonuos you can see immediately the
impact in the actions, behaviors, interactions and in the communications of students.

Children can also easily learn if in every meeting or class that a teacher uses variety and
novelty of learning materials and motivate them always. In connection to my previous
subject facilitating learning that in doing tasks as a teacher, I should always follow the
methods and techniques that are best for students and learners and see to it that it is
effective.

REFLECTION

1. Would you like to teach in the school environment you just observed? Why?

Yes, I would like to teach in the school that I just had observed because the school was
conductive to learning. A school like that is the best suitable place to teach and for
students to learn. An environment like that is rare and hard to fine, it is rarely seen among
campuses where the teachers and students have unity, oneness and harmony. Where
they work together to make learning constant, continuos and evolving.

If given the opportunity in the future when I become a professional teacher, teaching in this
school would be on top of my list and on top of my priorities. In what I have observed and
seen there I would love to return and be part of this great institution. A instution like this
should be made a model for a school campus where students can acquire and gain the
best learning they deserve.

I want to teach children from my hometown, I want to help them, I want to share all my
knowledge acquired through the years of my studies, I want to give back to my community
and most important for me I want to mold them into the best learner they can be and able
to help them prepare for the future. Be one of the person who contributed to their success.

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

A school campus can be called conductive to learning if this things are present:
 Standard-size classrooms
 Canteen/Cafeteria that serves only healthy drinks, foods and snacks.
 Laboratories that have equipments and safe for students to conduct & perform
experiments.
  Library that have vast collections of books, learning materials, journals, reading
materials and writing materials. Equip with technologies which makes research and
searching fast and a library that can accommodate all the learning needs of students.
 Surroundings that are clean, well-maintained, and free from any pollutants. Have a
social, intellectual, and emotional climate that is suitable for students and suitable for
learning.

3. What kind of classroom is conductive to learning?

A classroom is conductive to learning when the following is present, seen and
observed; well ventilated, clean, with proper lighting and child friendly.
Have complete facilities and equipment necessary to facilitate the learning process.
Have a social, intellectual, and emotional climate and environment that contributes to
overall growth of all learners.
A room where students can become, blooms, develops and grows into the best they
can be. Also important for me the room should be spacious to prevent classroom
management-problems and to maximize learning.
A room that is clean, safe and have a calming atmosphere where students can be
comfortable, can act naturally, help build their personal growth, social growth,
emotional growth and also in their intellectual growth.
For me what I feel and think is the most important, a classroom where the teacher and
the students can work harmonuosly, a place where they become one, where learning
is easy and not a burden.
A place where students are safe from any harm, safe from any physical, emotional,
mental, psychological and spiritual stress. A place that students feel comfortable and a
place they call home even their away from their home.
4. In the future, how can you accomplish your answer in number 3?
In Shaah Allah if permitted by the Almighty Allah (S.W.T.) and blessed in life that I be
a professional teacher I will be, creative, innovative, and I will be open to
improvement.
Also when I structure my classroom, I will make sure I have all the necessary things to
make my classroom conductive to learning and make sure my classroom is well-
organized, clean and safe from any harm.
I will make my room the best to facilitate learning and make it a place where learning
is constant, where students show their true identity and potential. I will teach students
the true value of education and true importance of learning.
Lastly that I would do to accomplish all of my aspirations in making a conductive to
learning classroom is to fully dedicate my time, be flexible, be a learner, a student, be
a friend, be an example, a role model and be an inspiration and an instrument in the
success of my students. Be there when my learners needs me the most.
5. Write your additional learning’s and insights here.

In this learning episode I have learned many things; I learned to identify school campus that
can be called conductive to learning. I gain the ability to observe classroom conditions, the
ability that helps me to achieve good and effective school environment and on how to
provide the learners a classroom, school campus and surroundings that is conductive to
 learning.In this episode I learned how to describe school facilities and I learned also that a
classroom can only be called conductive to learning if it is complete with the necessary
facilities and equipments that is best for students interest.

Also conductive to learning if safe for students to use, stay and study. If the room promotes
growth on the following aspects; mental, social, emotional, psychological and spiritual.
During my observation in Sibuco Central School I am proud to say that what makes the
school campus conductive to learning was about all the worked done by their teaching
department headed by the School’s Principal, who dedicates their full attention, focus and
interest to improve the quality of education, and to improve the quality of teaching that the
learners rightfully deserved.

Headed by the Principal, the teaching department works very hard and gives it all. The
school gives their best efforts in providing the best educational environment that learners
and students of Sibuco Central School should receive. They all work hand-in-hand to make
the school premises safe, clean and free from any stress.
With limited resources the school have that didn’t delayed and slowed all their actions,
efforts and initiatives to make the school campus and all classrooms conductive to learning.

The best part that I learned , all those efforts will not be felt and that can’t be put into
realization without the involvement and participation of the community, families, teachers,
students and other stakeholders. I say this because, only moment they are united and
become whole that’s the moment for their dream of making Sibuco Central School
conductive to learning will be achievab. All must be involve, everyone must participate and
contribute to make that happen. Healthy school campus and classroom will make the
facilitating of learning meaningful, truthful and interesting. This increases learners attention,
alertness, cooperation, focus, interest, self confidence and increase learners participations,
interactions, socializations and helps develop their love for learning.

if all mentioned above is found ,we can say that a school campus and a classroom is
conductive to learning. Remember; to be united, to be whole and to be one, to make the
dream a reality we must concentrate on providing the best quality of education for the
learners is our priority. We, the community is responsible in making a school a better place
to study, a better place to learn and a better place to faciltate learning.

I believe, if made into actions that’s the time we are successful, and we can say that the
school and the classroom is conductive to learning. “No learners will be left behind, no
learners will become a out-of-school youth, no learners’ will be at risk and no
learners’ will be deprived and disrupted”. “A conductive to learning school is the key
to success. A healthy learning environment is the key to effective facilitating of
learning. “A learner in a conductive to learnig school with a healthy environment are
the answers we need to achieve a productive and safe community.” “ALL FOR,ONE
FOR ALL”.

ACTIVITY 1.2 OBSERVING BULLETIN BOARD DISPLAYS

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

1. Go around the school and examine the board displays. How many board displays do
you see?
2. Where is 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?
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).

Based on the question on the observation guide, write your observation:

Observation REPORT
(You may paste pictures of the Board displays here.)

The theme of the board display is about stress management. Made from different word cuttings,
the prints were very simple and easy to the eyes. The borders are visible, the colors of the board
are in harmony with the wall and the prints were friendly to the eyes. The information’s written was
simple and understandable for all audience. The display board was placed outside the room next
with the students’ lockers, which is highly visible and accessible for students, parents, and stake
holders. The display board was proportion to the height and size of the wall.

The prints were made with the used of colored cartolinas, colored papers, pilot pens, scissors and
a printer for printing of other wordings. The prints was correctly spelled, grammatically free from
errors, simple and friendly to common audience. The blending and used of different colors was
cool and sooting to the eyes. The boarders were made of aluminum steel and covered with
cartolina that defines the edges and corners of the board.

From among the board displays that you saw, pick the one that you think got most interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display: “STRESS?”
Location of the Board display: Outside the classroom, next to the students’ lockers
Check the column that indicates your rating. Write comments to back your ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement
Criteria NI S VS O Comments
1 2 3 4
Effective Communication The uses of words were great and easily to
It conveys the message  be understood by the students and the
quickly and clearly. message was very clear and conveyed easily.
Attractiveness  The colors chosen and used by the teacher
Colors and arrangement was spot on, great, simple yet catchy to the
catch and hold interest. eyes, catch the student’s attention and easily
hold their interest about the message of the
board display.
Balance  Everything about the display was balance
Objects are arranged, so from location, messages, shapes, colors, and
stability is perceived. words being used. It was good looking.
Unity Everything was united; the colors chosen and
Repeated shapes or color  used really complement one another. The
or use of borders hold borders were great and just add up to the
display together. overall quality of the display.
Interactivity Give advices and tips on how battle and fight
The style and approach stress and how we can manage the effects of
entice learners to be stress in our body and mind. The board’s
involved and engaged. messages entices and readers to be engage
in different ways on how to fight stress and on
what you can do when you’re having a stress.
The board gives examples of activities that
was scientifically and psychologically proven
to lessen the effects of stress in our body and
mind.
Legibility The letters of each word were visible and
Letters and illustrations  clear. Even from a long distance or far from
can be seen from a good the board the audience can still read and see
distance. the words clearly.
Correctness The words were written correctly and free from
It is free from grammar any grammatical error. There is no ambiguity
errors, misspelled words, in the uses of words.
and ambiguity.
Durability The entire frame of the board was made of
It is well-constructed; aluminum steel, it’s light in weight yet durable
items are securely  and it was screwed carefully to avoid any
attached. accidents and damages to the board. The
frame was covered with glass for safety and to
keep away from possible physical damages. It
has a lock to for further protection form
 possible vandalisms.

Bulletin Board Evaluated by:

Location: Outside of the classroom next to students’ locker.
Brief Description of the Bulletin Board: “STRESS?”
EVALUATION: If I to evaluate the board and give it a grade I will rate it aroud 89%. The board
was great the use, the use of colors and words were spot on. For my own opinion, I think the
board still need additional details, there is a need to add pictures, clippings; findings such as
scientific studies and psychological evaluations to give proof for the effectivity on ways how to
reduce the effects of stress in our body and mind.
Strengths Weakness
Description of the Bulletin  The words used for the  The weakness that I saw with
Board layout board was written correctly the board was the lack of
and free from grammatical involvement from
 The board was placed errors. stakeholders in the making of
outside the classroom next  Covered with glass, the board displays.
to the students’ locker.It is protected by a lock and  I think there is a need for
accessible and visible to all carefully screwed for safety additional wordings about
its audience. and for avoiding possible scientific studies and
 The print was simple and accidents and damages. psychological evaluations
the messages were  Made from aluminum steel which proves that the claims
understandable for this makes it very light in written are real.
everyone. weight yet very durable and  There is a need for additional
 The ideas were at level of can be for long use. pictures.
the learners, parents and
stake holders.
Evaluation of educational  Steps on how to control and  Here probably which I saw
content and other aspects manage the effects of stress with the board was the lack of
 If I to evaluate the board and in our body and our mind. scientific findings and
give it a grade I will rate it  The message written on the scientific explanation
aroud 89%. board was based from regarding about the topic.
 If I to judge its educational scientific findings and  There’s a need for clearer
content and other aspects, psychological evaluations. explanation of the true
the board was very good, the Some where recommended meaning of stress.
message it tries to deliver to by doctors.  Pictures are needed for
its audience was very clear  The message conveyed was additional information and for
and very understandable. not only about on how to describing the topic and for
 What I think that makes it control and manage the visual presentation.
less attractive to its target effects of stress in our body
audience was the no use of and our mind. It conveys
pictures to back up the also about what stress can
wordings, and no posting of do to our body and mind.
scientific findings and  Also written in the boards
scientific evidences. are the list of activities which
 No writings, no evidences or can help to lessen and
proofs to make their claims; minimize the effects of stress
about how to fight, manage to a man’s body and mind.
and control stress. Also
about what activites that can
reduce the effects of stress
to a man’s body and mind.
Recommendations or Suggestions for Improvement:
 My recommedations for this bulletin board display, the board needs to add more pictures to
make it more detailed. The board needs to add visual effects to add attractiveness to the board.
There is a need for including few scientific findings and explanations and also need for
psychological report and evaluation which contributes for the effectivity of claims for those who
made the board. They need to provide concrete information. It’s not enough you only give
examples on ways how to manage and minimize the effects of stress to a man’s body and mind.

There is still a lot to be improve to make this board effective, to make it more appealing and to
make it more attractive to it’s target audience, readers and viewers. For the use and selection
of words, there is no need for change, only that the maker of the board needs to add specific
details, and place more concrete evidences to back up their claims. If the maker manage to do
all of my recommdations and suggestions for improvement I am sure the board will be able to
attrack more audience, readers and viewers and also the board will be a hot potato among
learners, teachers and stakeholders who will be able to read and see the board.

Signature of Evaluator over Printed Name:

NURHUDA BACUNDO & PALMA CARIL

BEED–IV STUDENT

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
Buwan ng Wika or
Language Month is
My Board Display Lay-out
celebrated during the
month of August, during
this time of the year many
schools prepare to make
their board displays which
will attract attentions of
students, and to encourage
students to be more
indulged in studying
Filipino language. Schools
make events such as
board display making,
dula-dulaan and sabayang
pagbigkas. Seminars and
workshops for improving
students’ FILIPINO literacy
skills and knowledge.

ANALYZATION

What do you think was the purpose of the display?

The board would like to remind everyone about the benefits of knowing our own National
language which is FILIPINO and convinced everyone to be patriotic and observe love of our
culture and heritage. It also shows that we need to appreciate our national language.
The board clearly shows that it is encouraging students to read and inviting students to learn
deeply about Filipino language. The board also shows students the importance of knowing our
history and heritage.
It is effective to the pupils for it is more of visuals and less prints. Students in their teenage
years are very appreciative of visual prints. They remember things with more visual reminders
rather than prints.

Did the board display design reflect the likes/interests of its target audience? Why? Why not?

The board display is surely reflecting the likes/interest of the whole audience. This is because
the boards message was clearly stated and the board was eye catching, the prints are attractive
and simple to understand and the message is convincing. The board clearly saying that proper
knowledge, use and understanding of our national language can lead us in a righteous path and
can light our way to a better future.

Was the language clear and simple for the target audience to understand? Why? Why not?

The language used is clear and simple to be understood by pupils, parents, teachers, and other
stake holders. The prints are colorful and match with the board and the wall. The grammar was
correct and wordings were written in simple sentences for it to be understood by readers.
 Was the board display effective? Why? Why not?

Yes, because the board message was easily understood and reach its audience in a short span of
time. The board convinced everyone to have a participation in what’s about to happen during the
celebration of Buwan ng Wika and it is very effective in a sense that the board’s message was
deeply appreciated by its audience.

It is effective to the pupils for it is more of visuals and less of prints. Students at their teenager age
highly appreciative of visual prints. They remember things with more visual reminders rather than
prints. They are open-minded and they are very interested learning new and discovering new
about a certain field.

What suggestions can you make?

I suggest that students, parents, teachers, and other stake holders should be involving in making
the bulletin boards in a monthly basis. In this way, the boards will be functional, meaningful, and
owned by everyone. The subtle way to inculcate patriotism in school is to involve all as community
of learners.
Before making of any board display all consideration should be check, everything should be made
in time and probably regular checking of things should be done too just to check the availability of
materials needed in making board displays. Safety protocols should be always be practice and
observed most of the time.

My Proposed Board Display

Theme: BUWAN NG WIKA: “ANG FILIPINO AY WIKANG PANLAHAT, ILAW AT LAKAS SA

TUWID NA LANDAS”
Board Title: BUWAN NG WIKA: “ANG FILIPINO AY WIKANG PANLAHAT, ILAW AT LAKAS
SA TUWID NA LANDAS”
Rationale:
(Purpose)
This board will have the purpose of stating that FILIPINO is everybody’s language, it is the light
and strength towards the right path. The purpose of the board is to enlighten and to encourage
students to know and learn deeply about our national language, to teach students its importance
and benefits to our community and importantly to help build awareness among students, educate
them about the beauty of our national language.
Objectives:
This board display has the objectives to show the importance of having deep knowing and
understanding of our own national language. The board also has the objective of encouraging the
students to be involved and to assist and help them gain more awareness on our national
language. The board aims to involve students in findings ways to conserve and protect our
national language.
Best features of my proposed bulletin enhancement:
The bulletin board has the best and unique features like the involvement of the teachers, pupils,
parents, and stake holders for the month-long celebration. The pictures of their activity
involvement are best post in the bulletin board too.
Content Resources (Name each needed resource and give each a brief description):
 Print resources- like colored papers, cartolina, pentel pens and pictures. These are for print
displays.
 Material resource- used of money to buy such stuffs for the board.
 Human resources- include the labor, parents, pupils and stakeholders’ involvement like
talents and labor.
Materials for aesthetic enhancement:
  Print materials- used of paints, cartolina, colored papers, pens, and pencils to enhance the
color of the printed words.
 Visual materials- used of printed pictures to improve the appearance of the board.
 Colored borders- used of paints and colored papers to define the corners and edges of the
board.

REFLECTION

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.

Skills teachers need to create an effective board display could include:

1. Creativity. Instructional content can be dry and boring in a classroom setting. Creative
teachers try to present concepts and content in an interesting way.
2. Visual skills. Teachers are somewhat like interior designers; they must be able to visualize
the presentation and impact they want to create, then apply those to the display.
3. Organizational skills. This goes along with #2, but organization includes comparing,
grouping, and arranging content in a meaningful way.
4. Communication. Teachers know that words combined with visual content can often
communicate more than words alone. As well, the teacher must be a good communicator.
5. Minimalistic views. Good teachers know they must minimize content to the basic building
blocks they want to teach. Rather than a display aimed at students who understand the most,
the best, or the easiest, the display would be geared to include students who understand the
least, the poorest, and the hardest.

2. Which of the skills named in # 1 do you already have? Recall your past experiences in making
board displays. How do you practice these skills?

I must admit that I am not really a creative person when it comes to drawing or coloring but I
always try my best in what I do. I believe that these skills can be developed over time through
constant practice.

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?

Creative thinking skills, I am still working on this skill because sometimes my mind doesn’t
work and it needs someone to rely on what to do. I am trying to be independent when it comes
to creating things that needs to be done alone.

As a learner, I need to continually grow in my profession for I love what I do. I need to compete
in this ever-growing world of knowledge and skills. My short comings can be enhanced by
more reading/ surfing in the net, writing practices and involvement in creative writing class.

My Personal Illustration of an Effective School Environment

 An effective school environment is one that provides to students the best quality and the
opportunity to achieve high levels that they can be in their future. A school where students feel
safe, happy, and secured; an environment that will promote those values that will help students
to become the best they can be and responsible citizens, enable them to become involved in
their community and become good family members. A school that is complete with the
necessary facilities and environment that makes a school conductive to learning.
Students of today’s generation are very lucky unlike those who came before them because
those who came before them had the rough and tough road to take just for them to go to school
and to finish school. Students of the previous generation they must face tough challenges such
as poverty, poor education programs and poor school facilities and the absent of technology
unlike these days, students have all the privileges and everything made easy by the continuous
improvements of technologies.
For me, now is the best time for young people and students to study very well, they have all the
tools to become the best person and professional they can be, almost everything is provided for
them and education is free now, the government are making ways on how to further improve the
quality of education they can provide the general public.

ACTIVITY 2.1 OBSERVING LEARNER CHARACTERISTICS AT DIFFERENT STAGES

Learners’ Developmental 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.
Developmental Pre-schooler Elementary High School
Domain
Indicate age range of Indicate age range of Indicate age range of children
children observed: 5-6 children observed: 7-12 observed: 13-18

Physical Children at this age are They are active, alert They are cautious of their
very clumsy and they and very energetic. actions. They are energetic
tend to move around alert and active. Can dance and
and don’t settle in one move gracefully.
place.

Gross-motor Not cautious with their In this age children are At this age they are very
skills actions and cautious sometimes. enthusiastic with sports
movements. activities.

Fine-motor skills  At this age children  In this age they can
learn to read and write set of words and
write letters. also cand read multiple
words.
 Start to draw lines.
 Start to draw different
shapes.
 At this age the can construct
complex senteces and read
and writhe multiple sets of
words.
 Can write short stories and
poems, essays, letters, etc.

Self-help skills  Children can manage  At this age they can  They can manage their selves
to eat alone without eat alone without help without any help from others.
any help from others from others in a
 They start to show sense of
but not in a proper proper way.
self confidence.
way.
 Start to learn on how
 Can do things by him/her.
to takecare of their
body.
Others X X X

Social  They interact with  They interact with self-  They are very confident in
Interaction with teachers’ w/o confidence and interacting with their teachers
Teachers hesitation. sometimes w/o and have high self-esteem.
hesitation.
 At this age a child is  At this age they are very
still adjusting to the  At this age the child is competitive in class and love
new environment. confident and doing to talk with the teacher.
well in the class.

Interaction with  They love to play w/  They interact together  The can communicate
classmates/frien their classmates and w/ their classmates properly and can initiate
ds easily got to trouble. joyfully, play together conversation with classmates
and actively. and friends.
Interests  They love to play,  They become  They are curious with new
draw, run and write interested in an things and love to discover.
anything. enjoyable activity
especially about
storytelling and playing.

Others X X X

Emotional  At this stage a child’s  At this stage a child is  At this stage he starts to get
mood is changing, the being moody, when he annoyed easily if someone
Moods and
child cries easily when is sad he is quiet but teases him.
temperament,
he is sad or upset. when he is happy he is
expression of  He can control and manage
very active.
feelings  Starts to learn on how his own feelings and can
to express his  Able to express what express freely.
feelings. he feels but still can’t
controll his feeling very
well.
Emotional  At this stage a chilld
independence can’t control his
emotions.
 The child shows what
he feels by saying it to
their parents.
others X X X

Cognitive Starts to listen starts to Able to understand what Can communicate clearly and
Communication speak a few words but others talk and tell them. properly. Friendly with others
Skills not clearly
understandable.
 They still need help in  Can solve and finish  They can finish their activities
doing activities. activities by their own without help from their
Thinking Skills
but sometimes need teachers.
help of their peers and
 At this stage he/she is friendly
teachers.
to every one and can
communicate very well.

 At this stage a child  Performs well in  Performs well in problem

can’t comprehend problem solving but still solving without having doubts
very well. doubts his answers. of their answers.
Problem-solving
  At this stage a child is  A child thinks fast  At this stage a child thinks fast
having a hard time sometimes and and loves problem solving
doing problem- sometimes he’s not.
solving.

Others X X X

ANALYZATION
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for teacher.
Level Salient characteristics observed Implications to the Teaching-
Learning Process
Pre-school  they like and love to move  therefore, the teacher should
Age range of learners around a lot and play most of the remember to use music and
observed: 4-6 years of time. movement activities not just in
age  they like and love to draw P.E. but incorporate it in all
 they like and love to sing and subject areas.
dance.  the teacher should let the pupils
 they like to talk about the things draw, assist, and help them.
 they like and love.
Elementary  they have different learning
Age range of learners abilities such as dancing, singing,
observed: 7-8 years of drawing and are hungry for
age learning and hungry for
knowledge.
 they tend to be eager in learning
new ideas and knowledge
 they are keen observers.
High School  they love to learn by groups, they
Age range of learners can freely express what they feel
observed: and what is in their mind.
13-18 years of age  they tend to rebellious at times
and vulnerable to pressure.
 they are eager on trying new
things with their friends.
 the teacher should find ways on
how to develop further their
talents.
 She/he should allow it and
encourage them more in
participating in different activities
where they can showcase their
individual talents.
 the teacher should provide
different activities for them.
He/she should also have
different kind of approach for the
diverse learning abilities of
pupils.
 the teacher should be aware of
what he/she is teaching and be
careful of the way he/she present
things.
 they should always master
his/her subject matter before
conducting his class the next
day.
 the teacher should be cautious
and should try to communicate
deeper with his/her students.
 the teacher should be able to
find ways to penetrate and be
part of his/her students’ life and
he/she should be vigilant on
what is happening to his/her
students within and outside the
school.

REFLECTION
1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?

I noticed some similarities or differences with the learners that I have observed like calling
someone to the front to show their individual talent.

The teacher was doing that to let us show our talent, build our confidence and she was
doing that to see who among the class have the guts to stand up in front of everybody.

The difference is that, nowadays the teacher is using more vivid pictures and it is now
clearer and well printed using computers unlike before the teacher uses cartolina and
 manila paper for visual aids or she must write everything in the blackboard where we were
forced to copy and write at a very fast rate just for us all able to write the lecture for the day.

2. Think of a teacher you can’t forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social, and cognitive)? How did it affect
you?

As I recall for me, Mrs. Patna A. Minong, she the one I can’t forget. She was the most kind-
hearted teacher I had. She teaches very well in the class, she was my favorite teacher, she
helped and taught me how to gain my self-confidence and helped me a lot with my emotional
and social development. She gave me some advices whenever I needed it, most especially on
how to improve my self-esteem and on how to improve my grades.

3. Share your other insights here.

After carefully observing and putting all my attention to all the pupils in high school, the differences
in their abilities becomes more noticeable. I was able to identify and pinpoint the level of
performances of the target students to be observed. Some were very active participants and some
were shy, hesitant, and too quiet.

One of the active and smart pupils that I had observed was a teenage boy named Albert
Antipuesto. As a fast learner, he is very confident and has high self-esteem; he never fails to raise
his hand every time the teacher asks a question.

He can read very well, well in writing and with other activities. A 8 year-old boy and I think he is
one of the tops on their class. Next was a 9-year-old girl name Loida Pateeng, she was always
neat but a very naughty girl, she loves moving around and always talking with her seatmate. She
can read and write in a beautiful manner, but sometimes with the help and assistance of her
teacher. She can answer the question of the teacher even if it is wrong and for that I considered
her as an average learner.

Lastly, I have this boy who got most of my attention; his name was Parson Naing from Sitio
Tigbuaya, a 8-year-old boy and a silent type of pupil. He seems to have his own world because he
is aloof to his classmates and he always sat by his own. He doesn’t participate in class and don’t
listen to the teacher most of the time. He can’t read and write without the help and assistant of his
teacher. He can’t follow the teacher’s instruction easily. But then with the attention that teacher
had provided for him, I think he can still improve himself.

SHOW YOUR LEARNING ARTIFACTS

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.
My favorite theory of development probably Jean Piaget’s theory of cognitive development, it
can be a help for me as a guide in the future as a teacher. I choose this because this theory
explains that an individual has its own level of learning according to their age. So, with this
theory you will be guided and you will understand that each level has its own level of
understanding and development when it comes to their physical and cognitive aspects.
 This theory also explains the development of a child as early as conception until they become
mature, and each level has different level of development in terms of their physical and
cognitive aspects.

ACTIVITY 3.1
Observing differences among learners’ gender, needs, strengths, interests, and
experiences; and differences among learners’ linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.
OBSERVATION REPORT

Name of the School Observed: Sibuco National High School

School Address: Poblacion, Sibuco, Zamboanga del Norte
Date of Visit:
 As I am observing the class, I noticed and observed that there are 24 pupils in the class. Their
ages range and vary from 7 to 8 years old. 13 of them are practicing Islam, 8 are Roman
Catholic in religion and 3 was Born Again Christian.

During Class:

The pupils interact with their classmates when they are given activities, by sharing their ideas
and things regarding the activities they had. They also interact with each other when they have
their own business aside from the lesson discussion with the teacher.

The interaction between the pupils and the teacher happens when they have inquiries and
questions or something to ask for clarifications during the discussion of the lesson, to make the
discussion more interesting and alive.

There are certain group of pupils who interact more to their teacher, those who were seated in
front compared to those at the back are the least participative in the class, maybe because, the
teacher’s attention was more focus to those who were seating in front.

The learners usually compete. However, there was also an instance that they cooperate with
one another. The pupils who are seated in front are those groups of pupils who participate
actively during classes. While those who are seating at the back are the groups of pupils who
also participate during class discussions but they need help from their teacher or their fellow
classmates.

There was an instance that the teacher asked a pupil to answer a question, then this pupil was
not able to answer the question, then another pupil seated beside him tries to provide help by
answering the question, and then somebody from the other side raised his hand to answer the
question.

Outside class:

As I have observed them outside the classroom, they group themselves based on their religious
background. Some form their groups based on their interests. They interact with each other by
making fun of somebody, mostly boys are playing and roaming around while the girls stay
seated with their friends, play games on their phones or playing with their dolls and chat.

ANALYZATION
1. Identify the persons who play key roles in the relationships and interactions in the classrooms,
what roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, and a doubter/pessimist?

I observed, Jayson Manalo, he was like the leader of the class, he always jokes and he always
have some of that during class hours. He is quite noisy but the good thing about him is that he
learns fast than others.
When he is finished of his work he walks around the class like a teacher, from there I noticed that
he tries to help some of his classmates who’s having difficulties. He is a good role model in that
class.

What makes the learners assume these roles? What factors affect their behavior?

Because they are born with that certain trait and they were raised to be like that by their parents
and the teacher sees leadership qualities in that student.

Factors affecting their behavior can be from their environment such as the community, school, and
their home. This factors contribute to the development of learners and this are the main influencers
in their development.

2. Is there anyone you observed who appear left out? Are students who appear “different?” why
do they appear different? Are they accepted or rejected by the others? How is this shown?

Few learners I saw that was left out because these learners were poor in acquiring knowledge
in the class and there are also students who look different from others; they appear different
because they came from poor families it shows in their clothing which they wear going to
school, some wears clothes with stains, shoes full of dirty and some wear torn slippers going
to school.They don’t have adequate writing materials and don’t even have their own schooll
bags. This are the deprived and disrupted students.

What does the teacher do to address issues like this?

The teacher always educates and inform the class regarding thesocial and economic status of
their less fortunate classmates.

They should not bully or make fun of their poor classmates and that the teacher tries to
provide help by giving some clean cloths and other school materials needed by the less
fortunate students.

3. How does the teacher influence the class interaction considering the individual differences of
the students?

The teacher shows her influence in the class interaction by giving good consideration in
differences of the learners.

The teacher keeps in mind the behavior of every student and uses it in a way that she can
utilize it for a good classroom atmosphere.

The teachers makes consideration about the differences of her learners, that she uses
different approach and uses different method on how to evaluate her students. she mostly
base on the strengths not on the weaknesses of learners.

During evaluation she group her learners according to their ability to learn and with the
learners ability to absorbs information.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?

The teacher can leverage diversity in the class by acting as a facilitator during classes,
encourage his/her students to get involve in class activities, he/she needs to encourage
conversation and healthy debate between diverse opinions. Group works and group
assignments are great ways to expose students to diverse perspectives, allowing the students
 to work together to explore and solve problems. The teacher needs to set a clear inclusive
vision and increase involvement among students.

REFLECTION

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among
the learners and between the teacher and the learners?

Yes, the entire class gives the feeling of oneness and it is felt in the classroom atmosphere. The
learners’ unity is seen together with their teacher as they know how to trust and respect each
other. I felt the oneness or unity among learners and teacher when there are group activities given
by the teacher the class pays attention carefully and the teacher goes around to check on her
student
ACTIVITY 3.2
Observing differences among learners with disabilities, giftedness, and talents.
OBSERVATION REPORT
Name of the School Observed:
School Address:
Date of Visit:
According to my observations from watching videos online and in Youtube, each class has a
different approach to focusing and interacting with the teacher while the lesson is being delivered.
Some of the learners can read, understand, and write easily while others struggle with their writing
and reading.
According to the teacher, the learner’s need is to be able to choose how they will learn. Despite
their differences and disabilities, learners will be able to enjoy their time at school thanks to the
guidance of the teacher. Teachers pay more attention his/her students who are underperforming or
we can say those who are slow in class because they need someone who understands them and
cares about how they feel. Even though they are not in regular classes, they still require a better
education and a better future.

ANALYZATION

1. Did your observation match the information given by the teacher?

 Yes, my observation matched the information given by the teacher. My observation
coincides with the information given to me by the resource 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?

In terms of the ability level of the learners/students in the class, there are three categories:
Intelligent, average, and normal.
 For me the teacher should devise a strategy or find a suitable practice for designing lessons
that are based on the learning styles of the learners/students in order to cater to their
differences in ability and intelligence level.
 The teacher can group students by their common/shared interest, topic, or based on their
ability for assignments so that they can cooperate and participate with others. Manage the
classroom with a safe and supportive environment even if there are different levels of ability.

3. Describe the methods used by the teacher in handling students’ differences in abilities. How
did the students respond to the teacher? Did the teacher use differentiate instruction? If
yes, describe how.

The teacher’s method for dealing with his/her students are self-reliance and allowing
students to do the things that interest them on their own, within strictly disciplined limits.
He/she treated his/her students fairly and equally, regardless of whether they were high or
low achievers in the class.

REFLECTION

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?
 In my high school days, I remember that we are paired in two’s, one is a fast learner and
the other is slower, it was a strategy to make balance and a way to help the slow learner
learn from his seatmate. This way the fast learner can influence and help the slow learner to
focus more on studies and minimize distractions if the fast learner will be grouped together
as the slow learners because learning would be a one-sided affair.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

 Strong Communication Skills- Great communicators are good teachers as well. They
speak clearly and with regard for their students. Teachers must also be able to
communicate effectively with their co-workers. Teaching is a collaborative profession and
all educators can benefit from the exchange of ideas with their colleagues.

 Cares About Students- Empathy and patience are the two teacher dispositions for
special education students. Working with students who have different personalities and
abilities can be difficult and teachers must be patient. While teachers must be
compassionate toward students who are struggling, they must also set high standards and
inspire students to meet those standards.

 Enthusiasm for Teaching- It is unlikely that a student will become excited about a subject
if the teacher doesn’t demonstrate or actualize enthusiasm for that subject. This means
that no matter how many times teachers cover the same lesson plans or teach the same
topic again and again, they must do so in a way that is new, meaningful, and compelling.

ACTIVITY 3.3
Observing the school experiences of learners who belong to indigenous groups.

OBSERVATION REPORT
ANALYZATION
Curriculum Design,Competencies Answer each question based on your observation
and Content and Interview data.

1. Does the school foster a sense Yes, because Tugdaan’s teaching is connected to their
of belonging to one’s ancestral IP Group’s culture, practices, and knowledge. An
domain, a deep understanding example of this, in agriculture, teachers teach students
of the community’s beliefs and everything they need to know about agriculture while
practices? Cite examples incorporating IP knowledge and culture.
2. Does the school show respect Yes, because Flora Primary School has a different IP
of the community’s expression Group and each respect each other’s norms and beliefs.
of spirituality? How?
3. Does the school foster in the Yes, once a week, all the children, accompanied by their
indigenous learners a deep teacher, parents, elders and members of the larger
appreciation of their identity community, walk the 20 minutes Subsub. The school’s
how? four-hectare sustainable agriculture plot, which was
donated by the community.
4. Does the curriculum teach Yes, because Tugdaan might seem like those any other
skills and competencies in the high school and indeed the curriculum does cover all the
indigenous learners that will usual academics subjects and they still has an extra 4
help them develop and protect subjects that will enhance further their skills and
their ancestral domain and competencies. They are also taught on how to conserve
culture? and protect their ancestral domain and culture despite
the modernization of today’s world.
5. Does the curriculum link new Yes, it is a link between new concepts and competencies
concepts and competencies to and the community’s life experiences, particularly in
the life experience of the agricultural terms.
community?
6. Do the teaching strategies help Yes, it helps them because, in addition to the theory,
strengthen, enrich, and they study its application in a real-life scenario.
complement the community’s
indigenous teaching-process?
7. Does the curriculum maximize Yes, because it is a school for Indigenous people, it is
the use of the ancestral domain maintained and balanced to meet the needs of the
and activities of the community students. For example, in the school’s education
as relevant setting for learning program they use teaching resources based on IP
in combination with classroom- knowledge and materials.
based sessions? Cite
examples.
8. Is cultural sensitivity to uphold Yes, their curriculum was designed with a strong
culture, beliefs, and practices, emphasis on the knowledge and cultural practices of
observed and applied in the their respective IP Group, which was further developed
development and use of by the curriculum to support and develop the use of
instructional materials and instructional materials and learning resources.
learning resources? How? (For
example, culture bearers of the
indigenous people are
consulted.)
 9. Do assessment practices Yes, it is part of their curriculum that community values
consider community values and and cultures should not be neglected when implementing
culture? How? the teaching.

10. Do assessment processes Yes, because they want to know the IP students’
include application of higher capacity in order to apply the higher order thinking skills
order thinking skills? that the IP students are capable of understanding.

What do you think can still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in schools?
We need to and should support the Indigenous people’s educational system because education is
for everyone, so why not give them and uphold the IP’s knowledge systems and practices in
schools? The government should encourage the improvement of IP education because there are
many IP in our country who are marginalized by their different respective environments in school.
It should also include a learning academic plan for a clear process of development in our country.
REFLECTION
1. What new things did you learn about indigenous peoples?

I realized that the norms and culture are very important because they embraced you and
nourish your knowledge and skills. Also, when it comes to valuing the tribe from which they
came and their identity. On the other hand, while it may be difficult for them to be
marginalized. IP are still working hard to achieve their goals and establish their identity.

2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?

The most memorable experiences that I had were when I realize that even though they
were being taught holistically and academically, you couldn’t take away their sincerity and
dedication to express themselves into their own identities by performing their respective
cultures and beliefs inside the school.

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by:

By not humiliating their identity in front of everyone because I now understand their sacred beliefs
and as a future teacher, I should accept what kind of group they are in. I value the uniqueness
because we are all unique, so I must be sensitive when it comes to identity.
 3.2 Uphold and celebrate their culture, beliefs, and practices by:
By respecting their culture, beliefs, practices and as a sign of respect, I will watch and observe
them without doing anything that might harm and hurt their feelings; joining them is not a bad idea,
but I should limit myself to what is restricted in order to avoid conflicts and to avoid making
problems.

3.3 Advocate for indigenous people’s education by:

By promoting the support of all IPs in our country, as they are one of the identities we have in our
country. I will teach my students to respect the identity of IP within our classroom and to be
sensitive when it comes to teaching my learner, I should be aware of the limitations in their belief

SHOW YOUR LEARNING ARTIFACTS

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 the high and low achievers in
your class? Make a collection of strategies on how to address the students’ different ability levels.

 Strong Communication Skills- Great communicators are good teachers as well. Teachers must
also be able to communicate effectively with their co-workers. Teaching is a collaborative
profession and all educators can benefit from the exchange of ideas with their colleagues.
Furthermore, teachers must effectively interact with parents, with parent-teacher conferences
being just one example.

 Cares About Students- Working with students who have different personalities and abilities can
be difficult and teachers must be patient. While teachers must be compassionate toward students
who are struggling, they must also set high standards and inspire students to meet those
standards. A teacher should be genuinely concerned about his/her students. Teachers can’t lead
with their egos; instead, they must remember that students come first. Successful teachers do
not adopt a “me vs. them” mentality.

 Enthusiasm for Teaching- It is unlikely that a student will become excited about a subject if the
teacher doesn’t demonstrate or actualize enthusiasm for that subject. This means that no matter
how many times teachers cover the same lesson plans or teach the same topic again and again,
they must do so in a way that is new, meaningful, and compelling.

As a future teacher, I will use some practices, strategies, and techniques that I know will be
effective and have a positive outcome in order to satisfy the needs of both and high and low
achievers in my class. I will remember that and put always in my mind that diversity is always
present in the classroom, their backgrounds, religion, racial groups, culture, abilities, and cognitive
levels may differ. I will still use some teaching techniques that I am confident are appropriate for
their cognitive level.

ACTIVITY 4.1 OBSERVING THE LEARNER’S COMMUNITY AND HOME ENVIRONMENT

PARENT INTERVIEW:
Name of Learner: Fharnieza J. Ladjul
Date of Birth: July, 27, 2015 Age: 6 yrs. old
Grade/Year Level: Grade 1 Gender: Female
Number of Siblings: One
Birth Order: Second
Parents:
Mother: Nurmina K. Jumaani
Age: 40
Occupation: Housewife
Educational Attainment: College Level
Father: Mahamura M. Ladjul
Occupation: Coconut farmer
Educational Attainment: High School Graduate
Learner’s Physical Aspect:
Health
1. Mother’s Health during pregnancy with the learner:
The mother’s health during her pregnancy was perfectly healthy and she never had any medical
issues.
2. Ailments or health problems of the learner as a child:
As a child the learner didn’t encounter any major ailments or health problems.
3. Age of the learner when he started to walk/talk:
The learner started to walk when he was 11 months old and started to talk when he was 1 year
and 3 months old.
4. Food preferences of the learner as a child and at present:
She loves to eat fried fish and sauteed vegetables.
5. Who took care of him/her as a child:
She was taken cared by his grandparents when her parents leave to farm and most of the time by
his mother.
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing, or shy, loner).
The child was friendly, outgoing and loves to play with his friends and cousins.
2. Who were the learner’s playmates?
Her playmates were his friends, cousins, and classmates same age as him.
3. As a child then, was he allowed playing outside?
Yes, as long someone accompany him or a parent or a family member goes with him.
4. Is he/she allowed to go out with friends?
Yes, she is allowed to go out and play with his friends as long they stay close or they have
an adult to look after them.
 5. Do you have rules for him/her to follow regarding going out?
Yes, she never talks to strangers and never to go far away from the house.
6. What are these rules?
The rules she should follow; never talks to stranger, stay close when playing and tell everything
that happen during his stay outside.
Emotional-Moral:
1. What are your expectations of your child?
Her mother’s expectation was for her to learn and she listens to her teachings and advices as she
grows old.
2. How do you provide a nurturing environment for your child?
The mother makes sure that child’s surroundings and environment is always child friendly. The
mother always reminds her daughter to be nice and she makes sure that all her need is met as
much as possible. She always wants the best for her daughter.
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?
Fharnieza is a sweet girl even if she is noisy and doing much messy stuff, when she has a
problem, you can see her just sitting in a corner in the house. She stays quiet and silent unless
someone ask and approaches her, it’s only there she would share what she feels and what
happen. When she is sick, she comes to me and places her head in my arm and hugs me softly.
4. What do you do when he/she is not successful in something?
The mother told her child that it’s not every time that we can be successful in everything. She is
still young; she has a lot to learn and she will learn from every failure that she experiences.
How do you discipline your children?
1. Do you have rules in the house? What are they?
Yes of course the mother set rules for her child such as; she needs to clean up after eating and
that they eat together during meals especially during dinner, it is a family tradition. She needs a
companion when she is going out at night. She needs to finish her homework’s before she can use
her phone and watch television.
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
By always reminding her always about rules. By explaining the consequences and outcomes if she
ever breaks rules. She will be grounded if she breaks major rules and that her phone will be
confiscated and she will not be allowed to use it for 3 to 5 days.
Learner’s Cognitive Aspect:
1. What are the child’s interests?
He loves to watch cartoons, when he plays, he imitates them. He likes games and at an early age
he shows signs of interest in boxing. Also, he is interested in reading, asking questions, and
analyzing things.
2. What is he/she good at in school?
He is good at numbers, reading, English and Math as well.
 3. In what subject/s does he/she have difficulty?
He is having a hard time in drawing and at dancing.
4. How do you monitor his/her performance in school? How do you motivate him/her?
Whenever the mother fetches his child at school, she always tries to ask the teacher about the
progress of his child and back at home there is any free time the mother spend a few times
together and study. She motivates his child by reading books at night. She rewards him whenever
he achieves something great at school.
5. Do you have rules at home to help him develop good study habits?
Yes, the mother imposes rules to help his child develop study habits. He needs to finish his
homework’s before he can do things he likes.
6. What are these rules? How are they implemented?
He needs to finish his homework first and his review or studies before he can do things he likes
and if he doesn’t do his homework or finish his studies for the night, he can’t do things such as;
play games, play video games and he can’t watch cartoons in the television.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learner’s Development Profile
Name of the Learner: Marvison H. Laliyah
School: Sibuco National High School
Date of Home Visit:
Date of Birth: June,11, 2014 Age: 7 years old

Grade/Year Level: Grade 10 Gender: Male

Family Profile:
Number of Siblings: 3
Birth Order: 2nd
Parent
Mother: Marhana J. Hussin
Age:41 years old
Occupation: Housewife Educational Attainment: Grade 6 graduate
Father: Majid. G. Laliyah
Occupation: Farmer & Store Owner Educational Attainment: Grade 5

Physical Development:
The child is physically healthy and normal. Her mother was healthy during her pregnancy. He
learned and started to walk at the age of 1 year. He is very active and alert not only in their home,
but also in the school. He moves deliberately smooth and shows care and accuracy in his tasks or
chores to accomplish.
Social Development:
The learner is very sociable, he is very friendly, an extrovert and outgoing. He is allowed to play
outside their home with his cousins and neighbors. At the age of 5 he was allowed to play outside,
but was told to tell everything that happened to him while he was outside.
Emotional-Moral:
The learner is well disciplined and he is very responsible in his studies even at a young age. He
was brought up with the right values by his loving, caring and responsible parents.
Cognitive Development:
When it comes to his cognitive development, it is continuously developing as he comes to school
and study. He performs well in the school; he learns fast and participates in every activity and
participates actively during class discussions. He shows intellectual activeness when it comes to
reasoning and thinking skills. His parent’s concern and values towards education helps him a lot in
his cognitive development.
Findings:
Marko is an intelligent and responsible teenage boy at his very young age. His training at home is
carried to school as displayed by his good performance and positive attitudes towards learning.
Being a firm yet loving parents to him, it helps a lot in developing child’s personality. They have a
great ability to show self-control. Most importantly, the God-fearing beliefs and respect that his
parents demonstrate and displayed towards him also develops his good social interaction to other
and to his nurturing environment.
Conclusions:
I therefore can conclude that the school and home contribute a great impact in developing the
cognitive, affective, psychomotor, and other domains of human development, and to the total
personality of the learners. Hence, the learning of the child begins at home. At home the child
learns values, works and his cognition slowly developed. However, school plays a vital role in
molding and shaping the child. Since school is made for the purpose of developing physical,
social, emotional, moral, psychological, spiritual, and cognitive aspects of the learner. The child
spends more time in school rather than at home. So, the total development of a child depends in
school as well as the teachers, which are the most important agents in school that impart
knowledge and values to the learners.
Recommendations:
I do recommend that each teacher must be more diligent, resourceful, and patient in handling the
learners. He/she must use variety of strategies in order to catch the interest and attention of the
students to focus more on the lesson.
For the parents, they must be responsible enough in guiding and disciplining their children, they
must be open with them. They should monitor and observe the studies of their children and must
give them encouragement to focus more and study hard to achieve their ambition to become
successful.
The most important is the role of the learners; they must be always compliant and dutiful. They
must ensure to themselves that they are always motivated to learn and always participate since
they are responsible for their own learning.
ANALYZATION
1. From your home visit and interview, what do you think is the style of parenting experienced by
the learner? Explain your answer.

The style of parenting experienced by the learner was Authoritative parenting because the
child was respected and given proper care w/o doing any physical harm if he committed a
mistake. They have a good blend in their family even his father is not there because he must
work far for the family’s living.

The family is strongly bonded with love and affection and doesn’t promote punishment for
discipline. The parents talks to the child first and try to explain what the child has done was
wrong, they let the child talk and listen to him what was his reason in committing that mistake.

2. Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?

Good family relationship which affects greatly the child’s performance in school. He is treated
nicely and he feels secured that is why he is not bothered and his young mind is at ease
having only minimal stresses which can maximize the learning capability of the child.

If a parent supports their children on their educational needs, for sure the children will perform
well better than others. It can motivate a child to be a good performer at school because they
knew within their selves that they their parents is always at their back in danger or in victory.

3. Does the communication between the home-school influence the learner? If yes, what are
these effects?

Yes, they can easily identify problems within the child and can provide solutions right away. It
helps the child intact in learning with continuous exchange of information from school and
home. This way the child receives the right and proper amount of attention, enough for the
learner to be properly prepared for school.

Also, that education begins at home. Parents were always the best teacher of their children. It
is good that parents should be responsible and vigilant enough to guide their children into a
better education.

4. How can the teacher partner with the community to contribute to the development and learning
of these students? Who are the people or which institutions can the teacher tap to seek advice
regarding the development and learning of students?

Family-school-community partnerships are a shared responsibility and reciprocal process

whereby schools and other community agencies and organizations engage families in
meaningful and cultural appropriate ways and families take initiative to actively supporting their
children’s development and learning.

These people include students, teachers, parents, school administrators, as well as

businesses, charitable organizations and neighborhoods’ that are interested in the wellbeing of
the school. A school community is important to help students grow, develop, and achieve
higher academic standards.

REFLECTION
1.Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
As I recall during my childhood at first, I experienced an authoritarian parenting up until mid of my
elementary. It affected me greatly, because honestly, I developed the sense of hate and
loneliness that built up inside of me. I wanted a bit of freedom that they usually don’t give me.
My parents always made me follow all their instructions and rules with complaint and most of
my offenses are met with punishment. Now, it was totally different, I can do what I want, when I
want and where I want. I only follow my own rule and do what I want w/o their consent. I’m not
being rebellious; maybe they have learned that too much authority is a bad thing and
suffocating. I am old now and have my own family as well, I know what should I do and I am not
getting any younger. I have all the reasons in this world now to change and do things right.

I have a great mother who gives me what I needed even if at times I’m doing things the wrong
way. My partner who brings up the sun against the stormy days and my teachers who helped
and guided me to the right path that I have missed for so long and the person who saved me
from falling to pieces, I never have regrets on anything. If there was any lesson that I learned
from my development as a child up to now, it is that “Time is one thing in this world that we can’t
recycle, never let the opportunities come and go like the wind,” grab it, its worth.

2.As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?

As a future teacher, I will make sure that from time to time I will talk with the parents and other
stakeholders with respect and approach them nicely for in this way will benefit all especially the
learners. If I can establish a good home-school link and relationship, I can be able to work better
and help primary concerns of the parents and learners to the school.

I can identify their needs easily and make the right adjustments best suited to help them and
provide sufficient information to the parent about their child’s progress and development in
school. Without this kind of link and relationship in communication or connection in school and
home, the child’s improvement can be lessened as well as the effectiveness of my teaching
strategies will be held down to a minimum. The child can better be understood if the parents
and teachers work in hand and work together with ease and this will be the bridge to a child’s
success in their performance in school.

Parent has an important role in their child’s learning development. If I will become a teacher
someday, I will choose also to call up the attention of parents and have a seminar in regards in
their children’s needs psychologically and emotionally.

SHOW YOUR LEARNING ARTIFACTS

1. Make an artistic, colorful, and creative visual expression of your insights or feelings about the
influence of the home and school and community to the learner. Then write a few statements
on the space below about your visual art. Stick with acrostic.
2. Make a reflection acrostic about the home, school, and community link

H- ouse with a good behaviour C-ARING

 O- f the family to O-RGANIZED
M- anage his/her children to the good M-ERCIFUL
E- nvironment values or in the learning M-AGNIFICENT
U-NIQUE
S- tudent’s learning should be N-OURISH
C- onfine by teachers to parents through a I-NSPIRE
H- ome –school link in T-OGETHERNESS
O- rder to have supervision Y-ES WE CAN
O- n the learning of the students those shapes
L- ife to the

L- earning in
I- ndividual mistakes and successes
N- urture us to be
K-nowledgable as we go along with our journey

ANALYZATION

1. From your home visit and interview, what do you think is the style of parenting experienced
by the learner? Explain your answer.

The learner has a very caring, loving, understanding and protective parents. They make sure
they give their children the best quality of education there is. They are involved in his daily
routines and in his studies.

2. Relating your data with what you learned from child development, what family factors do
you think contribute to the development and over-all adjustment of the learner in school?

Parenting behavior and educational support for their children could cultivate children’s learning
habits and affect academic performance.

A child’s learning and socialization are also most influenced by their family since the family is
the child’s primary social group. Ultimately, the family will be responsible for shaping a child
and influencing their values, skills, socialization, and security during these childhood
development stages.

3. Does the communication between the home-school influence the learner? If yes,
what are these effects?

Communication between home and school is important not just for teachers and parents but
also for the student. When parents and teachers regularly share information about a child and
what’s happening in the classroom, it supports the learning process from all sides.
 Learners with involve parents are more likely to have higher grades and test scores, attend
school regularly, have better social skills, show improved behavior, and adapt well to school.

REFLECTION

1. Reflect on your own development as a child, what type of parenting did you experience?
How did it affect you?

As I remembered when I was a child my mother is the one who concentrate in my study and
guiding me in making assignment, homework, projects, and other school activities. This
inspired me to teach others also and share my knowledge like what my mother did.

2. As a future teacher, how would you establish good home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?

Parent has an important role in their child’s learning development. If I will become a teacher
someday, I will choose to call up the attention of every parent and have a seminar or
conduct meetings in regards to their children’s needs; psychologically and emotionally.
Home-school collaboration leads to improved student achievement, better behavior, better
attendance, higher self-concept and more positive attitudes toward school and learning.
Parents and educators also benefit when true partnerships are established.

ACTIVITY 5.1 Managing Time, Space and Learning Resources

OBSERVE

1. As you observe the class, investigate the characteristics of the learners. Note their ages.
 The learners ages ranges from 15-16 years old.
2. How many boys are there? How many girls?
In the class that I had observed there was 14 boys and 12 girls.
3. Focus on their behavior. Are they already able to manage their own behavior?
They can manage by their own. They tend to make fun of their classmate and easily
understand instruction and orders; they learn to focus and be interested easily. They ask
for clarifications and ask questions during classes but not most of the time as they can
manage themselves.
4. Can the learners already work independently?
Yes, completely because learners at this age have develop great self-confidence and self-
esteem, learners in this age love to play and they love to be with companions and friends
to play and have fun with. They love learning new ideas and new things. They love
discovering.

5. Describe their span of attention.

The learners in this age most of the time can handle and manage themselves. They are
already responsible of their actions and duties. They do need attention; they need to be
guided as this is the crucial stage of their life. They need proper management.

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?

Yes, there are areas in the classroom for specific purposes. This area is where the students put
their own belongings for example the books, for them to lessen the things that they will bring,
carry, and would just take home the things they need for the next day. This makes a difference
because, the students will be able just bring home the things they need to do for an assignment
or the subjects that they just must review for a test.

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

Yes, there are rules, most especially because my Research Teacher is very particular with the
attendance and so if you are late within that day, you are given until Friday to send a letter stating
why you are absent or late. Students may not take this seriously but in any way that the
Resource Teacher deals it seriously gives the student the challenge is on time in entering the
class.

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 students’
participation in rule-making on students’ behavior?

Yes, they did participate in making the classroom rules. To provide a letter was one of the ideas
that the class have decided and this creates big effects since this will be a challenge to the
student to in order to never write a letter because, we know that some are shy to write and some
still can’t write properly, they will challenge their self to be early, present, or not be always late.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?

They have this homeroom session 7:30 am and they are required to join this session
because aside from commencing the flag ceremony, this will also be the time for the
teacher to check how are the students doing, reminding all the things they haven’t pass
yet and some school announcements.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?

Yes, there is a seating arrangement applied by the Resource Teacher and yes, this helps
in managing the class. This tends to be a way for the teacher to minimize the noise of any
chaotic actions.

6. Observe the noise level in the classroom. How is this managed?

The noise level is just manageable and the way the teacher handled is reminding them
about the consequences if they tend to go beyond the noise level.

When the noise inside the classroom is minimize learning will be effective and that the
teacher facilitated the learning very well.

7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.

The Resource Teacher call the attention of the student and try to ask about what are
things that was bothering their minds or asking them just the reason and try to resolve it.
 But if the action is done through tardiness the teacher will really call for the attention of the
parents.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)

The Resource Teacher always gives and show compliments to the students with positive
behaviors, which I thought for me was a big factor for the students. By doing this the teacher
is motivating more his students to do their best in classes, whenever you do good and give
your best the learner will be rewarded.

REFLECTION

1. Why do you need to enforce positive discipline?

It is important to have a positive discipline because; this will give the teacher the opportunity to
lessen misunderstanding to the student’s performance. Some students tend to have a positive
response to the positive discipline of the teacher because, students prefer to be more obedient
with these enforcements.

ACTIVITY 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners (to be

Management
1. Specific areas in This is the place especially at They will go here after the
the Classroom the back of the classroom, to class to get the things they
refrain from any disturbance
of the students.
2. Classroom rules This is done with the
participation of all learners
inside the classroom.
3. Classroom This is done to formally start
Procedures their class. Talk about their
concerns and try to
communicate with the
students.
4. Daily Routines Daily routines are well
established.
5. Seating The seating arrangement is
Arrangements well-implemented and helps
learners to be attentive.
6. Handling The teacher handles the
misbehavior/off- misbehavior calmly and
task behavior politely.
7. Reinforcement of Reinforcement of positive
Positive Behavior behavior is appropriate,
effective and catalyzes
favorable result.
8. Others
9.
10.
filled out after you answer the
analysis questions)
need, which is effective for
them to focus one by one.
This gives a positive effect to
the learners for them to be
challenge to diligent in doing
their responsibilities.
This is effective to the
students because, this will
give them the opportunity to
share and be vocal with what
they feel and share their
concerns and be able to
resolve it with the presence
and cooperation of everybody.
These maintain consistent
standards.
This leads them learn better
and participate in the class
well.
This doesn’t threaten the
learners instead motivates
them to do better next time.
It increases their confidence,
regulates their behavior, and
reduce negative behavior.

ANALYZATION
1. How did the classroom organization and routines affect the learners’ behavior?

Classroom organization and routine affect the learner’s behavior positively through making
them responsible and helps manage their learning better. It also increases their confidence,
regulates their behavior, and builds good relationship in the classroom. Students may also be
able to develop self-control that can reduce the possibility that they may fail on their classes.
2. What should the teacher have in mind when he/she designs the classroom organization and
routines? What theories and principles should you have in mind?

In designing classroom organization and routine, the teacher must consider the following
theories principles:

 Behaviorist theory or Behaviorism which is focusing on the behaviors of the students

including the positive and negative ones.
 Humanist theory or Humanism that emphasizes the human capabilities, what the
students’ goals, their learning style and preferences.
 Democratic theory in which the students are given the opportunities to participate in the
decision-making regarding learning as well as the equal chances to choose their own
educational path.
 Psychoanalytic theory in which the teacher must consider individuals thoughts, feelings,
and experiences consciously or subconsciously.
 Cognitive theory should also be considered to give attention to the learners’ mental
processes and their construction of knowledge.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?

The following are the behavioral strategies that teachers may use to manage the behavior
of students or motivate them effectively:

 Organize the classroom set-up in a new learner-centered classroom space where

students can be more independent and self-reliant.
 Utilize wide variety of tools, materials, approaches, and strategies in teaching to support
the different types of learners.
 Create classroom expectations or simple classroom rules that are achievable by
students.
 Reinforce teaching routines and procedures effectively.
 Acknowledge good behavior and reward them for doing well. This will not only motivate
them but this will maintain their demonstration of good behavior.

REFLECTION

1. Imagine yourself organizing your classroom in the future. In what grade year level do you
see yourself? What routines and procedures would you consider for this level? Why?

Soon, I see myself teaching elementary students. I will start my class with a prayer, which
for me is very important. To be followed by asking them about how they are doing, are they
happy, what do they feel about our subject or topic etc. These questions will help me
determine the current status of students regarding learning my classes. I can also find out
easily the strategies that I need to carry out to address their needs if they ever shared to me
what do they feel about learning my subject. Then of course, the usual procedures like
attendance, motivational activity and actual discussion with constant posing of questions to
check their comprehension.

2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?

The rules that I would most likely to implement in this group of students are the following:
1. Be on time- To help them realize the value of punctuality.
 2. Be respectful- A common rule that everyone should learn.
3. Follow directions- To remind them that through following directions, things will work
well.
4. Keep quiet and Raise your hand if you want to speak- To minimize loud noises.
5. No foods or drinks while and during in class- It is a sign of being disrespectful to
teachers if the students are eating/drinking while they are discussing.
6. Ask questions- To normalize raising queries if the concepts are not clear for them. And,
to avoid them from making wrong outputs.

3. Should learners be involved in making the class rules? Why?

Yes, students need to be involved in the making of class rules to help them develop their
leadership skills as well as make them understand the value of being responsible in their
own action and behavior. It also allows for collaboration between students and teachers in
agreeing on the rules that they need to establish. But, making the rules should be guided by
the teachers as they are the one who knows the guidelines and how to facilitate well in
discussing the rules to include.

SHOW YOUR LEARNING ARTIFACTS

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 of classroom
management.

ACTIVITY 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject: Date:

Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.
Checklist on Classroom Routines
Check Yes (/) if observed and (x) if not observed.

Classroom Routines Observed (/) Not Observed

(x)
1. Movement into classroom 
2. Transition in classroom activities 
3. Movement out of the classroom 
4. Use of lavatories/comfort room/ washroom 
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 x
18. Movement between activities 
19. Use of classroom supplies 
20. Checking of assignments 
Others, please specify
21.
22.
23.
24.
25.
ANALYZATION
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?

Yes, the routine is effective and it ensures discipline and order in the classroom. Having a
classroom routine can help children know what to expect and make each day run smoothly.
These routines are so important because it ensure the actions that are needed to be
completed safely and can help prevent any accidents. Therefore, it makes sense to
implement procedures in your classroom.

2. Which of those routines were systematic and consistently implemented? Explain your
answer.

The following routines were systematically and consistently implemented in the classroom:
 Movement into the classroom
 Transition in classroom activities
 Working with pairs/groups
 Submission/collection of materials
 Asking questions during lessons
 Asking for assistance
 Etc.
 These routines are done to main order and to avoid any accidents and problems to occur
during the class discussion. This is done to ensure discipline and order in the classroom.
REFLECTION
1. Which of the routines will you most likely apply in your class? Why? Why not?

For me the routines that I most likely to apply in my class if I become a teacher in the future
are the following:

 Movement into the classroom

 Submission of projects
 Transition in classroom activities
 Working with pairs/groups
 Submission/collection of materials
 Asking questions during lessons
 Asking for assistance and
 Fire drills/emergency drills
I believe these routines that I choose has the best impact to my students that will help them
to their learning process and these routines I believe will help them understand every lesson
that being taught by me.

ACTIVITY 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject: Date:
Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.
Classroom rules are imperative and must be reinforced 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 in
their classroom activities.
Classroom Rules Importance
1. E.g. Read directions well. -Ensures less error in answering the activity.
2. Be respectful of classmates, teachers, and -The more harmonious the classroom will be.
school properties.
3. Be kind, polite and courteous to others. -It creates relationship to each of every one of
them.
4. Come prepared with supplies and - The more effective the learning is because
completed homework. they are prepared.
5. Listen to the teacher and classmates and -It improves the relationship when the opinions
follow directions. of one another are valued.
6. Raise your hand when you would like to -It creates respectful manners to the students.
speak in class or if you need to leave the
classroom for any reason (e.g., going to the
bathroom, visiting the nurse, etc.)
ANALYZATION
1. Analyze each given rule. What circumstances led to the formulation of the rule?

These rules were created because of many problems that were encountered by the teacher before
and it has led to the formulation of the rule to avoid it being repeated. Also, in order to have
progress in school and have control over students there must be a rule to be followed.

2. Are classroom rules important?

Yes, classroom rules are established to teach students on how to act in an appropriate and safe
manner in the classroom, hence boosting student learning. In school, every minute counts.
Everything will be in disarray if the pupils don’t have any rules to follow and all will be in a chaos.
This could lead to students inflicting physical and mental harm on one another.

REFLECTION
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.

Eventually when I become a teacher, I believe that I will be implementing the same rules, however
I believe that I will add and incorporate some routines, such as; praying before doing anything else
because thanking the Lord first for all the information he has bestowed us is very important and
very precious.
SHOW YOUR LEARNING ARTIFACTS
Take some snapshots of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.

Here is one class routine sample; in the picture you can see almost all of the learners were
racing to raise their hand to answer the question given by the teacher, this situation
happened during a class inside the audio visual room. In this photo we can notice that class
discussion was productive and learning was achieved because we can see the immediate
response of learners. This just shows that the teacher was able to facilitate learning and
that her teaching approaches and teaching methods that she used during the class were all
effective.

ACTIVITY 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject: Date:

Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects 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
a. Is the teacher well-groomed that he/she demands respect from the 
learners
b. Is the teacher’s voice modulated and can be heard by the entire class? 
c. Was the teacher present in class? 
d. Did the teacher arrive on time in class? 
e. Does the teacher exude a positive attitude towards teaching? 
2. Physical Classroom Management
a. Is the classroom well-ventilated? 
b. Is the lighting good enough? 
c. Is the classroom free from noise 
d. Does the seating arrangement provide better interaction? 
e. Is the design/structure of the room inviting to classroom activities? 
f. Are they physical space/learning station clear from obstruction? 

ANALYZATION
1. How does the voice of the teacher affect classroom instruction?

The voice is a very important aspect for the teacher. If used well the voice can capture the
students’ attention and initiate involvement with the teacher and subject matter:

 A moderate loud and a clear/good voice of a teacher is one of the most important
elements of personal classroom management, in terms of classroom instructions, the
voice of the teacher should be clear and loud enough to be heard in the entire classroom
so that all the learners must pay attention and listen attentively during class discussion.
Also, a teacher must speak an authoritative way for him/her to be respected by the
learners.

 It forces the students to be quiet down in order to hear what the teacher is saying,
instead of embarrassing a student by yelling or correcting behavior in front of the whole
class, show respect by whispering a firm reminder.

 Speaking to them with a direct and sincere tone of voice will help them build trust and
meet your expectations.

 A dull monotonous voice will only serve to bore the students and dull the desire to pay
attention and participate.

2. How does the punctuality of the teacher affect classroom discipline?

The punctuality of the teacher affect classroom discipline because, a teacher is not only a
teacher, he is also a role model and example for his students, an image whom they try to
immitate or imagine they can be when they grow up.

It is important that the teacher will be punctual in going to class and in doing all of his works.
Students tend to copy what they see from adults, if they see the teacher is punctual they tend
be like that, it is really important for the teacher to be a great example to his students.
 If students see’s their teacher comes to school early, they see the teacher doing his profession
correctly for sure the learners will give their respect, and they will act and behave nicely during
his class. We need to remember that discipline begins within us, if we are discipline and
learners able to see that for sure they will be discipline too.

3. Why do we need to check on the physical aspects of classroom management?

We need to check on the physical aspects of the classroom for both the teacher and the
learners to have a smooth flow of discussion and learning activities. Having the best of these
physical classroom elements in the learning environment would ensure the safety and order in
the class.

REFLECTION

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.”

If a teacher in a certain classroom doesn’t know how to effectively manage a classroom, then
he/she will also not be able to formulate and give any good/instruction that sometimes leads to the
failure of the students to learn.

2. What are your plans in ensuring effective classroom management?

For me to ensure the effective classroom management first, I should possess all the qualities of
being a good teacher and have attained all the personal classroom management elements such
as personal grooming, punctuality etc. And ensure the physical classroom management such as
good ventilation, lighting, learning stations and so on.

Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the management
of learner behavior.

Effective Classroom Management Strategies Observed Not No

Observed Opportunities
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 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. 
Others (Please specify)
16.
17.
18.
19.
20.

ANALYZATION
1. How many strategies were employed by the Resource Teacher? Did these contribute to
better classroom management? Explain your answer.

These strategies indeed contributed in the improvement of classroom management. Because

according to our Resource Teacher if you yourself as a teacher play as the role model to your
students and you show respect and authority to the class eventually you will achieve the effective
implementation of these classroom management strategies. The Resource Teacher does her
responsibility to help students learn effectively.
 2. What were not used by the Resource Teacher? Were these important? What should have
been used instead?

As I interview the Resource Teacher, he said that this classroom management are somehow the
same with what he implemented in his class and he added that these are all important and
effective and were all been used. All strategies had been employed.

REFLECTION

1. What classroom management strategies do I need to employ to respond to diverse types of

learners?

Before we begin with what strategies to use, the very first we need to do is know your learners,
know their strengths and weaknesses. Know what are their hobbies and what are their interests
because if a teacher knows his students, finding the correct strategies will be easy to manage.

If a teacher knows these informations he will not be having a problem on how to manage and he
will not be experiencing a lot of difficulty in handling a class with diverse type of learners.

The classroom management strategies that I need to employ in order to respond to diverse types
of learners;, interview them to assess their needs and let them work in groups for them to be
aware of their individual differences.

Consider peer teaching and take time to celebrate group effort. These are just some of the many
important classroom management strategies to effectively employ in the class and as we go on,
we can always think of new strategies and improvement in our classroom.

SHOW YOUR LEARNING ARTIFACTS

Show piece(s) of evidence of learning to capture the classroom management strategies used by
your Resource Teacher.
 TEACHER A
The teacher is reading a story to the class. Her
teaching style is what I say involves innovation,
this is not a typical style of story telling in a
class, the teacher here is making her students
to be part of the story telling, she is making her
learners get a close feel about the story. This
kind of approach boost learners imaginatory
skills, their cognitive development and this
style makes learners attentive, and focus on
the flow of the story.
TEACHER B
The teacher is teaching her lesson to the class,
this is more of a typical classroom set-up, the
teacher do the lecturing and speaking she is
the one giving all the informations, the learners
will seat and try to listen to all that she teaches.
This style sometimes can be boring, and some
students’ starts to lost focus, less attentive and
less involvement during class discussion.

ACTIVITY 8.1 Curricula in the School Setting

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject: Date:

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
1. Recommended Department of Education,
Curriculum (Kto12 Commission on Higher
Guidelines) Education and or any
professional organization and
implement a curriculum.
2. Written Curriculum Lesson Plan or syllabus
(Teacher’s Lesson Plan) written by teachers.
3. Taught Curriculum Implementation of the written
(Teaching Learning curriculum.
Process)
4. Supported Curriculum Materials which support or
(Subject textbook) help in the implementation of
the written curriculum.
5. Assessed Curriculum To determine the extent of
(Assessment Process) teaching or tell if the students
are progressing.
6. Learned Curriculum What students learned in the
(Achieve Learning class.
Outcomes)
7. Hidden Curriculum Materials which support or
(Media) help in implementation of the
written curriculum.
Description
It identifies the skills, concepts
and content that will be
emphasized throughout the
learning process. A suggested
curriculum, complete with a list of
objectives and a material
sequence that proposes
graduation criteria, is frequently
presented to schools as a policy
suggestion.
The one written by curriculum
experts with the help of subject
teachers. This kind of written
curriculum needs to be pilot
tested or tried out in sample
schools to determine its
effectiveness.
A taught curriculum is anything
that is being taught or done in the
classroom. The taught curriculum
exhibited when professors give a
lecture, commence group work,
or urge pupils to conduct a
laboratory experiment under their
supervision.
Should enable each learner to
achieve real and lifelong learning.
Series of evaluation are being
done by extent of teaching or if
the students are progressing.
Learning outcomes can be used
to determine how competent
students should be at the end of
a class. A learning result can be
defined by what students can do
or do in their cognitive, emotional,
or psychomotor domains. The
test results indicate the learning
outcome, which students can
achieve through learning
objectives.
Should enable each learner to
achieve real and lifelong learning.

ANALYZATION

Which of the seven types of curriculums in school setting is easy to find? Why?

1. RECOMMENDED CURRICULUM (K-12 GUIDELINES)

 Recommended by scholars and professional organizations
 Basic Education (DepEd); Higher Education (by CHED); Vocational Education (by
TESDA)
 2. WRITTEN CURRICULUM
 Documents based on the recommended curriculum
 Syllabi, course of study, module, books, instructional guides, and lesson plan
3. TAUGHT CURRICULUM
 Teaching Learning Process
 Teachers’ actual delivery day by day
4. ASSESSED CURRICULUM
 Appears as tests and measures performance
 State tests, standardized tests, district tests and teacher-made tests
5. LEARNED CURRICULUM
 Bottom-line curriculum it is the curriculum that students learn

Which is difficult to observe? Why?

Hidden Curriculum (Media)

 Because this is the unintended curriculum
 It denies what students learn from the physical environment, the policies, and the
procedures of the school.
 Applied to any learning outcomes that are not expressly designed in a lesson
plan.

Are these all found in the school setting? How do curricula relate to one another?
Yes, the relationship between curricula to one another is highly connected and they both serve to
enhance each other. For instance, curriculum is the foundation of education and the curriculum is
what makes the education quality stand out and from a basic level to increasingly complex topics
or skills.

Draw a diagram to show the relationship of one curriculum to the other.

REFLECTION

Make a reflection on the diagram that you have drawn/chosen.

The relationship between the different types of curriculums is highly connected and they both
serve to enhance each other. Curriculum is one of the many tools used to give you an education
or a method you use to do the teaching.

All of those curriculum is needed to make learning effective. Each of those learning are
connected and have relationships to one another, if one is missing the whole process will be in
jeopardy and chaos will happen, if the curriculum set-up lost one of its part.

In this diagram I chose you will see how the flow continues to circle and follow the directions of
the arrows which shows what will be the next process to be done in able for the entire
curriculum to be functional and effective.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
Observe and Record Observation on the Following Aspects
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation and description in your notebook.)
A. Planning 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:
B. Implementing
C. Evaluating/Assessing
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?
d. Will the teacher assess or evaluate the lesson? How will this
be done?
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?
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.

ANALYZATION
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?

The teacher whom 1 observed is effective and is not far to the ideal characteristics of global
quality teachers, she did her responsibilities so well and teaching strategies at effective in
teaching and learning process.

2. Was the lesson implemented as planned? Describe.

Yes, the lessons applied by the resource teacher are all planned and it is suited to the
learning objectives.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?

The teacher was very happy and was very satisfied too after finishing the lesson and that
the lesson objectives/learning objective was achieved, this just show how effective was her
teachings.

This simply shows that learning was achieved and she was able to facilitate learning in the
class. Her happiness was not only for her this is for her learners, because they all learned
from what she had taught.
 4. Can you describe most students’ reactions after the lesson was taught? Confused? Happy
and eager? Contented? No reactions at all.

The students were satisfied after the lesson was taught and the lesson objectives/learning
objectives had been reached, you can see in their faces that they are happy and eager to
learn more.

It was visible in their faces the happiness and satisfaction they had felt after the lesson, the
students where all smiles and their excitement can be seen all over the classroom. This
reaction only proves that the teacher facilitated learning effectively, that the teacher was very
effective in what she does.

REFLECTION

Based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make a
short paragraph on the topic.
I will create my lesson plan by mainly considering the following; clear objectives, activities that is
connected to the lesson objectives/learning objectives and time bound.
A well-planned lesson plan can make the teaching and learning process effective. It will serve as a
guide to the whole discussion and me as a teacher can facilitate the learning easily.
First thing comes to my mind is what kind and type of learning objectives I want my learners to
achieve, next will be my applications with related activities and third that I need to consider will be
my evaluation or the result that I want to receive from my learners.
If I am able to align this three perfectly then that will be the moment I can say I made an effective
lesson plan. This will be the time for me to say I have done and made it if I am able to
constructively align all the three components of a lesson plan.

ACTIVITY 8.3 Constructive Alignment of the Components of a Lesson Plan

Using the diagram below fill up the component parts of a lesson plan.
 Title of the Lesson: Migrasyon
 Subject area: Araling Panlipunan
 Grade Level: Grade 6

Outcomes Teaching Method Assessment

 Fill this Fill this up Fill this up
up PAMAMARAAN: EBALWASYON:
LAYUNIN: 1. Ipaliwanag sa mga Iguhit ang tsek ( )
mag-aaral na ang mga kung ang pangyayari ay
 Nailalahad ang mga Katutubong Pilipino ay naganap sa Alamat at
Elemento ng Alamat may mga kani-kaniyang
 Napagsusunod-sunod ekis (X) kung hindi.
kwento ng pag-ibig at
ang mga pangyayari
ilan sa mga ito ay 1. Si Mang Pedro ang
sa Alamat
nailalahad sa mga ama ni Juana na tutol
 Naipapakita ang Alamat sa pag-ibigan ng
pagpapahalaga sa 2. Ipabasa sa mga mag- magkasintan.
mga katutubong aaral ang “Alamat ng 2. Si Aging ang lalaking
panitikan tulad ng Saging” iniibig ni Juana.
Alamat 3. Ipaalala ang batayan ng 3. Dinalaw ng binate si
tahimik na pagbasa Juana at siya ay
4. Pagsusuri (analysis) pinatuloy sabah-
5. Pangkatang gawain: takotay ng dalaga.
Hatiin ang klase sa apat 4. Naduwag si Aging
na pangkat, bawat nang Makita niya ang
pangkat ay may kani- Ama ni Juana.
kaniyang gawaing batay 5. Tumubo ang isang
sa Multiple Intelligence halaman mula sa
buhok ni Juana.

ANALYZATION
1. Are the three components constructively aligned? Explain.
Yes, the three components were constructively aligned because in a lesson plan the
objectives always comes first, second, the next step is the process of implementing what is
the lesson plan and third, after that the assessment which is done last. Aligning these will
not only benefit the students by ensuring the validity, reliability, and transparency of the
assessments, but can help to ensure that the 'right' skills and knowledge are being
assessed at the right time using appropriate methods.

2. Will the outcomes be achieved with the teaching methods used? Why?

Yes, the outcome can be achieved with the teaching methods used because the lesson was
discussed little by little to be clearly understood by the students.
3. What component would tell if the outcomes have been achieved?
 The component that would tell if the outcomes had been achieved will be the Assessment
because it is in this area and part the teacher can determine and can found out if the
students have learned or not.
REFLECTION
What lessons have you learned in developing or writing a lesson plan?

In this lesson I learned that in developing and writing a lesson plan it should be aligned and its
components should be put in proper order.

I learned also that in developing or writing a lesson plan it should clearly state the learning
objectives and that the assessments are anchored to the lesson objectives/ learning
outcomes.

Aligning these will not only benefit the students by ensuring the validity, reliability, and
transparency of the assessments, but can help to ensure that the 'right' skills and knowledge
are being assessed at the right time using appropriate methods.

What value will it give to the teacher if the three components are aligned?
Alignment between activities and assessments helps minimize wasted time as students can
focus on skills geared towards the learning objectives.

Instructors can ensure that the course objectives are clearly defined at the beginning of the
program by providing a table for the module. Assessments should reveal how well students
have learned what we want them to learn while instruction ensures that they learn it.

For this to occur, assessments, learning objectives, and instructional strategies need to be
closely aligned so that they reinforce one another.

To ensure that these three components of your course are aligned, ask yourself the
following questions:

Learning objectives: What do I want students to know how to do when they leave this
course?
Assessments: What kinds of tasks will reveal whether students have achieved the learning
objectives I have identified?
Instructional strategies: What kinds of activities in and out of class will reinforce my
learning objectives and prepare students for assessments?

SHOW YOUR LEARNING ARTIFACTS

ACTIVITY 1. Artifact
Present evidence for each kind of curriculum operating in the school setting. This can be in
pictures, realia, documents, or others.
ACTIVITY 2. Artifact
Present a sample curriculum in a form of a lesson plan.
BANGHAY ARALIN SA FILIPINO 6
I- LAYUNIN:
A. Nasusuri ang kasiningan at bias ng tula batay sa napakinggan
B. Nauuri ang ibat-ibang tula at ang mga element nito
II- PAKSANG-ARALIN:
A. Paksa: Panitikan: Tula mula sa Uganda, “Hele ng ina sa kanyang panganay” isinalin
sa Filipino ni Mary Grace A. Tabora mula sa salin sa Ingles ni Jack H. Driberg ng A
song of a mother to her first born
Gramatika at Retorika: Wastong gamit ng Simbolismo at Matatalinghagang Pananalita
B. Sanggunian: Filipino 6 - Panitikang Pandaigdig sa TG mp. 110-114
Pluma: Wika at Panitikan para sa mataas na paaralan Ikalawang Edisyon (Baitang 6) p. 77-78
C. Mga kagamitan: Projector, Manila paper, Laptop, Musika at Kopya ng tula
D. Pagpapahalaga: Pagmamahal sa Ina

III- PAMAMARAAN:
a. Balik-aral
Sa Venn diagram, isulat ang pagkakatulad at pagkakaiba ng sanaysay sa talumpati
 b. Pagganyak
Tanungin ang mga mag-aaral kung batid nila ang awitin ni Gary Granada na “magagandang
anak” ipaparinig sa kanila, alamin ang nauunawaan ng mga mag-aaral tungkol sa
ipinahihiwatig ng koro ng awitn. Pagkatapos ay magbigay ng kaunting input, magbabahaginan
ng saloobin at karanasan sa kadalikaan ng ina.
Magbigay ng mga matatalinhagang pananalita at simbolismo sa salitang nasa puso.

c. Pagtatalakay
 Pag-uugnay ng mga halimbawa sa bagong aralin, ipabasa ang dalawang tula, pagkatapos ay
pangkatin ang mga mag-aaral upang mabisang maisagawa ang Gawain 3, ipasuri at
paghambingin ang dalawang tula na nakalahad sa Gawain 3 at bigyan ng sapat na oras ang mga
mag-aaral sa pagsasagawa nito.
 Magbibigay ng maikling input tungkol sa tula at sa nilalaman nito.
 Basahin ang tulang pag-aaralan “Hele ng ina sa kaniyang panganay” pagkatapos ay sagutin ang
mga gabay na tanong.
d. Paglalapat
Paano mo maipapakita ang pagmamahal at pagpapahalaga sa inyong ina?
e. Paglalahat ng Aralin
Ipagawa ang Gawain 6, KM. pahina 282 gamit ang grapikong representasyon.
IV- PAGTATAYA:
Ipabasa ang tulang “Ang Matanda at ang Batang Paruparo” ni Rafael Palma pagkatapos
pasagutan ang isang grapikong representasyon. Gawain 7 sa pahina 284 ng KM.
Elemento ng Tula Pagsusuri
a. Sukat
b. Tugma
c. Kariktaan
d. Talinghaga
Ito bay tulang tradisyonal o Malaya? Patunayan.
Masalamin ba sa Tula ang kultura ng bansang pinagmulan nito? Sa paanong paraan?
Patunayan.

V- TAKDANG ARALIN:
 Sagutin ang mga sumusunod na tanong sa inyong kuwaderno.
1. Ano ang layunin ng tulang binasa? Anong uri ito ng Teksto?
2. Paano naiba ang unang tulang binasa sa ikalawang tula? Magkatulad ba ang
pagiging masining ng dalawang tula? Patunayan.

ACTIVITY 3. Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan.
Lesson Plan: LESSON PLAN IN FILIPINO
Subject Matter:
Grade Level: GRADE 6
Lesson Outcomes Teaching Methods Evaluation
 Nasusuri ang nilalman ng isang A. Activity:
akda batay sa paksa, tauhan at 1. Recall: Panuto:
paraan ng pagkakasulat 1.Gaano kahalaga ang paggamit
ng pandiwa? Sumulat ng isang talatang
 Nakasusulat ng isang ankedota 2.Ano ang Mitolohiya at ang nagsasalaysay tungkol sa
gamit ang diskursong kahalagahan nito? isang katawa-tawang
pagsasalaysay pangyayaring naibahagi sa
2.Motivation: iyo ng isang kaibigan. Isulat
Panuto: ito sa ½ crosswise at ipasa
Habang nagpapatugtog ng isang saloob ng 10 minuto.
kanta, mag-isip ng isang
nakakatuwang pangyayari sa iyong
buhay. kung kanino mahinto ang
tugtugin, siya ang magbabahagi
ngkwento sa loob ng klase.

B.Analysis:
1.Ano ang Anekdota?
Panuto:
Habang nagpapatugtog ng isang
kanta, mag-isip ng isang
nakakatuwang pangyayari sa iyong
buhay. kung kanino mahinto ang
tugtugin, siya ang magbabahagi
ngkwento sa loob ng klase.
B.Analysis:
1.Ano ang Anekdota?
C.Abstraction:
Panuto:
Basahin at unawain
Ang Tsinelas -Anekdota ni Jose
Rizal
D.Application:
1. Individual Guided Activity:
Panuto:
Punan ang mga hinihinging
impormasyon sa gamit ang tsart sa
 ibaba.

ANEKDOTA
PaksaLayuninParaan ng
PagkakasulatNilalaman

2.Group Differentiated Task:

Panuto:
Bumuo ng apat na pangkat.
Gumawa ng isang islogan tungkol
sa magagandangibubunga ng
pagkakaroon ng magandang
pananaw at masayang buhay. At
ipresenta ito saklase.
Rubriks:
Nilalaman: 25%
Pagkamalikhain: 25%
Mensahe: 50%
100%

Activity 9.1 Demonstrate an Understanding of Research-Based Knowledge Principles of

Teaching and Learning
Principles of Learning
1. Effective learning begins with
the setting of clear and high
expectations of learning
What did the Resource Teacher do to apply the principle of
learning
The teacher makes a lesson plan and before the start of
discussion she introduces first the objectives of the lesson.
outcomes. Teacher presents via projector about her intended learning
outcome regarding the topics.
2. Learning is an active process. The teacher gives task and activities where the students can
actively participate in their own learning.
The teacher let the student to actively participating from the
class discussion and engages in educational learning activities.
3. Learning is the discovery of Let the students explore and seek information by their own.
personal meaning and relevance
The teacher gives an opportunity to the students to create and
of ideas.
share their ideas regarding the topic and discuss it in front of
the class.
4. Learning is a cooperative and a The teacher asks questions during discussion to make the
collaborative process. Learning is students focus in the learning process. Students also had a
enhanced in an atmosphere of a freedom to ask question and speak their own ideas.
cooperation and collaboration.
The teacher gives a group task activity where the students are
assigned to interpret the poem by creating; brainstorming ideas
together with their peer groups and debriefs their final thoughts.
The students are happily to ask something to clarify, cooperates
each other, sharing of ideas, discussing, and collaborate
meaning to comprehend the texts.

ANALYZATION
1. What principles of learning were most applied? Least applied?
Most Applied:
As I observed, one of the teachers promote active learning “learning is a cooperative and
collaborative process” where a student-centered approach in which the responsibility for
learning is placed upon the student, often working in collaboration with classmates.
She is the facilitators rather than one-way providers of information. The presentation of
facts, so often introduced through straight lecture, is deemphasized in favor of class
discussion, problem solving, cooperative learning, and writing exercises (graded and
ungraded).
One of the teachers that I did indeed observe somehow implements these principles. I
could say not all but most of them. This can be signifying how her learners reacts from the
way she teaches, and the way learners enjoy her class. For the learners, skills and abilities
are not one day growth; it is a step-by-step process.
Least Applied:
The learning principle that was applied least from all the principles is the, “Learning is the
discovery of personal meaning and relevance of ideas”.
In this situation, most of the time the teacher used up by explaining and sharing thoughts
regarding the topic. Mostly of the class was being done by the teacher herself.
These situations somehow contrast to a teacher who mostly facilitates with the learning for
the students and they, the students, are the one who gives some ideas about a certain
topic.
Give instances where this/these principle/s could have been applied?
These applications make learning more joyful and interesting. These principles of learning help the
student to clear the basic concepts of learning. Hence, these applications play a very important
role to enhance learning.
Learning principles or the learning models has greatly influenced the teaching in the schools, it is
impossible to teach without these principles
The principles have helped in efficiency and better way of handling and teaching students in a way
that the learners are able to understand what is being taught.

REFLECTION
From among the principles of learning, which one do you think is the most important?
 PARTICIPATION - Participation improves motivation and apparently engages more senses
that reinforce the learning process. As a result of participation, people learn more quickly
and retain that learning longer.
 REPETITION - An important principle of the learning is to provide the learner with the
opportunity for practice and repetition. To gain the full benefit of training learned behaviors
must be overlearned to ensure smooth performance and minimum of forgetting later.
 An important principle of the learning is to provide the learner with the opportunity for
practice and repetition. To gain the full benefit of training learned behaviors must be
overlearned to ensure smooth performance and minimum of forgetting later. Proficiency in
learning and retaining new skills is improved when individuals visualize themselves
performing the new behavior.
 RELEVANCE - People are motivated to learn when training is immediately relevant to help
them solve a current problem. Learning something just because someone says “it is
important” is not as motivating.

ACTIVITY 9.2 Identifying Learning Outcomes that are aligned with Learning
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART
OBJECTIVES) ACHIEVED
YES NO YES NO

1. Define the form of passive voice construction.

/ 
 2. Convert a sentence from active voice to passive voice
and vice versa
/ 
3. Write sentences in the passive voice in simple present
and simple past tenses
/ 
4. Explain the use of the correct voice in the appropriate
situations, considering usage, effect, and intention
/ 
5.

2. Cite pieces of evidence that these learning outcomes were achieved.

1. In the Presentation stage, students start with their relevant prior knowledge—verbs ‘to
be’ and past participles, before the teacher introduces the form of the passive voice.
2. During the discussion, especially in the Practice stage, students converted sentences
about food in active voice into passive, with gradually decreasing support. Also, in the
Production stage, students talked about food using the passive voice.
3. After discussion, the teacher assigned the students to write sentences in the passive
voice in simple present and simple past tenses about the food they ate.
4. In the Presentation Stage, students watched watch video clips from some TV shows and
filled in the blanks with the passive construction. Students also recognized the voice of
the sentences, and mad scaffold explorations about passive voice usage.
5.

ANALYZATION
1. Do SMART objectives make the lesson more focused?

In my own opinion, SMART objectives help the lesson become more focused because the goals

will set you up for success by making goals specific, measurable, achievable, realistic, and timely.
With this, teachers are guided to achieve their desirable intended learning outcomes. The SMART
methods will help teachers to push further, gives them a sense of direction, and helps them
organize and reach their goals to achieve what they are expecting from the students.
 REFLECTION

REFLECT ON THE: Lessons learned in determining SMART learning outcomes

I have learned from the lesson in determining SMART learning outcomes that, in your lesson
objectives or intended learning outcomes it should be SMART (Specific, Measurable, Attainable,
Result-oriented and Time bound) because this will really help the teacher as well as it will guide
the teacher in the learning process and to the development of the students. As what I have said,
SMART objectives will also help the teachers to direct the flow of the lesson and help the teacher
to achieve the desired goals on specific topic as well as it helps to make the discussion clear and
organize.

Activity 9.3 Distinguishing Between Inductive and Deductive

Teacher – centered Student – centered

Did the teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive
No. the teacher managed her time by putting recipients of instruction?
minutes in every part of the lesson. She allotted
time for the lecture, for the quiz, and for group Yes. The students were involved in the teaching-
works. learning process. They act as the listener as well
 as act as a facilitator when they had their group
work.
Was the emphasis on the mastery of the lesson Was the emphasis on the students’ application of
or on the test? Prove. the lesson in real life? Give proof.

No. the emphasis on the mastery was on the Yes. Because the teacher let them make their
lesson because the teacher made sure that the own sample of sentences about the food they ate.
students really cope with the discussion by not
only lecturing it but also, she gave chances
every student to be a facilitator so that all the
students will cope with the topic.
Did teacher focus only on one discipline / Did teacher connect lesson to other
students? disciplines/subjects?

Yes. From the start until the end, the teacher No. the teacher only focused on the main or one

occupied all the class hour only in one subject subject only.
so that the students will not get confused and
they will still remember it.
What teaching-learning practice shows that teaching approach was:
a. Constructivist- connect to past experiences of learners; learners constructed new lesson
meanings

During the class discussion, the teacher let the students to connect the student’s past experiences
to the topic and tries to connect it to the new concept for the discussion.
b. Inquiry-based
The teaching and learning practice I have seen from the teaching approach in Inquiry-based was
the teacher posed thought-provoking questions to the students about the topic as well as
encourages the students to have independent thinking. The questions can be subjective so that it
will encourage the learners to express their ideas and thoughts.
c. Developmentally appropriate-learning activities fit the developmental stage of children
The teacher nurtures child’s development (social, emotional, physical, and cognitive).
d. Reflective
Reflective Teaching includes remembering, thinking about, and evaluating a teaching experience.
It is said to be a reflective teaching approach when a teacher for example invites colleagues to
observe your class and ask the students for feedback.
e. Inclusive-No learner was excluded; teacher taught
The teacher wanted all her students to actively participate both in the class discussion and
learning activities regardless of the student’s diversities. The teacher doesn’t want to be bias
and wanted to be fair to all the students.
f. Collaborative-Students worked together
The students share ideas to each other and do the task given to them together.
g. Integrative-Lesson was multidisciplinary-e.g. In Science, Math concepts were taught.
The teacher integrates other topics and ideas and connects it to the subject matter so that the
learning of the students is not only limited to the subject but also multidisciplinary. Meaning, the
students can comprehend and can learn other things.

ANALYZATION

1. What are possible consequences of teaching purely subject matter for mastery and for the
rest?

The consequences of teaching purely subject matter for mastery and for the test is that the student
will not extend her knowledge because the teacher limits the learning or in the concept and with no
application. Also, I can also see that if this will happen, maybe students will study just for the sake
of examinations and what the teacher had taught will be easily forget.

2. If you were to reteach the classes you observed,

If I were to reteach the class, I would still use the student-centered approach where I will

encourage student to actively participate but they were the one who will facilitate. What I will do is
to guide them and correct them if they commit mistakes.

REFLECTION
Reflect on Principles of teaching worth applying;
As future educator, the principles of teaching are very important for us all educators for us
to improve ourselves and the process of learning of our students. This promotes excellence
in learning and teaching practices express in different institution that are committed as
learning. In all these principles tackled, it enhances student to engage and learn through
effective teaching.
SHOW YOUR LEARNING ARTIFACTS
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan(s)
BANGHAY ARALIN SA FILIPINO 6
VI- LAYUNIN:
C. Nasusuri ang kasiningan at bias ng tula batay sa napakinggan
D. Nauuri ang ibat-ibang tula at ang mga element nito
VII- PAKSANG-ARALIN:
E. Paksa: Panitikan: Tula mula sa Uganda, “Hele ng ina sa kanyang panganay” isinalin
sa Filipino ni Mary Grace A. Tabora mula sa salin sa Ingles ni Jack H. Driberg ng A
song of a mother to her first born
Gramatika at Retorika: Wastong gamit ng Simbolismo at Matatalinghagang Pananalita
F. Sanggunian: Filipino 6- Panitikang Pandaigdig sa TG mp. 110-114
Pluma: Wika at Panitikan para sa mataas na paaralan Ikalawang Edisyon (Baitang 6) p. 77-78
G. Mga kagamitan: Projector, Manila paper, Laptop, Musika at Kopya ng tula
H. Pagpapahalaga: Pagmamahal sa Ina
 VIII- PAMAMARAAN:
f. Balik-aral
Sa Venn diagram, isulat ang pagkakatulad at pagkakaiba ng sanaysay sa talumpati

g. Pagganyak
Tanungin ang mga mag-aaral kung batid nila ang awitin ni Gary Granada na “magagandang
anak” ipaparinig sa kanila, alamin ang nauunawaan ng mga mag-aaral tungkol sa
ipinahihiwatig ng koro ng awitn. Pagkatapos ay magbigay ng kaunting input, magbabahaginan
ng saloobin at karanasan sa kadalikaan ng ina.

Magbigay ng mga matatalinhagang pananalita at simbolismo sa salitang nasa puso.

h. Pagtatalakay
 Pag-uugnay ng mga halimbawa sa bagong aralin, ipabasa ang dalawang tula, pagkatapos ay
pangkatin ang mga mag-aaral upang mabisang maisagawa ang Gawain 3, ipasuri at
paghambingin ang dalawang tula na nakalahad sa Gawain 3 at bigyan ng sapat na oras ang mga
mag-aaral sa pagsasagawa nito.
 Magbibigay ng maikling input tungkol sa tula at sa nilalaman nito.
 Basahin ang tulang pag-aaralan “Hele ng ina sa kaniyang panganay” pagkatapos ay sagutin ang
mga gabay na tanong.
i. Paglalapat
Paano mo maipapakita ang pagmamahal at pagpapahalaga sa inyong ina?
j. Paglalahat ng Aralin
Ipagawa ang Gawain 6, KM. pahina 282 gamit ang grapikong representasyon.
IX- PAGTATAYA:
Ipabasa ang tulang “Ang Matanda at ang Batang Paruparo” ni Rafael Palma pagkatapos
pasagutan ang isang grapikong representasyon. Gawain 7 sa pahina 284 ng KM.
Elemento ng Tula Pagsusuri
e. Sukat
 f. Tugma
g. Kariktaan
h. Talinghaga
Ito bay tulang tradisyonal o Malaya? Patunayan.
Masalamin ba sa Tula ang kultura ng bansang pinagmulan nito? Sa paanong paraan?
Patunayan.

X- TAKDANG ARALIN:
Sagutin ang mga sumusunod na tanong sa inyong kuwaderno.
3. Ano ang layunin ng tulang binasa? Anong uri ito ng Teksto?
4. Paano naiba ang unang tulang binasa sa ikalawang tula? Magkatulad ba ang
pagiging masining ng dalawang tula? Patunayan.

Activity 10.1 Applying the guiding principles in the selection and use of strategies
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, e.g., Teacher used video on how digestion takes place
the more and the better the learning. and a model of the human digestive system.
2. Learning is an active process The teacher gives a group activity which reporting
about different calamities.
3. A non-threatening atmosphere Teacher gives the students’ time to think in answering
enhances learning. her questions.
4. Emotion has the power to increase Emotion of the students helps them focus and think
retention and learning. critically with all the activities.
5. Good teaching goes beyond recall of Teacher asks the students about the topic that are
information. discussed last meeting to know if the students can
recall.
6. Learning is meaningful when it is Let students do activities where they can show their
connected to students’ everyday life. skills and talents.
7. An integrated teaching approach is Teacher integrates Science in teaching Araling
far more effective than teaching Panlipunan, they discussed do’s and don’ts.
isolated bits of information.
ANALYZATION
What is the best method of teaching? Is there such a thing?
 There is no “best” method of teaching. However, some methods do prove to be more effective
than others. Many researchers today agree that including more student-centered learning
approaches to the classroom can improve learning.
 There is no such thing as the best method in teaching, may it be language or other subjects.
The method a teacher can use and even experiment depends on the nature of the students,
the language itself, the subject, and the motivation of students.
REFLECTION
Reflect on this question: How do we select the appropriate strategy for our lessons?
Once you have decided on the learning goals, student learning objectives, selected content and
determined assessment strategies and activities, the next step would be to determine the teaching
strategies you will be using to engage students with the material interact with them and meet your
instructional objectives. These are strategic decisions which are tailored to your course and
strategies can be implemented during class, in lab or studio or as homework assignments.
Think, pair, share is a common teaching strategy used to elicit student knowledge about a
particular concept or gauge the ideas students have around a particular issue to gather information
from all the students in the class. Before continuing to read this article, think (and write down) all
the teaching strategies you are familiar with. If this were a class session and not an article, the
next step would be to Pair with another student and discuss your lists, join forces,
and co-create a Pair list. The last step would be to Share your ideas with the rest of the class.
This teaching strategy can be used to meet many objectives. It may be particularly useful during
the first day of class of any course, seeing as it serves the double purpose of providing the
instructor with a clearer picture of the handle, if any, the students have of the subject; and, as an
opportunity to break the ice and set the tone for a more interactive, student-centered class.
Activity 10.2 Determining Outcome-Based Teaching and Learning
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?

She shares her class objectives in the class by presenting the specific intended learning
outcomes to the subject matter. She begins her discussion based on how she asked questions
to the class and based on her discussion.

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.

She had a flash card presented in the class. She asked the learners to give some points of
view or ideas being in relation the text being presented in the flash cards. I can say that see
somewhat achieved her objectives because the learners can answer her questions.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ILOs?

The teacher prepares a written examination through presenting the story guide questions that
needs to answer. It is aligned to her objectives because it corresponds to the lesson she is
discussing. All her teaching strategy when it comes to the learning activities and assessment
are aligned to the intended learning outcomes or objectives.
ANALYZATION
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcomes-based Teaching and Learning (OBTL) is a teaching and learning that helps you focuses
on “first identifying the intended outcomes or goals of a module or program and then aligning
teaching, learning, and assessment to maximize the likelihood that students achieve those
outcomes or goals.

REFLECTION
Reflect on the use of OBTL.
What is OBTL used for?

Outcome-based education is an educational theory that bases each part of an educational system
around goals (outcomes). By the end of the educational experience each student should have
achieved the goal (William Spady, 1994) Outcome-based Teaching and Learning (OBTL) is a
student-centered education approach where the program intended learning outcomes are explicitly
defined for students to achieve.

Teaching and learning activities are then carefully designed to facilitate students to achieve these
outcomes. The success of OBTL is based on evidences from the assessment results and student
learning experience. Periodic reviews of these evidences will lead to continuous improvement of
program quality.

ACTIVITY 10.3 APPLYING EFFECTIVE QUESTIONING TECHNIQUES

Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual/ Is Euclid being the father of geometry?
Convergent/Closed/Lo
w Level
2. Divergent/Higher- What are the different kinds of angles?
order/Open-
ended/Conceptual
a. Evaluation When do we know that this is already a final answer?
b. Inference Who can answer about how many types of theorems do we have?
c. Comparison What is the common point between these two linear equations?
d. Application When do we apply this formula?
e. Problem-solving Who can solve the problem-solving #1?
3. Affective Why are you laughing?

ANALYZATION
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?

Children go to school as question marks and leave school as periods." (Neil Postman) and "Good
Learning starts with questions not answers." (Guy Claxton) these are two quotations which deal
with effective questioning to children inside the classroom. Many teachers have been observed by
education supervisors, district supervisors, principals, and department heads to have asked mostly
"what" questions in the entire session or class. Perhaps they were all answered by the pupils;
since, the questions were all simple recall.

But the big question is, has the teacher helped develop the children's' thinking skills. According to
Webster Dictionary, a question is any sentence which has an interrogative form. It can be
answerable by yes or no or by other information. In the classroom settings, teacher questions are
defined as instructional cues or stimuli that convey to students the content elements to be learned
and directions for what they are to do and how they are to do it. The teacher must always put in
mind that the knowledge and skills used in asking different types of questions in a classroom is
one important but critical aspect of the teaching and learning process.

Why are questions important? Questions play an important role not only for teachers but also for
students, meaning both in the teaching and learning process, questions are significant factors
because children’s' achievement and their level of engagement, depend on the types of questions
teachers' formulate and use in a classroom (Keiry, 2002). Therefore, teachers must be careful in
designing/ formulating questions to stimulate curiosity, provoke ideas, clarify concepts, and
challenge beliefs. Students develop their listening and thinking skills when exposed to the right set
of questions. It is vital therefore for teachers to assess their current questioning techniques.

REFLECTION

Reflect on: The importance of using various reacting techniques

Motivates slow thinking students to respond. Improves the quality of the responses

made. Decreases the amount of guessing or wrong inferences. Increases the number of correct
responses.

Improves the quality of the responses made. Decreases the amount of guessing or wrong
inferences. Increases the number of correct responses. Leads the teacher to vary her questions.

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.

TEACHER 1: SALEH MAHALI (Grade 8 teacher)

Constructive alignment provides the “how-to” by stating that the TLAs and the assessment tasks
activate the same verbs as in the ILOs. Why use OBTL? The short answer is that OBTL is logical,
effective and both teachers and students find it more satisfying than traditional teaching.

TEACHER 2: ELSIE MANGKABONG (Grade 10 teacher)

Outcomes-based Teaching and Learning (OBTL) is a curriculum design framework to teaching
and learning that helps you focuses on “first identifying the intended outcomes or goals of a
module or program and then aligning teaching, learning, and assessment to maximize the
likelihood that students achieve those outcomes ...
Activity 11.1 Visiting the Learning Resource Center
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 They can be read any time. Improve Inquiry-based learners.
 Workbooks, the student’s reading skills and Lecture approach - source
dictionaries, vocabulary development. of information for the
encyclopedias, A good source of additional information teacher's lessons.
story books for teachers. Linguistic Approach - help
and to develop one’s
newspapers. vocabulary and reading
 Books skills.
 Encyclopedias
 Magazines

2. Audio Resources Develop the student’s listening skills as Metacognitive approach -

 Radio well as make learning more effective. students think deeply with
 Tape recorders these learning materials.
 Audio cassette
player
 Books
 Encyclopedias
 Magazines

3. Non-electronic All blackboards are in big sizes and Teacher-centered

Visual Resources there’s a lot of supply of chalk. Pictures Approach
 Blackboard are colorful and related to the subjects. Lecture approach - use in
 Chalk Used to present the teachers lessons representing the lessons.
  Pictures visually.
4. ICT Resources All teachers had their personal Inquiry-based learners
 Laptops/comput laptop/computer used in teaching, the Integrated learning
ers school provide projectors that can be approach - different senses
 Projectors used by students and teachers, and of the students will be
 Tablets there are enough tablets. involved using ICT
 Televisions Keep abreast in any current trends and resources.
information.
Impression about the LRC: The Learning Resource Center is sufficient to the needs of the
students and it is a conductive resource center. Resources will help a lot in the learning of the
students and motivates them.
Name and Signature of Observer:

NURHUDA BACUNDO & PALMA CARIL

BEED -IV

Name and Signature of the Learning Resource Center In-charge:

ANALYZATION

Are the learning resources/materials arranged properly according to their functions and
characteristics?

I believe that the resources/materials are properly arranged according to their functions and
characteristics because they are properly placed, organized, and implemented and there is in-
charge in managing and seeing to it that all resources are all safe and are always ready to use.
Computers are well-ventilated and books are free from dust. There are also policies implemented
to avoid abuse of the resources and materials.

Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?

Yes. Guidelines and procedures facilitate easy access to the materials in a way where everyone
has equal opportunities to use the materials or resources. The resource center has provided some
limitations on the use of computer so that everyone will be accommodated. The students are only
required to fill-up a borrower slip if they intend to take the book with them.

What are the strengths of this Learning Resource Center?

For me, the strengths of the learning resource center are that it is very conducive because the
place is well lighted, well-ventilated, and very clean. The resources and materials are up to date
with the latest trends in technology.

What are its weaknesses?

Probably, one of its weaknesses is that the books in the library are a bit few since it operated just a
few months ago. Aside from books, probably the furniture should be upgraded hence tables are
good for groups some students might want to be on their own when reading or studying.

What suggestions can you make?

The learning resource center should be maintained like the cleanliness as well as its learning
atmosphere. Always make sure that from time to time the resources and materials are checked
and updated.
REFLECTION

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

For me, the learning resources that caught my interest most are the availability of computer for
research. Computers with internet connection provide vast resources of information and data
which will help a lot in the learning of the students. Unlike in the old days where students just rely
on books and other printed materials.

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

For me, the computer is the equipment which I am confident to use with because I have been
using it for many years and I know how to manipulate it and it is very simple and convenient to
use.

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

I think the use of the sound system in the audio-visual room because it has lots of controls and
connections that I should know first.

Activity 11.2 Observing Technology Integration in the Classroom

OBSERVATION SHEET NO.

REPORT

Date of Observation:
School:
Subject: Topic: Paraan sa Pagsulat ng Akademik
Pormat
Grade/Year Level: Grade 11

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: FILIPINO Grade 6

Date of Observation:
Subject Matter: PANAHON NG REBOLUSYONG PILIPINO
Brief Description of Teaching Approach Used by the Teacher:
The teaching approach used by the teacher is “Learner-Centered Approach” and “Deductive
Method” for she allows her students to explain their topic and let her students analyze the theme
by themselves before she explains the topic based on the book. Also, the resource teacher also
used informal hand raising, in which she asks her students some random questions and invite
answers whether right or wrong. The resource teacher used these approaches and strategies in
teaching all throughout the discussion.
TEACHING AID STRENGTHS WEAKNESSES APPROPRIATENESS
USED OF THE TEACHING
 (enumerate in
bullet form)
Laptop The Laptop allows the
resource teacher to
make a good
presentation of her
topic. It provides the
resource teacher with a
less expense means of
making a visual aid and
at the same time, it’s
what a trend to the
millennial learners is.
Projector Since the screen of
Laptop is too small to be
visible up to the
students on the last row,
by using this projector, it
made possible for the
students to read the
PowerPoint
presentation projected
on the board. Without
this projector, it will be
hard for the students at
the back to participate in
the discussion and to
pay attention to what
their source teacher is
discussing. Thus, the
main forte of this
projector is making the
power point
presentation of the
resource teacher be
visible in every corner of
the room.
AIDS USED
In terms of weakness The resource
of the laptop, there is teacher’s decision to
a possibility that use a laptop in
during the discussion presenting her topic
or the presentation of for that day is an
the PowerPoint, advantage for her to
technical failure might present her lesson
occur if the teacher is clear and more
not so skilled in attracting for the
handling computers. students and by the
Just as what fact that her students
happened when I belong to the
observed, the millennial that are
PowerPoint fond of using
presentation did not technology, making
work properly, but them be engaged
since the resource more in the
teacher is computer discussion.
literate, she manages
to solve that small
misbehaving of the
laptop.
Possibly, the only The use of projector in
weakness of the the resource teacher’s
projector used by the chosen approach is
teacher during her appropriate since she
class discussion is tends to ask the
that the projector she student opinions and
used takes a long insights about their
time before it starts topic, the use of
up. Thus, it almost projector is very useful
consumes 10 minutes and ideal for the
to install the projector students on the last
making the time row tend to participate
allotted for discussion, in the class discussion
activity, and for the idea told by the
evaluation to be teacher is being
lesser. projected on the board
through projector.
Through this, the
participation that the
teacher wants to get
from the students
were achieved.
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 provided by the book, the resource teacher attained
the following levels: entry, adoption, adaptation, infusion, and transformation.
For the resource teacher used the technology, which are the laptop and projector from the very
beginning of her class starting from prayer and presentation of objectives, afterwards, she let the
students to manipulate and operate the technology alone to explain some part of the lesson and
instead of just merely receiving information from the technology, the resource teacher let the
students to discuss the topic by themselves and to raise questions to their classmates which
eventually, when the classmate asked didn’t answer the question correctly, she manage to answer
it.
After that, the resource teacher let the students to use the technology, which is a laptop, to make
their own “Academic Format Letter” in Microsoft Office Word” to be passed on their next meeting.

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 your answer.

The following are the characteristics of the learning environment in the class that I had observed:
• Active: The resource teacher in the class that I had observed let her students to operate and set-
up the projector and the laptop before they start and during her discussion of the lesson.
• Collaborative: The resource teacher of the class that I had observed grouped her students into
five-member each to present specific topics using the technology she prepared, the laptop and
projector.
• Constructive: The technology; laptop and projector served as the main teaching aids of the
resource teacher that I had observed, therefore it serves as the source of information in which the
students construct their understanding.
• Authentic: The resource teacher that I had observed asked the students to create their own
“Academic Format” using laptop in Microsoft Office Word.
• Goal Directed: the resource teacher that we had observed asked her students to prepare a
power point presentation for the next students to report in front of the class.

Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
Overall, I must say that the resource teacher executes the learning resources well and effectively
for the students tend to collaborate and cooperate in her discussion and they tend to focus their
attention on the projected power point presentation projected on the board. My only suggestion is
that next time, it is more advisable to use animation on the text that needs to get emphasized and,
use more images if possible.

REFLECTION
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?

If I am at the resource teacher and will teach the same topic to the same group of students I will
still be using the same technology she used, which are laptop and projector, for the students
 seems to focus more on what I am going to say if there is a projected presentation of the topic
that I will discuss.

Maybe the only different thing that I will do compared to the resource teacher is that I will use
“Problem-Soling Method” for I want my students to discover for themselves how to do or write an
academic format letter, and also, I will use “Differentiated Instruction Method” for the students’ to
focus on one part of the letter format then the group leader will explain their part in front of the
class.

And for the evaluation, I will ask my students to write an academic format letter to the principal of
our school on their propose program/projects for the improvement of our own alma matter.

Activity 11.3 Exploring Education 4.0

Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?

During my observation, the teacher discussed about the poetry and its elements. But before she
started, she mentioned about her lesson’s objectives. These were:
 To learn about the elements of poetry.
 To learn about poetry.
 To learn about the different elements of poetry

2. Note the important concepts that the teacher is emphasizing.

The teacher emphasized about data gathering and research which is under inquiry-based
approach of teaching.

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

The skills that the learners will be developed through the help of the teacher are Critical thinking
skills; the teacher elicits higher levels thinking. Reasoning skills, the teacher develops deductive
and inductive reasoning abilities of her students through series of questions. Reading and writing
skills, generally, these are the most developed skills of the students during class sessions.

Electronic Resources Evaluation Form

Grade/Year Level
Subject Matter/Topic (Based on
the class you observed)
Lesson Objectives/Learning
Outcomes
6
PANAHON NG REBOLUSYONG PILIPINO
 Natutukoy ang mga pinagdaanang pangyayari o kasaysayan
tungo sa pagkabuo at pag-unlad ng wikang pambansa.
 Nakapaglalahad ng mga dahilan sa pagpili ng wikang Filipino
 bilang batayan ng Wikang Pambansa.
Name and Describe the electronic Put a check if the resource satisfies the Describe how you can
Type of resource (include criterion. use it if you were to
Electronic author/publisher/source teach in the class you
Resource ). observed.

Accur Appro Clear Com- Motiv Orga- Using it to emphasize

ate priate plete ating nized the explanations.
Laptop is a small, portable      
personal computer with
a “clamshell” form
factor, an alphanumeric
keyboard on the lower
part of the “clamshell”
and a thin LCD or LED
computer screen on the
upper portion, which is
opened to use the
computer.
Projector an optical device       using the
that projects an image projector to show
(or moving images) samples
onto a surface,
commonly a projection
screen
Speaker Are popular output       To clarify the sounds
devices used with and dialogues used.
computer systems?
They receive audio
input from the
computer's sound card
and produce audio
output in the form of
sound waves.

As I visited the website of edtechteacher.org, I saw many different learning materials that will help
the learning process of the students. There are many worksheets that appropriate to the level of
students and provided teacher materials like visual aids, flash cards and worksheets. It is
enjoyable to surf in that website because it is easy to access and many suggestions that provide.
REFLECTION

1. Describe your experience in surfing the internet for appropriate electronic resources for the
class? What made it easy? Difficult?

Based on the experiences I had surfing the internet looking for appropriate electronic resources, I
found it very easy. Since I was in high school, I was gradually exposed to the internet. Through
those learning experiences, it gave and equipped me with the right knowledge and skills to utilize
and maximize the benefits it brought to us this generation. With the help of computers and other
internet-capable devices, I could easily access and browse the web, choose among thousands of
different resources readily available in a few clicks.

I find it interesting and amusing. The thing about the online service and its accuracy. The
electronic resources can easily be use. It’s easy and efficient. If there’s any difficulty that’s the part
where the tool is to be tested in real way.

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?

I choose the electronic resources according to the needs of the students as well as their interest
because choosing electronic resources for the class is always depending on the interest of the
students and needs as well as their capacity to think I also consider the availability/easy access of
the electronic resources and safety of the students. Choosing the appropriate electronic resources
will become easy if the teacher becomes open-minded and be considerate to the students. This is
what matter most here, the needs of every student to accomplish the desire or intended learning
outcomes.

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?

In terms of my basic and mid-level computer skills I am proficient. That’s the most important thing I
need for me to utilize and maximize the electronic resources around me especially those over the
internet. With regards to various electronic devices and gadgets, I know how utilize and make use
of them. There are still a lot of things in life that I must learn and understand.

I have computer literacy and communication skills in using technology. Being knowledgeable to
use new type of tools is what I think the skill that needs to work over.
ACTIVITY 11.4 Professional Development Through MOOCS

PPST Domain Competencies I want to work MOOC’s related to the MOOC

on competency/ies (Include a Provider
short description)
1. Content Act as a role model Foundation of teaching for COURSERA
Knowledge learning:
and
Developing relationship-
Pedagogy
designed to assist people who
are currently teaching but had
no formal teacher education to
improve their understanding of
their role as a teacher
2. The Learning Create an environment that is Children’s development COURSERA
Environment safe and conductive to increase teachers’ knowledge
learning about teacher-child interaction
that promotes young children
development
3. Diversity of Foundation of Teaching for The teacher’s work becomes COURSERA
Learners learning 3: Learners & meaningful when it is informed
Learning by research and theories of
learning, and their relationship
to actual practice. This course
provides an opportunity for
you to identify and understand
students’ expectations and
prior learning.
4. Curriculum Foundation of Teaching for Foundation of Teaching for COURSERA
and Planning learning 4: Curriculum learning 4: Curriculum
5. Assessing I want to work on my Performance assessment in COURSERA
and Reporting performance skills to be an the virtual classroom was
effective future educator. In effective measure of
this I will practice my potential. performance and assessment
 are a crucial component of
any virtual program.
6. Community Foundation of Teaching for One focus of the course is to COURSERA
Linkages and learning 8: Developing help you develop strong
Professional Relationships relationships with families to
Engagement enable them to support
children’s learning. Positive
relationships with your
students enable you not only
to teach them but also to get
to know them as individuals.
Positive relationships with
colleagues and school leaders
are necessary to help the
school improve.
7. Personal Time & Stress Management Upon successful completion SAYLOR.ORG
Growth and of this course, you will be able
Professional to: discuss the importance of
Development goals, priorities, and planning.
Use to-do lists as planning
tools. Learn how to prioritize
daily tasks and responsibilities
and reprioritize on a moment’s
notice. Learn how to identify
and overcome time wasters.
Define procrastination.
Discuss the importance of
delegation; and identify
stressors and describe
effective coping measures.

ANALYZATION
From among the MOOC’s you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOC’s below.
1. MOOC Title: Presentations: Speaking so that People Listen Provider: The coursera is the
provider of this course. Courser is an education platform that partners with help top
Universities and Organizations worldwide to offer courses online for anyone.

Objectives of the MOOC: This course will give you helpful tips for making effective speeches and
delivering them well in typical American settings. You’ll learn how to organize a presentation, how
to make it memorable, and how to communicate clearly. This will help you to improve your public
speaking skills, either for school work.

Content Outline: This course will help you to have several opportunities to demonstrate the
presentation skills that you learn. It also helps you to gain the experience you need to be more
confident when you give speech in the classroom or job. Learners will record several videos of
themselves giving assigned presentations and upload the videos for peer feedback.

Why did you pick MOOC?

 As a student that specialized in English it will help me a lot to improve my skills in speaking. In this
course, it may build my confidence to speak well in front of many people. I will be becoming a
good communicator through this and it will help me to my future profession to face my learners
confidently.

2. MOOC Title: English for Research Publication Purposes Provider: The provider of this course
is the courser which is designed to help students achieve mastery over course material. They
provide challenging assessments, interactive exercises during lesson.

Objectives of the MOOC: The objective of this course, will acquire the knowledge and skills that
are deemed to be essential to access in scientific writing. You will develop your expertise with a
range of academic literacy skills self-editing strategies to prepare a publishable manuscript that
editors will take seriously. You will learn the unwritten rules of good writing to meet the
requirements of modern-day research publications.

Content Outline: This course is the perfect first step into the world of research publication. It is
design to take your knowledge of academic writing and term it into an in-depth understanding of
content trends in scientific writing to help you get published in an international journal, win a
research project or report research finding.

Why did you pick MOOC?

I picked his course because it will help me to improve my writing skills and at the same time to
more knowledgeable about research publication. I want to try to write a journal or article about the
problems that our environment has and to inform people about it. It will help me to voice out my
thoughts through writing.

3. MOOC Title: Business English: Networking Provider: The MOOC provider is coursera
created by UCI Extension continuing education. The course begins with a welcome message
and an overview of the specialization.

Objectives of the MOOC: The course learning objectives are to determine whether the objectives
of this specialization align with your learning goals. Evaluate your current level of proficiency in
business English communication. Present relevant information about yourself in a discussion
forum and develop vocabulary related to job and companies.

Content Outline: In this course, there is 5 weeks’ time/day commitment and the contents are
Introduction to Business in English communication, Introduction, Meeting arrangement on the
telephone and the last is meeting arrangement (Email). During the course, you will begin learning
vocabulary and costumer related to socializing and networking in English.

Why did you pick MOOC?

I believed that this MOOC will help me to become good communicator and to practice my
language skills. It will help me to have an experience about entering to a business. In this, I will
also to be prepared in my future profession through developing my vocabulary and build
confidence to speak in front of other people.

REFLECTION

1. How can MOOC’s help you in your future career as a professional teacher and as a lifelong
learner?
As a future teacher, MOOCs helps me to realize that technology has a big part on our lives and at
the same time in our learning. Through MOOCs we can explore more new things that can help us
in our teaching-learning process. It more convenient for me as a future teacher to get information
and at the same time it helps me to enhance my computer skills on exploring online learning
through MOOCs. It is an educational course content that may help a lot the students if using this.
As a lifelong learner, MOOCs help me to give the opportunity to have a quality education. The
knowledge that I will get in MOOCs will help me to become a knowledgeable person I will share it
to my future students someday. It also helps to become prepared for my future profession. I will
use it in my daily life of teaching for my students to have higher education.

2. What did you learn from the way the providers use technology to teach in the MOOC’s?

One of the learning that I gained from the way the providers used technology to teach in the
Massive Open-Online Courses (MOOCs)was technology provides an opportunity for many people
to have a good education. Also, that nowadays, distance is not a barrier anymore to us to learn
and it’s all because of the help of technology and at the same time MOOCs.

It is more convenient to learn through MOOCs for the people who have a busy in working and not
able to go to school because MOOCs are online courses that open to a group of people. This
course can be accessed by anyone anywhere if they have internet connection. Even though it is
online courses, people of the group build a learning community through opportunities to interact.
MOOCs give their participants to test knowledge about the topics that they discussed like in
classroom but in this it will give online. They also provide feedback from the performance of their
participants using technology.

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

I will prepare myself for massive life Open-Online Courses (MOOCs) as a learner by trying
to use this course. I will explore their MOOCs providers like Coursera, Edx, Udacity,
Udemy, Iversity and ect to learn more about this course. Through exploring these courses, I
will become familiar to their programs. It will not be so hard for me to try MOOCs. After I
prepared myself by experiencing this course, so as for the future teacher that who may
someday teach a MOOCs by still using it. By that time, I assure to myself that I will improve
more my skills to be more an effective facilitator. So, that I will help my help my future
students effectively to learn. For me the learning experiences of online learning and
traditional are just the same. The only differences between the two are just a place. They
are both helping the participants or learners to learn in different ways of learning. To make it
short, it is not hard to become prepare for MOOCs because it is just like traditional but now
through using technology.
My portfolio:

MOOC PROVIDERS
COURSERA Our mission is to provide universal access to the world’s best
education.

Coursera is an education platform that partners with top

universities and organizations worldwide, to offer courses online
for anyone to take, for free.
Watch short video lectures, take interactive quizzes, complete
peer graded assessments, and connect with fellow learners and
instructors.
Finish your course and receive formal recognition for your
accomplishment with an optional Verified Certificate.
We want to help you learn better and faster. That’s why we
designed our platform based on proven teaching methods
verified by top researchers. Here are 4 key ideas that were
influential in shaping our vision:
 Effectiveness of online learning - classes with online
learning have been shown to produce stronger student
outcomes that face-to-face only.
 Mastery learning - to help learners fully understand a
topic before moving onto a more advanced topic.
 Peer assessments - have been shown in many studies to
result in accurate feedback for the learner and a valuable
learning experience for the grader.
 Blended learning - has been shown in studies to increase
student engagement, attendance, and performance.
EdX At edX, we believe in the highest quality education, both online
and in the classroom.
Through our institutional partners, the xConsortium, along with
other leading global members, we present the best of higher
education online, offering opportunity to anyone who wants to
achieve, thrive, and grow.
Our aim is to become a leading resource for learners and
learning worldwide by staying focused on the goals and
principles set forth when forming edX:
Our goals
 Expandaccesstoeducationforeveryone
  Enhanceteachingandlearningoncampusandonline
 Advanceteachingandlearningthroughresearch
Our principles
 Nonprofit
 Open-source platform
 Collaborative
 Financially sustainable

UDACITY Our mission is to bring accessible, affordable, engaging, and

highly effective higher education to the world.
We believe that higher education is a basic human right, and we
seek to empower our students to advance their education and
careers.
We are building an online university, "by Silicon Valley", that:
 teaches the skills that industry employers need today
 delivers credentials endorsed by employers
 educates at a fraction of the cost of traditional schools
With industry giants—Google, AT&T, Facebook, Salesforce,
Cloudera, etc.—we offer Nan degree programs and credentials,
designed so professionals become Web Developers, Data
Analysts, Mobile Developers, etc.
Our students acquire real skills through a series of online
courses and hands-on projects.

FUTURE LEARN We believe learning should be an enjoyable, social experience,

so our courses offer the opportunity to discuss what you’re
learning with others as you go, helping you make fresh
discoveries and form new ideas.
We offer a diverse selection of courses from leading universities
and cultural institutions from around the world. These are
delivered one step at a time, and are accessible on mobile,
tablet and desktop, so you can fit learning around your life.
We’re a private company wholly owned by The Open University,
with the benefit of over 40 years of their experience in distance
learning and online education.
We have 40 partners from the UK, Europe, Africa, Asia, and the
Middle East. These include many of the best UK and
international universities, as well as institutions with a huge
archive of cultural and educational material, such as the British
Council, the British Library, the British Museum, and the
National Film and Television School.
NovoEd NovoEd is committed to being on the cutting edge of innovation
in pedagogy, and our platform is the only one designed to
connect students to each other and to their instructors around
content at scale.
Our student-centered online learning environment enables you
to tear down the walls of your classroom and extend learning
through a team-based, collaborative, and project-based
approach at scale.
We help learners foster the competencies of creative thinking,
collaboration, and communication in practice.
Our courses are built on sound pedagogical foundations to help
 you learn to be a better team player, creative thinker, and
problem solver in an active, social, learning environment. Our
innovative technology keeps you connected with other students
so that you can exchange ideas, work on group projects, get
feedback, and form relationships with other learners that last
well beyond the course's end.
Our rigorous reputation system, accountability practices, and
calibrated peer review enable students to form a worthwhile
network of peers with similar interests and commitment whether
they are in the same location or different parts of the world.
IVERSITY Our aim is not to replace universities, but to empower
academics.
Iversity.org is the European platform for online learning that
enables universities to share a broad range course with
students from around the globe, providing them with the
opportunity to earn recognized credentials, no matter where
they are.
We are specialized in working with the European Credit
Transfer and Accumulation System (ECTS).
We work in close cooperation with instructors, higher education
institutions and knowledge-based companies to provide high-
quality courses that are engaging, interactive and fun.
Iversity makes higher education more accessible, more
affordable, and more personalized.
With cultural sensitivity and passionate commitment, it is our
goal to bring higher education into the digital age. We are
young and thrive on experimentation: we optimize our
technology and didactical methods to deliver the best possible
online education experience. In other words, we practice what
we teach: lifelong learning.

CANVAS Canvas Network offers open, online courses taught by

educators everywhere.
We provide a place and platform where teachers, students,
and institutions worldwide can connect and chart of their own
course for personal growth, professional development, and
academic inquiry.
Canvas Network is developed and supported by Instructure,
a technology company that partners with educators,
institutions, and technologists to break down barriers to
learning.
While other platforms offer only a subset of online teaching
tools, Canvas Network provides all the ease and functionality
of Canvas, the LMS that makes teaching and learning easier
for more than 12 million users.
Instructure—the company behind Canvas LMS—built it with
open, adaptable, reliable, native cloud technologies that
empower learning in every context.
OPEN2STUDY At Open2Study, we’re big believers in the idea that
connecting with other students is a powerful way to learn.
Unlike students from other platforms, about one in five
Open2Study students are not only completing their subjects,
they’re also passing.
It’s about giving students the best possible online education
 experience – and that’s irrespective of the fact that it’s free.
It’s about finding the right topics at the right level, creating
short easy to digest videos and offering a classroom
designed to give you everything you need at your fingertips.
What we really wanted to achieve with Open2Study was
collaboration. The typical activity you get in an on-campus
classroom is difficult to replicate online and we saw the space
to build this. We wanted to connect students with other
students from across the globe. That’s why we’re constantly
rolling out new features, like messaging, connections, chat,
and Student Guides. It’s also why we have such a strong
focus on social learning and the Open2Study community.
Open2Study tries to remove the barriers that can make
people hesitant to try online learning.

OPEN LEARNING Open Learning is an online learning platform that goes

beyond content delivery to focus on community,
connectedness, and student engagement.
We understand that for students to learn deeply, they need to
be active, engaged, inspired, and involved. They need to
interact with their peers, connect dots between new and
current knowledge and they need to have fun in the process!
The Open Learning philosophy, which governs the design of
the platform's student and teacher experience is based on the
pedagogical foundations of:
 Student empowerment, to foster deeper learning
through intrinsic motivation,
 Authentic, active learning experiences which go
beyond publishing content,
 Community and connectedness, to provide a social
platform with the best support, encouragement,
knowledge sharing, and engagement.
We are both the Learning Environment and the Student
Hangout.
Traditional education providers view these as separate
spaces; we see them as the same thing.
UDEMY Udemy's mission is to help anyone learn anything.

We’re the world’s online learning marketplace, where

6 million+ students are taking courses in everything from
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 SHOW YOUR LEARNING ARTIFACTS

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

Speaker Laptop Projector

These materials were used by the teacher during the class discussion. These materials aid the
teacher to make class more innovating and made learning more exciting.

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

materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate
how they might be useful considering your major or are of specialization.

“https://www.education.com/download/worksheet/175510/writing-new-years-resolutions.pdf”
(writing new year’s resolutions)

“https://www.teach-nology.com/worksheets/early_childhood/clocks/clockimg/5sans.gif”
(showing clocks with draw the hands 5 minutes interval answer key)

3. Visit www.edudemic.com/50-educationtechnology-tools-every-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.

Dropbox
 Gives you secure access to all your files. Collaborate with friends, family, and co-workers from
any device.
 Keep all your files securely stored, up to date, and accessible from any device.
 Quickly send any file—big or small—to anyone, even if they don’t have a Dropbox account.
 Dropbox brings everything—traditional files, cloud content, and web shortcuts—together in
one place.
Diigo
 Diigo lets you treat the web like paper-based reading material, making it simple to highlight,
bookmark, take notes, or even add sticky notes.
 Personal library - Your complete online knowledge collection, all in one place.
 Tag your collected web pages with relevant terms for easy future retrieval.
 Organize - Organize your links, references, and personal input to create a structured research
base through Outliner.

4. Visit www.edtechteacher.org this is a treasure box for you. Explore and share what you
learned.
Edtechteacher.org is an online website where you can learn short courses for Educators in a form
of modules, such as how to use google slides as a platform for online classes. As for now they are
offering 12 different courses that are beneficial for educators and students.

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?

The tablets are ready for education as they are the best way to show textbooks, they can offer
enhanced ebooks that feature images, video, audio, and these elements are impossible to include
in print or in a standard ebook. The teachers can find a unique teaching approach by the tablets,
visual quality of teaching material, the teachers can evaluate the students by using IT skills, and
the tablets are becoming available at low prices especially for the students in the colleges and the
universities.
Using the tablets today in learning is a more integrated learning experience, and more engaging
for the students, it is only with one tap of the finger, The tablets allow the students highlight text,
they can take the notes in the margin and access a dictionary directly within the book itself.
The tablets are matching everything that a traditional book — print or digital, the tablets are thin,
lightweight, they are easier to use in class than a laptop or notebook.
“https://static.bangkokpost.com/media/content/20121204/449625.jpg”

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

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

 Did you understand IIIIII 6

class? IIII 4
 Do you have any III 3
questions?
 Any clarifications?

What Teacher Did Tally Total

 Answer again the IIIIIIIIIIII 12

question IIIII 5
 Review the students

2. Did the teacher ask the class “Did you understand”? If she did, what was the class response?

Yes, she always asked If the learners understood the lesson by asking “Did you understand”
(Nakuha po ba?), and learners mostly answer her “YES”. Yes, teacher keeps on asking it after she
discusses the lesson. Some of the class answer yes but the others did not respond for it.

3. Did the students make the teacher feel or sense they did not understand the lesson or a part
of the lesson? How?

Yes, when they are being asked but cannot comprehend, and answer the question incorrectly,
especially when its review.
To make a powerful impression on someone, whether positive or negative, generally preceded by
an adjective. Make sure you wash your hair and put on a clean suit on your first day at work; you
want to make a good impression.

Being your genuine self is the greatest approach to make a good first impression. This will
increase your self-assurance, help you create trust, and win the respect and integrity of those you
encounter.

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

The teacher responded by asking the students in what portion of the lesson they are confused and
explains it again for clarification.

5. Were the students given the opportunity to ask questions for clarification? How was this done?

Yes, after the discussion the teacher asked the students if they have questions. After the
discussion, teacher asked
students if they have any questions. They were given chance to ask what was making them
confuse in the discussion.
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 (Tutors 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

7. If he/she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.

When re-teaching the lesson, the teacher will use another teaching strategy that will capture the
learner’s attention and ensure that they will learn the lesson this time.

The teacher used a variety of methods to teach the student. She used clear drawings of items
from their lessons to help the children visualize and comprehend what she was trying to teach.
Using pictures can help student understand it more easily.

8. While re-teaching by him/her and/or with other students-turned tutors, did teacher check on
students’ progress? If yes, how?

Yes, the teacher checked the learners by giving short assessment its either oral recitation or short
quiz. Yes, by checking on them individually.

ANALYZATION

1. Why should a teacher find out if students understand the lesson while teaching is in progress?
Is it not better to do a once-and-for-all assessment at the completion of the entire lesson?

The teacher should find out if the learners understand the lesson, because at the end of the
lesson, failure to achieve the learning outcomes can be avoided. Checking for understanding is
important because it helps educators make the most of instructional time. It's a daily basis activity,
not one reserved for observation days. If we want students to retain the subject matter, we need to
incorporate these checks into every lesson.

2. Why is not enough for a teacher to ask “Did you understand class?” When he/she intends to
check on learners’ progress?

Because learner's progress is not just measured through question and answer. Of course, the
learners will not say that they do not understand because they are afraid to be reprimanded or
they just don't want to prolong the agony of staying in the class longer. The teacher can check the
progress through a test/quiz, performance activity, project making, and many more. Through these
tools, the teachers will be able to track and determine the least learned skills and the most learned
skills. There should always be data that will support on how to assess the learners' progress. This
way, the teacher will be able to find an intervention to help the learner understand the subject
much better.

3. Should teacher records results of formative assessment for grading purposes? Why or why
not?
No, because it helps them improve their chances of passing the driving test, is useful to students,
and a grade is not necessary. No, we should not record the result of formative assessment
because it helps them improve their chances of passing the driving test, is useful to students, and
a grade is not necessary. And students writing college-application essays generally appreciate
formative-assessment information, because they are committed to crafting a successful essay.”

4. Based on your observations, what formative assessment practice worked?

More on reflection where they give their own experience in the given situation. The teacher was
trying to boost her student’s self confidence and self-esteem, she wants her student be able to
express their own ideas and share what they have learned and what they had understood from the
lesson taught for that day.

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?

Because peer tutoring allows for higher rates of student response and feedback, which results in
better academic achievement. It also creates more opportunities for students to practice specific
skills, which leads to better retention. The student tutor gains a deeper understanding of a topic by
teaching it to another student.

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?

Yes, many educators and experts believe that formative assessment is an integral part of effective
teaching. In contrast with most summative assessments, which are deliberately set apart from
instruction, formative assessments are integrated into the teaching and learning process.

Formative assessments are commonly contrasted with summative assessments, which are used
to evaluate student learning progress and achievement at the conclusion of a specific instructional
period—usually at the end of a project, unit, course, semester, program, or school year. In other
words, formative assessments are for learning, while summative assessments are of learning.

REFLECTION

 Formative assessment means tasting the soup while cooking. Reflect on this and write your
reflections.

“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s
summative.” It means that when a cook tastes the soup, she is primarily interested in
getting information that will help her know if she needs to modify the soup before it is done
and cannot be changed. By the time the customer eats the soup, it is done and no changes
can be made by the cook. The important takeaway is that they both taste the soup for
different reasons.

 Should you record results of formative assessment? Why or why not?

No, we should not record the result of formative assessment because it helps them improve
their chances of passing the driving test, is useful to students, and a grade is not necessary.
[And] students writing college-application essays generally appreciate formative-
assessment information, because they are committed to crafting a successful essay.”
Assessment FOR Learning Assessment AS Learning Assessment OF Learning
 Write observed teacher
activities that manifest
assessment for learning.
(Assessment while teacher
teaches. Conduct of pre-
test and post-test are
included).
Generally, inside their class
contains a question box
wherein students drop
subject-related questions
before a certain time end,
written in a piece of paper.
Simply asking questions
during discussion/before
starting was often done
inside the classroom. In that
way, the students will be
more open to other possible
learning and can share their
ideas as well.
Write observed teacher and
student activities that manifest
assessment AS learning. (Self-
assessment)
After class, students fill up a
learning log. A learning log
consists of essays or simply a
diary like assessment where
they write what they have
learned, what they are expecting
to learn the next day in their
subject and how they are going
to use what they have learned in
the real world.
Write observed teacher activities
that manifest assessment OF
learning. (Assessment at the end
of teaching).
Tests were given to the students
based on the lesson they’ve
discussed. There are different
varieties of how the teacher
assesses her students. Example
of these is oral recitation, group
presentation of given tasks,
paper-and-pencil tests.

SHOW YOUR LEARNING ARTIFACT

1. My Accomplished Observation Sheet

OBSERVATION SHEET 1
Indicators of Assessment FOR, OF and AS Learning

Resource Teachers: Teacher’s Signature:

School: Grade/Year Level: 8
Subject Area: English Date:

OBSERVATION SHEET 2
 Indicators of Assessment FOR, OF and AS Learning
Resource Teachers: Teacher’s Signature:
School: Grade/Year Level: 7
Subject Area: Math Date:

Assessment FOR Learning Assessment AS Assessment OF

Learning Learning

Write observed teacher activities
that manifest assessment for
learning. (Assessment while
teacher teaches. Conduct of pre-
test and post-test are included).
Certain questions were asked,
like background knowledge
about the topic.
Write observed teacher and
student activities that
manifest assessment AS
learning. (Self-assessment)
Daily logs of what they want
to learn.
Write observed teacher
activities that manifest
assessment OF learning.
(Assessment at the end of
teaching).
Tests were given to the
students based on the lesson
they’ve discussed. There are
different varieties how the
teacher assesses her
students. Oral recitation,
group presentation of given
tasks, paper-and-pencil tests.

2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice.

Peer tutoring Group activity

Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

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 Yes, teacher asks about what they learned in the
learners to monitor and reflect on their lesson that she discussed. And they have an
own learning? opportunity to answer the question in the books.

2. What proofs that students were engaged Teacher gives a quiz and it has a reflection about
in self-reflection, self-monitoring, and self- their own experience in specific situation.
adjustment?

3. Did students record and report their own Yes. This is done and shown by making
learning? reflection.

4. Did teacher create criteria with the Yes, to have a basis in their explanation.
students for tasks to be completed or skill
to learned?

ANALYZATION

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?

I fully agree. Because assessment is essential to the learning and motivation processes.
Assessment methods that are well-designed provide valuable information about student learning.
They inform teachers of the method by which the student acquired the knowledge and the areas in
which they struggled. I agree on it because assessment can be viewed as being a means of
helping students to learn, a way of reporting on student progress, and a way of making decisions
about teaching.  According to what I observed during class discussion, learners were engaged
throughout the lesson in self-reflection, self-monitoring, and adjustment. All through the discussion,
the teacher asked students if they had any self-reflective questions. Self-monitoring was
accomplished through teacher-directed activities and formative tests. Finally, the analysis and
abstraction sections of the lesson demonstrated adjustment. Yes. Student’s document and report
their learning both in the teacher's class record and in their journals. This is used to inform
students and teachers about the learner's development. Yes. Before students began their activity,
the teacher created and explained the rubric. This was used to direct the learners' and students'
goals and criteria for carrying out such activities. Additionally, it aided the teacher in rating each
activity.

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

Yes, it had which all it wants is the improvement of the students and at the same time
improvement of the teacher in teaching. Yes, assessment as learning has the same ultimate
purpose as assessment for learning. The difference is a matter of function and purpose.
Assessment As learning – Through this process students can learn about themselves as learners
and become aware of what they learn.
Assessment For learning- Through this process students understand exactly what they are to
learn, what is expected of them and are given feedback and advice on how to improve their work.

REFLECTION

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?
I remember my elementary teacher keep on asking if we have any question and me as I am
scared to attract or get reprimanded by him, I keep on saying I understand but along the way of it
the lesson can’t get into my mind and as result of it I failed into his exam. I think if my teacher were
so kind, I passed my exam that day because I am not scared to ask a question to him and I will
understand his lesson. In this situation it shows that assessment cannot based only at the learners
but also to his/her teacher if he/she approachable and have different style to teach to his/her
learners might have a good result in the exam.

SHOW YOUR LEARNING ARTIFACTS

1. My Accomplished Observation Sheet

OBSERVATION SHEET 1

Resource Teachers: Teacher’s Signature:

School: Grade/Year Level:
Subject Area: Date:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment
1. Make use of the varied tools
for assessment data-gathering
and multiple sources of
assessment data. It is not
pedagogically sound to rely on
just one source of data gathered
by only one assessment tool.
Consider multiple intelligences
and learning styles.
2. Learners must be given
feedback about their
performance. Feedback must be
specific. “Good work!” is positive
feedback and is welcome but is
not very good feedback since it
is not specific. More specific
better feedback is “You observed
rules on subject-verb agreement
Observations (Describe observed behaviors of the
Resource Teacher that is/are aligned to each principle).
Which assessment tools did Resource Teacher use?
Simple Recall type: Before introducing new subject
matter he gave a recitation to his class for him to assess
them if they still remember their past topic.
Rubrics were one of the assessment tools used by the
teacher. Printed sets of criteria for assessing
knowledge, performance, or product and for giving
feedback. The following tools are examples of rubrics
and how they are used in schools.
Give examples of comments of teacher on students’
work/answer.
One of the positive feed backs given were “Great Job!”
and “Good Work!”.
and variety of sentences. Three
of your commas were
misplaced”.
3. Assessment should be on
real-world application and not on
out-of-context drills.
4. Emphasize on the
assessment of higher-order
thinking.
5. Emphasize on the self-
assessment. (Assessment as
learning)
Resource Teacher:
School:
Subject Area:
Which of the following principles were observed by the Resource Teacher?
Principles of Assessment
1. Make use of the varied tools
for assessment data-gathering
and multiple sources of
assessment data. It is not
pedagogically sound to rely on
just one source of data gathered
by only one assessment tool.
Consider multiple intelligences
and learning styles.
2. Learners must be given
feedback about their
performance. Feedback must be
specific. “Good work!” is positive
feedback and is welcome but is
not very good feedback since it
How was this demonstrated?
The teacher gives activities with real world application and
she allows the students to give their realization about the
said activity. She assessed student’s performance through
rubrics or checklist.
How was this done?
It is done after the discussion of lessons.
Were the students given the opportunity to do self-
assessment?
Yes, through student led and three-way conferences.
OBSERVATION SHEET 2
Teacher’s Signature:
Grade/Year Level:
Date:
Observations (Describe observed behaviors of the
Resource Teacher that is/are aligned to each
principle).
Which assessment tools did Resource Teacher use?
Simple Recall Type: Before introducing new subject
matter he gave a recitation to his class for him to
assess them if they still remember the topic.
Give examples of comments of teacher on students’
work/answer.
One of the positive types of feedback given was “Great
Job!” and “Good Work!”
 is not specific. More specific
better feedback is “You observed
rules on subject-verb agreement
and variety of sentences. Three
of your commas were
misplaced”.
3. Assessment should be on real-world How was this demonstrated?
application and not on out-of-context The teacher interacted with the students on how she is
drills. going to grade the presentation.
4. Emphasize on the How was this done?
assessment of higher-order It is done after the class.
thinking.
5. Emphasize on the self- Were the students given the opportunity to do self-
assessment. (Assessment as assessment?
learning)
Assessing themselves and their classmates
through self and peer assessment.

OBSERVATION SHEET 3
Resource Teachers: Teacher’s Signature:
School: Grade/Year Level:
Subject Area: Date:
Which of the following principles were observed by the Resource Teacher?
Observations (Describe observed behaviors of
Principles of Assessment the Resource Teacher that is/are aligned to each
principle).
1. Make use of the varied tools for Which assessment tools did Resource Teacher use?
assessment data-gathering and
Observation Assessment: As the students make their
multiple sources of assessment
drawings the teacher watches them on how they work.
data. It is not pedagogically sound
to rely on just one source of data Performance based: After the teacher discussed
gathered by only one assessment their lessons, she let the students draw
tool. Consider multiple orthographic objects.
intelligences and learning styles.
2. Learners must be given Give examples of comments of teacher on students’
feedback about their performance. work/answer.
Feedback must be specific. “Good
“Very good!” were often seen at the feedback by the
work!” is positive feedback and is
teacher.
welcome but is not very good
feedback since it is not specific.
More specific better feedback is
“You observed rules on subject-
verb agreement and variety of
sentences. Three of your commas
were misplaced”.
 3. Assessment should be on real- How was this demonstrated?
world application and not on out-
The teacher assesses after the presentation.
of-context drills.

4. Emphasize on the assessment How was this done?

of higher-order thinking.
It is done after the class.
5. Emphasize on the self- Were the students given the opportunity to do self-
assessment. (Assessment as assessment?
learning)
They are given a chance to assess themselves and
their classmates, they spend time for self-assessment.

2. My Analysis

3. My Reflection

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Observe at least 3 classes – 1 Physical or Biological Science or Math, English, Filipino, 1 Social or
Literature, Panitikan, ESP and 1 P.E / Computer / EPP / TLE.
Subjects Learning Outcome/s Assessment Task Is the If not
(How did Teacher assessment aligned,
assess the learning tool / task improve on
outcome/s? aligned to it.
the learning
Specify.
outcome/s
P.E. / EPP / TLE To dance tango Written quiz- No Performance
Enumerate the test- Let
steps of tango in students
order. dance tango.

Social Science. Nahihinuha ang kaugalian at Pagsulat ng buod Yes There’s

kalagayang panlipunan ng lugar ng nothing to
Literature/Panitik
na pinagmulan ng kwentong improve in
an. nasaliksik na
bayan batay sa mga pangyayari at the
kuwentong bayan.
EsP usapan ng mga tauhan. assessment
Pagsulat ng task used it
repleksiyon sa was aligned
natutunan. to learning
outcomes.
Physical/Biologic To solve mathematical problem. Flash on a screen a Yes There
al 5 items nothing to
mathematical improve in
Science/Math/
problem the
English/Filipino assessment
task used it
was aligned
to learning
outcomes.

ANALYZATION
1. Is all the assessment tasks aligned to the learning outcome?

Yes, the entire assessment task conducted by our resource teacher is aligned to the
learning outcomes and objective.
Yes, because the learning outcomes were already provided for the teacher’s which was
indicated to their books.

2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?

Yes, it can greatly affect the assessment results of the students. If the assessment task is
not aligning to the learning outcomes of the lesson, how can we be able to achieve the said
objective? How can we assess the student’s performance if the assessment task is not
 aligning to learning outcomes of the lesson? The assessment tasks result will reflect on
your performance in teaching and learning process of the students.
Students can see clearly what to focus on the topic, and to prevent confusion on their
learning during assessment.

The assessments should reveal how well students have learned what we want them to
learn while instruction ensures that they learn it. For this to occur, instructional strategies
need to be closely aligned so that they reinforce one another.

3. Why should assessment tasks be aligned to the learning outcomes?

The students will get confuse if the assessment task is not aligned to the learning outcomes
of the lesson. In order to achieve an effective and efficient teaching and learning process,
assessment task must align to learning outcomes. The result of the assessment tasks will
help to identify the learning and knowledge gained by the students during discussion.

It is important to align learning outcomes with assessments to ensure that everyone

involved is aware of the expectations. Both instructors and students should have a
consistent understanding of what is going to be taught and how it will be evaluate.

REFLECTION

 Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?)

Assessments that are not aligning to the learning objective of the lesson can greatly affect
the performance of the students. The students will confuse on how they will answer the
assessment tasks, this will lead to low score or poor performance of the students.
As I remembered my English teacher in High School, and our lesson for the week was
reading about literature and after that our teacher gave us short writing assignment, or
“reading reflection,” in which we will answer questions like these, what is the main point of
this reading? What information did you find surprising and why? What did you find
confusing and why? To those students who are not fun in reading like me was challenged
that time. And because of the assessment of our teacher, I challenged myself to read more
to expand my knowledge.
 How did this affect your performance? As a future teacher, what lesson do you learn from
this experience and from this observation?

As a future teacher, this will guide me on what should I do in the future. Also, always visit
your learning and objective before creating or doing instructional material and assessments.
These reflection exercises prompt us students to monitor our own understanding and
progress and motivate us to come to class better prepared. In addition, the exercises
provide the instructor with frequent feedback about our learning that can be used to guide
improvements in instruction, a function known as formative assessment.
As a future teacher, they give me a sense of where the sticky points are in their content
learning, more than anything, it puts me in touch to read and read until it was my hubby to
read books. The process of continuous reading was not only leads to deeper and more
effective learning, but also lays the groundwork for being a self-directing learner.

Activity 13.2 Observing the Use of Traditional Assessment Tools

Direction: Put a check (/) on the test which teacher used. From your teacher’s test items give an
example.
Type of Traditional Put a Learning Outcome Sample Test Item of Comments (is the
Assessment Tool / check Assessed assessment tool
Paper and Pencil (/) Here Resource Teacher constructed in
Test accordance with
established guidelines?)
Explain your answer.
Selected
Response Type
1. Alternate  Understanding Dahil sa patuloy na The assessment
response pagtaas ng bilang ng constructed in
kaso Coronavirus accordance with
Disease (COVID-19)sa established guideline
bansa, ipinatupad ng because the students will
pamahalaang local ang give the cause and
Enhance effects of the statement
given by the teacher.
Community
Quarantine
(ECQ).
Sanhi:
Bunga:
2. Matching
type ____ ____
____ ____
3. Multiple Remembering Ano ang nagging bunga Yes, it was established in
Choice  ng lagim na sinapit ng accordance to the said
pulong guidelines because
students were able to
Mindanao sa mga
recall of what the teacher
bayan at kaharian?
discussed.
A. Naging masaya
ang mga mamayan.
B. Naging mayaman
ang mga tao sa lugar.
C. Naging mahirap
ang pamumuhay ng
mga tao roon.
D. Naging malungkot
ang mga bayan at
kaharian sa pulo.
4. Others

Type of Traditional Put Learning Sample Test Item of Comments (is the
Assessment Tool / a Outcome Resource Teacher assessment tool
Paper and Pencil Test che Assessed constructed in
ck(/) accordance with
 Her established guidelines?)
e Explain your answer.
Constructed-
Response Type
1. Completion
___ ____ ____ ____

2. Short answer
type
___ ____ _____ _____
_
3. Problem Applying Sa panahon ngayun Yes, because the
solving  paano mo maipapakita need to apply and
ang iyong create a possible
 pagdamay sa mga solution in order to
taong nahihirapan at solve the problem.
nangangailan ng
tulong sa panahon ng
pandemya?
4. Essay- Creating Pagsulat ng Yes, it was
restricted  and repleksyon sa constructed in
evaluating Natutunan. accordance with
 established guidelines
because the students
will be given a
privilege to put their
opinion about the
topic.
5. Essay-non-
restricted

__ ____ _____ _____

6. Others ___ ____ _____ ______

ANALYZATION
1. Which assessment tool/tasks were most used by teacher? Which ones were rarely used?
Why were they rarely used?

The assessment tool that is commonly used by the teacher is multiple choices and easy
type. Since the class was held online the teacher used a platform which is the Quizzes, also
it is time efficient that students can answer in a short period of time. The rare one is
enumeration it is used only during long quiz or exams.
Teachers commonly use quizzes and tests as an assessment tool in the classroom to
determine the ability of individual students. The assessment tool allows teachers to
determine where the class needs more work and when it is time to move onto a new
subject.

2. Based on your answers found in the Tables above which type of assessment tools and
tasks were the Resource Teachers most skilled in test construction? Least skilled?
 The type of assessment tools and tasks were the Resource Teacher most skilled in test
construction are easy-restricted and multiple. As I observe this two are common
assessment tools she always used, since it can test students’ analysis and comprehension
skill on how they react or respond to the given problem and in realistic situation. And the
least skilled is Completion I didn’t observe it in her class that she used it.
3. 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.

Yes, for me paper-and-pencil test can be considering a legitimate form of assessments

since it can create learning experience that tests the student’s comprehensions and abilities
in an actual circumstance. Although paper and pencil tests can be effective when assessing
listening and reading comprehension skills, they are not appropriate assessment methods
for performance skills such as speaking and writing. Performance-based assessments
require the learner to perform in realistic situations.

REFLECTION

How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

I am not good in constructing traditional assessment or other assessments. I am still

developing and gaining experiences to another teacher. For me, the most difficult to
construct is multiple choice because you must create SMARTs questions and time
consuming since you need to look for the choice every questions.

Honestly, it is hard to construct traditional assessment especially writing multiple choice

exams. Talking about traditional assessment often means referring to formal tests that
check students’ ability to recollect and reproduce the content studied. Traditional tests are
usually focused on learners giving the expected correct answer, so that there is little room
for doubt or discussions. In this sense, they are easy to correct and their results are highly
reliable. Multiple-choice tests illustrate well this feature because there is no room for
subjectivity or flexibility in doing a test in this format – there can only be one accepted
answer.

Considering these characteristics, we can clearly notice that scores are of great importance
in traditional assessment. In fact, they are so significant that the feedback learners receive
is often just the score of the test. In this construct, it is the result of an end-of-term multiple-
choice test, for example, that will tell learners how well they did in the course. As we can
see, the focus of traditional assessment is directed to the product of the assessment rather
than the learning process.

ACTIVITY 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics
OBSERVATION
  Observe classes 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 Comment/s
assessment Outcome Product/Performance product/performance
(is the scoring
/NonTraditional/Alte Assessed was assessed.
Assessed rubric constructed
rnative
according to
standards? )
One example of a Describe how the
product assessed.
Product/performance
(Put a photo of the
product/documented Was assessed. Which
performance in My was used analytic rubric
Teaching Artifacts.) or holistic rubric?
INCLUDE THE INCLUDE THE RUBRIC
RUBRIC IN MY IN MY TEACHING
TEACHING ARTIFACTS.
ARTIFACTS.
1. Product
2. Performance

OBSERVATION SHEET - Authentic Assessment

Resource Teachers: Teacher’s Signature:

School: Grade/Year Level: Grade 6

Subject Area: English Date: January 31, 2017

Authentic Assessment Describe how a product/performance was

assessed?
1. Product Example/s of product/s assessed. How was
it/were they assessed.

The product that was assessed in an English

class in the lesson of Figures and Speech was
a poem at the end of the class. It was assessed
through a checklist.

2. Performance (Psychomotor) Example/s of performance/s assessed. How

was it/were they assessed?

The performance that was assessed in English

is how the students perform the poem they
have written. It was assessed through a rubric.
 OBSERVATION SHEET - Traditional Assessment

Resource Teacher: Teacher’s Signature:

School: Grade/Year Level:

Subject Area: Date:

Paper-and-Pencil Test
Selected-response type
1. Alternate-response
2. Matching type 
Please put a check (√) on the test which the teacher used and give
at least 2 test items as examples. You may ask for samples of past
tests that your Resource Teacher used in the past to complete your
matrix.
None
Match column A with the correct answer in column B. Write your
answers before the number.

Column A
____1. He is known as the Father of Taxonomy.
____2. He established the concept of cell theory.

Column B
a. Gregor Mendel
b. Robert Hooke
c. Louis Pasteur
3. Multiple None
Choice
4. Others  Give what is being asked:
(Enumeration)
1. Countries in Southeast Asia.
2. Countries that belong in Middle East.

1. Completion None
2. Short answer  Isulat sa patlang ang hinihingi ng mga sa sumusunod.
type

______ 1. Sino ang ika-labing apat na presidente ng Pilipinas?

______ 2. Kailan inilibing si Marcos sa libingan ng mga bayani?

3. Problem 
solving
Gamit ang mid-point formula, ikompyut ang coefficient para sa
bawat aytem at tukuyin kung anong uri ito ng elastisidad
ng supply.

1. P1= 10 Q1= 100 2. P1= 20 Q1= 200

 P2= 15 Q2= 120 P2= 30 Q2= 400

4. Essay

a) restricted  In a whole piece of paper. Write 500 words about the effect of
global warming.
b) non-restricted  If you’re given a chance to invent something that can help maintain
the environment, what is it?
5. Others None

ANALYZATION
1. Between analytic and holistic rubrics which one was more used? Why do you think that type
of rubric was used more?

I would say that the Holistic rubrics are more used today since it is easier to use and more
general to apply on most aspects of evaluation. In addition, it can be applied consistently by
trained raters, thus, increases its reliability. Based on my observation throughout my
academic years, most of the teachers are using holistic rubrics on evaluating our grades on
each quarter/semester since I assume that using Holistic rubrics is time-efficient.

2. Based on your answer in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?

This question is based on 3 different assessment tools provided by the teacher. If the
teacher has used the analytic rubric more than the holistic one, then you can say that may
be the case because the nature and goal of the assessment is to diagnose and to focus on
different aspects of the product/performance.
If the teacher has used the holistic one more than the analytic once, then you can say that
may be the case because the nature or the goal of the assessment is to look at the
product/performance in its totality, not dividing the whole into smaller parts but considering
the overall product/performance.

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

A rubric is tool that is used to define the expectations of a particular assignment with ways
to show different levels of effectiveness in meeting those expectations.

Holistic rubrics provide a single score to summarize a student's performance on a given

task.
Analytic rubrics provide several scores for the task, one for each different category being
evaluated.

Moreover, rubrics values academic work, makes the learning goal clear, and levels the
educational playing field. Effective rubrics show students their knowledge, understanding
and to what extent their performance passes muster on each criterion of importance. It
enables learners to know what their next steps and inform their areas for improvement.

If rubrics are not used, teachers will not be effective in providing students the criterion-
referenced rather than norm-referenced scoring. Teacher will also be failed in offering the
 necessary transparency in providing students with clear, accessible, and understandable
benchmarks for developing and judging their work.

4. If you were to improve on one scoring rubric used, which one and how?

Criteria: A decent rubric should include a list of specified grading criteria. These should be
one-dimensional so that students and raters are clear on what to expect. Levels of
Performance: There should be 3-5 levels of performance on the scoring scale (e.g.,
Excellent/Good/Fair/Poor). Rubrics can help students learn more by ensuring that teachers
rate individual tasks consistently and that different teachers grade the same assignments
consistently. Rubrics can also help students learn better by allowing them to peer and self-
assess their work.

5. Can an essay or other written requirements, even if it is a written paper-and-pen test, be

considered an authentic form of assessment? Explain your answer.

Yes. An essay or other written requirements can be considered an authentic form of

assessment because these tasks ask the students to analyze, synthesize, and apply their
knowledge through writing their own understanding of the topic. Moreover, rubrics can be
used in evaluating essays and other written requirements.

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?

Rubrics can provide significant benefits to students. Quality rubrics can provide students
with specific goals (Stiggins, 1994; Huffman, 1998). They can help students become more
self-directed and reflective (Luft, 1998), as well as feel more ownership over their learning
(Branch, 1998).
Perhaps most importantly, because rubrics can capture complex performances, they allow
for the assessment of many more student outcomes than traditional objective methods,
including outcomes that are often very relevant, authentic, and involve real-world
applications.

Rubrics as Student Self-Assessment Tools

One way to support thoughtful self-assessment is to provide a rubric or create one with
students. A rubric is a document that lists criteria and describes varying levels of quality,
from excellent to poor, for a specific assignment (Andrade, 2000). Many teachers use
rubrics for scoring student work, but rubrics can do much more. In the hands of students, a
good rubric can orient learners to the concept of quality as defined by experts in a field,
inform self-and peer assessment, and guide revision and improvement. Rubrics can be
informative as well as evaluative.

Unfortunately, some rubrics define quality for an assignment too narrowly, leading teachers
to worry that rubrics result in cookie-cutter products from students and limited feedback
from teachers. If that is the case, the rubric in question is a bad one and should be
shredded.

Popham (2006) contrasts a poor rubric description with an effective one. On a rubric to
assess students' performance on a writing assignment about donating blood, in which one
of the criteria is an organization, a narrow, overly task-specific description of the highest
level of performance might require that the piece "describe the importance of blood giving,
the steps in giving blood, the impact of 'Mad Cow' disease, and the reasons people cannot
give blood too frequently." A more effective description of the highest level of organization
 might state that the piece "contains an introduction, a body, and a conclusion. The structure
is appropriate for the task: for instance, an order-of-importance, logical, or chronological
structure."

When carefully designed, perhaps collaboratively with students, good rubrics can provide
students with important guidelines without constraining creativity and can be a boon to self-
assessment. The process of rubric-referenced self-assessment involves three basic steps.

Rubrics contribute to assessment as learning or self-assessment. If there were no rubrics in

the assessment both teachers and students will have difficulty with an effective teaching-
learning process. The student understands the problem but cannot identify necessary data
or create a plan to solve it.

7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?

Yes. Students benefit from rubrics because they make it easier for them to understand what
is expected of them and remove the mystery around grades by clearly conveying the
project's needs in a language that is acceptable for their age. They give a student and a
teacher a way to assess the quality of a body of work. Rubrics can help students learn more
by ensuring that teachers rate individual tasks consistently and that different teachers grade
the same assignments consistently. Rubrics can also help students learn better by allowing
them to peer and self-assess their work.

REFLECTION

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.

I also used authentic assessment as a motivational strategy, as students view relevant activities in
more positive manner. Authentic assessment helped me develop clear goals about what to know,
understand, and do as a result of the instruction versus textbook knowledge. And the teacher
required her to redirect her teaching from what to how and to involve students in real work.

ACTIVITY 13.4 Scrutinizing the Types and Parts of a Portfolio

OBSERVATION
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/researched by you,
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?

1. Clear objectives – The objectives of the 
lesson/unit/course are clear which serve as a
basis 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.

ANALYZATION
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?

As a future teacher, the direct and indirect methods are the best ways to demonstrate
evidence of what students are supposed to learn. This is since information about student
learning can be assessed using both direct and indirect measures. Homework, quizzes,
exams, reports, essays, research projects, case study analysis, and rubrics for oral and
other performances are examples of direct measures. Course evaluations, student surveys,
course enrolment information, major retention, alumni surveys, and graduate school
placement rates are examples of indirect measures.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?

After scrutinizing the element of this portfolio. I found out that it is kind of Assessment
Portfolio because Portfolio assessment allows students to reflect on their true performance,
 to show their weak and strong domains, and to track students' progress throughout the
learning process. It also encourages students to take responsibility for their own learning.

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 (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aura/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolios?

A portfolio can help you demonstrate your progress. You can also use it to demonstrate
your expertise in specific areas. In education, you can use a variety of products to
accomplish this, such as a reflection document, assignment results, examples or feedback
from lecturers, fellow students, or external supervisors; all of these are examples of
products you can include in your portfolio.
A development portfolio demonstrates how the owner has grown and developed. This type
of portfolio will frequently include products from various stages of the process, stages where
feedback has been received, and possibly products from on-going work.
An assessment portfolio includes products that can be used to evaluate the owner's
abilities.
A showcase portfolio contains products that demonstrate the owner's capability at any given
time.
REFLECTION
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?

The portfolio has not made the learning assessment process inconvenient because it is part
of educating the students, part of the learning, and we can also monitor the learners'
progress through this. The effort expended on portfolio is truly proportional to the
improvement in learning that results from its use, because it can motivate the learner to
improve their cognitive, psychomotor, and affective aspects.
SHOW YOUR LEARNING ARTIFACT
 Sample/s of Improved Written Tests, both selected-response type and supply type.

Written Tests

Selected-response type: Multiple Choice Format: True or False Format:

Match column A with the items in Write T if the statement is True

column B and write F if it is false.

Column A
____1. Ferdinand Magellan ____ 1. Manila is the
____2. Jose P. Rizal capital city of Philippines.
____3. Emilio Aguinaldo
____2. Malaysia is found
Column B in Central Asia.
a. The First President of the Republic
b. National Hero ____3. There are 6500
c. Founder of Katipunan islands in the Philippines.
d. Discovered the Philippines
Supply type: Enumeration Format: Completion Formant:

Give the three main Islands of the Provide the correct answers.
Philippines?
1. 1. SEA-
2. ___________________
3. 2. ASEAN-
________________
3. UNICEF-
_______________
  Sample/s of product and performance assessed

Authentic Describe how a product/ performance were

Assessment assessed?

1. Product Example/s of products/s assessed. How was it/ were they

assessed?

The example of product Test is Paper-mat, the teacher

assessed his/her students through giving first an instruction
about how will going to do the paper- mat.

2. Performance
(Psychomotor)
Example/s of performance/s assessed. How was it/ were they
assessed?

The teacher goes around act a facilitator and assistant the

learners to help if they do not know to do. Because they are
Grade VI, they act like still a Grade I pupil.
The students show the eagerness and enjoyment in doing the
task, while the teacher acts as a facilitator and assists the
learners to help if they have question and quires.

 Sample/s of a rubric

Analytic rubric

Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric
articulates levels of performance for each criterion so the teacher can assess student
performance on each criterion. Using the Research rubric, a teacher could assess
whether a student has done a poor, good or excellent job of "organization" and
distinguish that from how well the student did on "historical accuracy."

Analytic rubric
Criteria 1 2 3

Number of Sources x1 1-4 5-9 10-12

Historical Accuracy x3 Lots of historical Few inaccuracies No apparent

inaccuracies inaccuracies

Organization x1 Can’t tell from Can tell with Can easily tell
which source difficulty where which sources info
information came information came was drawn from
from
Bibliography x1 Bibliography Bibliography All relevant
contains very little contains most information is
information relevant included
information

Holistic rubric

A holistic rubric does not list separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing performance across multiple
criteria.

1. Poor Researcher
 included 1-4 sources
 lots of historical inaccuracies
 cannot tell from which source information came
 bibliography contains very little information

2.Good Researcher

 included 5-9 sources

 few historical inaccuracies
 can tell with difficulty where information came from
 bibliography contains most relevant information

Holistic rubric
3. Excellent Researcher

 included 10-12 sources

 no apparent historical inaccuracies
 can easily tell which sources information was drawn from
 all relevant information is included
Sample/s of students’ reflection on his/her portfolio
Activity 13.5 Determining the Level of Teacher’s Questions
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 questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total
Processes Processes Assessment
Tasks/Question
(Bloom as (Kendall and
s
revised by Marzano)
Anderson and
Krathwohl)
Self-system 6
Thinking
Metacognition 5

Creating 6-Highest

Evaluating 5

Analyzing/An 4 Analysis 4

Applying 3 Knowledge 3
Utilization
Understanding 2 Comprehension 2 /

Remembering/ 1-Lowest Retrieval 1 ////-Example 4

Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Total Rank Tally and Total Score of Rank Example of Rank
Score of Cognitive Cognitive Processes Assessmen
Based on
Processes (Bloom (Kendall and Marzano) t
Use
as revised by Tasks/Que
Anderson and stions
Krathwohl) Given by
Resource
Teacher
Self-system Thinking 6-Highest e.g.
Teacher
asked
students
Why is the
lesson
important to
you?
Metacognition 5
Example: 6-Highest Pagsulat ng6
sanaysay
Creating= I
Evaluating= I 5 Ibigay ang 5
kahalagaha
n ng
Panitikang
Pilipino
Analyzing/An= II 4 Analysis 4
Applying= III 3 Knowledge Utilization 3 Gumawa 4
ng isang
tula gamit
ang mga
elemento
nito
Understanding= II 2 Comprehension 2
Remembering= IIII 1-Lowest Retrieval= III 1-Lowest Ano ang 3
ibig sabihin
ng
Panitikan
Rank Rank
ANALYZATION
1. Which cognitive skill had the highest number of assessment questions? Lowest number?

Creating ranks the highest among the cognitive skills and it is placed on the top, while
remembering h ad place the lowest rank. It is placed at the bottom.

2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?

The Table of Specification is typically designed as a table that includes key information to
assist teachers in aligning the learning objectives that represent the content and cognitive
levels expected of students with class time spent and the number of test items. It's worth
noting that the teacher rounded to whole numbers whenever possible. For this instance the
teacher gives more emphasis on the highest level of cognitive skills in the taxonomy of
learning.

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give
an example of an assessment questions for each of the two highest cognitive skills-
metacognitive skills and self-system thinking.

The Self-Thinking skills and the metacognition are the highest cognitive skills in Kendall’s
and Marzano’s taxonomy.

Example of self-system thinking (“Bakit mahalaga para sa iyo na matutunan ang tamang
pagbigkas ng mga salita?), metacognitive skills (Ibahagi ang iyong mga natutunan saating
naging aralin)
REFLECTION
If you were to rate yourself on HOTS-where will you be from a scale of 1 to 5 (5 as highest) where
will you be?
On My Honest Opinion, I’ll give myself a 4 because there is some part that I'm still confused and
sometimes I don't know the answers. Also, because I know that I always have rooms to improve
my HOTS, however I can think outside the box and answer questions logically.
As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
As a future teacher, I should help the learners to develop their HOTS by employing activities that
would go with the higher and highest cognitive thinking skills. Questioning technique and kind of
assessment questions and task are also important. It should help them to become a critical thinker
and able to apply their knowledge and skills in real-world tasks.
In today's rapidly changing world, our children and youth must learn inquiry-based problem-solving
skills in order to become successful members of society and live productive lives. Future teachers
must be well-organized and creative. Time is extremely valuable. When students can use their
creativity, it improves and aids them in their learning process. Our children are naturally inquisitive
explorers. Students must be encouraged to think critically. They will understand and be able to
apply what they have learned as a result of this.
I hope that my students will be able to realize their full potential and those they will be able to
accomplish anything they set their minds to. We can provide these building blocks for our children
to use in decision-making situations, as well as the moral value of their thoughts and actions,
through education. This will help them understand how their actions and decisions will affect them
and others.
Activity 13.6 Analyzing a Table of Specifications
 No. of Total
Class
Learning Outcome Cognitive Level
Hours

Rem Un Ap An Ev Cr

1.

2.

3.

4.

5.

6.

Total

ANALYZATION
1. What parts must a TOS contain to ensure test content validity?

To ensure test content validity, the part of it must have a complete levels and skills so that
you can assure that you attain the specific objectives that you’ve made for the class.

To ensure test content validity, the objectives in the hierarchy of educational objectives
must be well represented in the test. As an example, the result of the test that the teacher
will design will be more or less comprehensive, with a balance of items in the test that test
lower level thinking skills.

2. Why is there a need for number of items per cognitive level

It is because the Teachers select the appropriate cognitive level for classroom objectives,
and a quality assessment is used to determine how well those objectives were met. Most
items written by teachers, as well as those on pre-written tests packaged with textbooks
and teaching kits are at the knowledge level.

Also, to distribute the number of test item to each learning outcomes reliably. So the other
learning outcomes or specific topic should not be ignored, and to distribute the number of
items fairly depending on the number of hours the topic has been taught.

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?
 It is not appropriate to put the learning outcome in the first column of TOS because,
Teachers cannot measure every topic or objective, nor can they ask every question that
comes to mind. A Table of Specifications enables the teacher to create a test that focuses
on the important areas and weights those areas based on their importance.

4. Can a teacher have a test with content validity even without making a TOS?

No, the test can be valid if it is based on the prepared Table of specification. TOS is the
blueprint of the test. For me, TOS is very important and a teacher can’t have a test with
content validity without making those one. TOS serves as a test blueprint that will guide the
teacher in making examination or any assessment. A test may valid but TOS will surely a
great help for teacher.

A teacher cannot administer a test with content validity unless TOS are created. It is due to
the test maker's tendency to focus too much on facts and concepts at the knowledge level
when there is no table of specifications. If possible, each level of Bloom's Taxonomy or
Kendall and Marzano must have a question to answer.

5. Complete the given TOS.

REFLECTION
Read this conversation and reflect on teachers’ assessment practices. Write your
reflections here.
Student A: Saan naman pinulot ni Teacher ang kanyang tanong? Ni-isang tanong sa tinuro,
wala! (where did Teacher get his/her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!)

Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications as
guide in test construction solve the problem of misaligned tests?
I have the same experience like that during my high school years, wherein in one subject
we take the examination that contains test items we were not yet studied. It is disappointing
that your effort and hard work studying and analyzing your lessons will be wasted at the
end.
I know that teachers are just human. They are not perfect. They commit mistakes. When I
study something, I really read and really focused to study based on what my teacher had
taught to us. But then, when the exam had started, my very first reaction was really
shocked. I was shock because the questions were very far from what I have studied and
 sometimes, the questions were not tackled yet. For me, this kind of assessment is not
effective and the content really don’t measure the ability of the students based on what they
had thought.
We still must follow and make questions based on what we have thought to our students
because we only making our own students to be confused on the question. In this kind of
situation, a teacher should always prepare their TOS because it will guide them a more
valid questions and more valid content. We should not be like that. We must firm in our
words and actions. From that situation, it can be fixed with the use of Table of specification,
because it will be the teacher’s guide in how he/she will construct the test questions.

SHOW YOUR LEARNING ARTIFACTS

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS
Activity 13.7 Computing Student’s Grades based on DepEd Grading System
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 Resource Teacher for an interview with him/her and with a
group of students 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
doing with this new grading system which you were not asked before?

The K to 12 Basic Education Program uses a standards and competency-based

grading system. These are found in the curriculum guides. All grades will be based on
the weighted raw score of the learners’ summative assessments. The minimum grade
needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card is 60 for Quarterly Grades
and Final Grades.
For Grades 1 to 12
In a grading period, there is one Quarterly Assessment but there should be instances
for students to produce Written Work and to demonstrate what they know and can do
through Performance Tasks. There is no required number of Written Work and
Performance Tasks, but these must be spread out over the quarter and used to assess
learners’ skills after each unit has been taught.

2. Which do you prefer-the old or new grading system? Why?

Teachers and students have different peculiarities and preference. Hence, some of
them will agree with the grading system and some of them will not agree. Maybe, some
teachers and students are comfortable with the new system and it might be hassle for
others. It is good if everyone will support and participate with the new grading system
whether it hassle or not since it is a direction from the top.

C. Interview of 5 Students

1. What do you like in the new grading system?

I like the new grading system because there is no periodical examination to all
subject, were not able to worry about our grades. Since we have written and
performance grades as a basis of our teachers.

2. Do you have problems with the new grading system? If there is, what?

None I don’t have any problem with the new grading system. I love how the new
grading system works.

3. Does the new grading system give you a better picture of your performance? Why or
why not?
 Yes, because we gave focus on our module to answer all the activities that was
given for us, Sometimes, it’s hard for our part because there are some topics in our
modules that we cannot understand we let our parents answer it.

4. Which do you prefer-the old or the new grading system? Why?

New because there is no periodical system means we don’t need to worry on our
grades if we get low scores in our exams. It is more on my performance and
efforts that matters the most.

5. Why do you like the new grading system over the old one?

The new grading system is best for me, I am a student who excells with my
performance. This type of grading system gives me more mobility and I feel less
stress because I don’t need to cram myself studying late at night.

D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8, s. 2015. You may refer to Appendix A (FS 1 book)
Based on DepEd Order # 8, s. 2015, answers the following:
1. What are the bases for grading?

The K to 12 Basic Education Program uses standards – and competency – based grading
system. These are found in the curriculum guides. All grades will be based on the weighted
raw score of the learners’ summative assessments. The minimum grade needed to pass a
specific learning area is 60, which is transmuted to 75 in the report card. The lowest mark
that can appear on the report card is 60 for Quarterly Grades and Final Grades. For these
guidelines, the Department will use a floor grade considered as the lowest possible grade
that will appear in a learner’s report card. Learners from Grades 1 to 12 are graded to
Written Work, Performance Tasks, and Quarterly Assessment every quarter. These three
are given specific percentage weights that vary according to the nature of the learning area.

In a grading period, there is one Quarterly Assessment but there should be instances for
students to produce Written Work and to demonstrate what they know and can do through
Performance Tasks. There is no required number of Written Work and Performance Tasks,
but these must be spread out over the quarter and used to assess learners’ skills after each
unit has been taught.
 2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12? Give an
example.

To compute the grades per quarter for grade 1-12. First, the grades from all student work
are added up. This result to total score for each component. Second, the sum for each
component converted to the percentage score which is the leaners total raw score divided
to highest possible score times to 100%. The last, the percentage are then converted to
weighted scores which is percentage score times weight of component.

3. How do you compute grades at the end of the school year?

The average grade of the Quarterly Grades produces the Final Grade. The General Average is
computed by dividing the sum of all final grades by the total number of learning areas. Each
learning areas has equal weight. The Final Grade in each learning area and the General Average
are reported as whole numbers.

Computation of Final grade for Grade 1-10 (sample Grade IV student)

 Computation of Final grade for Grade 11-12 (sample Grade 11 2nd Semester ABM student)

4. What descriptors and grading scale are used in reporting progress of learners?

The summary of learner progress is shown quarterly to parents and guardians through a
parent-teacher conference, in which the report card is discussed.

When a learner’s raw scores are consistently below expectations in Written Work and
Performance Tasks, the learner’s parents or guardians must be informed not later than the
fifth week of that quarter. This will enable them to help and guide their child to improve and
prepare for the Quarterly Assessment. A learner who receives a grade below 75 in any
subject in a quarter must be given intervention through remediation and extra lessons from
the teacher/s of that subject.

5. What are the bases for learners’ promotion and retention at the end of the school year?
A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the
next grade level. Table 11 specifies the guidelines

to be followed for learner promotion and retention.

For Grades 1-10, a learner who Did Not Meet Expectations in at most two learning areas
must take remedial classes. Remedial classes are conducted after the Final Grades have
been computed. The learner must pass the remedial classes to be promoted to the next
grade level. However, teachers should ensure that learners receive remediation when they
earn raw scores which are consistently below expectations in Written Work and
Performance Tasks by the fifth week of any quarter. This will prevent a student from failing
in any learning area at the end of the year.

For Grade 11-12, learners who fail a unit/set of competencies must be immediately given
remedial classes. They should pass the summative assessments during remediation to
avoid a failing grade in a learning area/subject. This will prevent students from having back
subjects in Senior High School (SHS). However, if the learner still fails remedial classes,
s/he must retake the subject/s failed during the summer or as a back subject. Guidance
teachers/career advocates must provide support to the SHS student for his/her choices in
SHS tracks.

Summative Assessments are also given during remedial classes. These are recorded,
computed, weighted, and transmuted in the same way as the Quarterly Grade. The
equivalent of the Final Grade for remedial classes is the Remedial Class Mark (RCM). The
Final Grade at the end of the school year and the Remedial Class Mark are averaged. This
results in the Recomputed Final Grade. If the Recomputed Final Grade is 75 or higher, the
student is promoted to the next grade level. However, students will be retained in the grade
level if their Recomputed Final Grade is below 75. The teacher of the remedial class issues
 the Certificate of Recomputed Final Grade, which is noted by the school principal. This is
submitted to the division office and must be attached to both Form 137 and School Form
Number 5.

6. What is the report on learners’ observed values?

The goal of the K to 12 curriculums is to holistically develop Filipinos with 21st-century

skills. The development of learners’ cognitive competencies and skills must be
complemented by the formation of their values and attitudes anchored on the Vision,
Mission, and Core Values of the Department of Education (DepEd Order No. 36, s. 2013)
as shown on the next page. Non-DepEd schools may modify or adapt these guidelines as
appropriate to the philosophy, vision, mission, and core values of their schools.

Schools may craft additional indicators for the behavior statements. Schools must ensure
that these are child-centered, gender-fair, and age- and culture-appropriate. To support the
development of these Core Values, schools must make sure that their homeroom guidance
program promotes them. Additional opportunities may be integrated into class discussions
in all learning areas.
A non-numerical rating scale will be used to report on learners’ behavior demonstrating the
Core Values. The Class Adviser and other teachers shall agree on how to conduct these
observations. They will also discuss how each child will be rated. Table 13 presents the
marks that must be used.
 Learners who demonstrate behaviors that are not consistent with or do not reflect the core
values may need additional psychosocial support from the school. The class adviser should
discuss these observations with the parents/guardians to promote the child’s affective
development. Further probing may be needed to better understand the learner’s situation
and context.

E. Grade Computation
Show sample computations of a grade:

 In a subject of your choice from Grades 1 to 6 (if you’re a future elementary teacher)
 In your specialization if you are a high school teacher
 Show the percentage contributions of written work, performance task and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

ANALYZATION
Analyze data and information gathered from the interview and from your review of an
unused Students’ Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?

Yes, because it’s easy to the teacher computed the grades with fairness and no bias in
computing the grades for the learners. Students like this grading system because they are
not pressured and they have a greater chance on getting a passing mark.

2. What are the good points of the new grading system according to teachers? According to
students?

The good points in the new grading system where there are only two bases on how they
computed the grades which are written works and performance task. According to the
students they will not able to worry on their periodical examination. The new grading system
emphasizes more on the performance rather than the quarterly assessment or periodical
examination.

3. What are teachers challenged to do by this new grading system?

Since the learning modalities of education today was changed because of this pandemic,
the challenges for the teachers were how they monitor the level of understanding of the
learners specially if virtual learning they will not sure if their learners learning in their
discussion because there is no face to face learning.

Those students have module the teacher are not sure if the students work on their own
module or the parents work on it. That’s the challenges faced by the teachers today.

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
 Yes, I’m favor because the K t 12 learner is centered-learner so of course it is important that
performance task has higher percentage on its weighted components. I understand that the
Department of Education try to meet the needs of millennial.
The distribution was fair too because at the end of the day for me is that how you perform in
a certain task or how you act, it is not how good your examination scores are or how good
your written works are but the important part is how you put that into action or how you
perform it.

5. Did you like the experience of computing grades? Why or why not?

Yes, I like very much the experience of computing grades because as a future teacher I am
already aware on how to compute grades properly, I will be preparing and I will be
equipping with knowledge and ideas based on the experience I had earned. This is very
beneficial for me as a future teacher this is an additional skill to learn for me to better equips
me for the future.

REFLECTION
In an era where the emphasis is self-directed learning and demonstration of competencies-
knowledge, skills and values learned (outcomes-based education)-do grades really matter?
Yes, because having good or high grades still matter in this era because most institution
and colleges still have grade requirements in able for students to enroll and be accepted in
a certain course. You can’t be accepted or you won’t be qualified to precede on certain
college courses because they have grade requirements example of this is like Education
courses, you can’t proceed if you don’t meet the minimum grade requirement which is 85%
passing grade.
Grades help determine the students’ abilities and capabilities because knowing their grades
will help the teacher to assess and to know where is the area of expertise of his/her
students. This will help determine also who among the students have better understanding
and better showing of what was being taught in the school and inside of the classroom.
Activity 13.8 Reporting Students’ Performance

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.

The distribution of cards happens during the card distribution day where the teacher
expects the arrival of parents or guardians for each student to claim their grades for that
quarter. Distribution of cards on that day was done by calling the students name and their
parent/guardian to receive their card from the teacher. Confidentiality in the report card is
highly implemented.

2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.

The Resource Teachers communicated learner’s assessment results and grades to parents
by talking with them with a greeting and in a respectful way for them. The Resource
Teacher shows a positive behavior and explained in a nice way to parents so that parents
understand the situation clearly. The Resource Teacher explained what are those strengths
and weaknesses of the students those parents also need to know for them to be aware and
guide their children to help them in learning.

3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

Yes, they raised questions and concerns regarding about the grades and performances of
their son/daughter for that quarter, in some point most parents/guardians asked almost the
same questions such as the following:

1. How was my son/daughter doing while he/she is inside the school?

2. Can you help me to look after my child?
3. Can you tell him/her to study well for him/her to have a brighter future and for him a
better life?
4. How come my son/daughter’s grade is like this, how did this happen?
5. He/she everyday leave the house for school but why his grades were low?

4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?

The Resource Teachers answers the questions and concerns by talking with them with a
greeting and in a respectful way for them. The Resource Teacher shows a positive behavior
and explained in a nice way to parents so that parents understand the situation clearly. The
Resource Teacher explained what are those strengths and weaknesses of the students
those parents also need to know for them to be aware and guide their children to help them
in learning.
 Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give
feedback?

When giving feedback, it should be clear to students how the information they are receiving
will help them progress toward their final goal.

The best time for the teacher to give feedback:

1. Feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly
and incorrectly. However, the focus of the feedback should be based essentially on what
the students is doing right. It is most productive to a student’s learning when they are
provided with an explanation and example as to what is accurate and inaccurate about their
work. Consider using the concept of a ‘feedback sandwich’ to guide your feedback:
Compliment, Correct, and Compliment.

2. Feedback should be given in a timely manner.

When feedback is given immediately after showing proof of learning, the student responds
positively and remembers the experience about what is being learned in a confident
manner. If we wait too long to give feedback, the moment is lost and the student might not
connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback.
Our classrooms are full of diverse learners. Some students need to be nudged to achieve at
a higher level and others need to be handled very gently so as not to discourage learning
and damage self-esteem. A balance between not wanting to hurt a student’s feelings and
providing proper encouragement is essential.

2. How do you report students’ performance to parents? Does the school have a regular way
of reporting grades to parents?

 Schools are required to formally report student achievement and progress to

parents/guardians at least twice per school year for each student enrolled at the school.
 The report must be a written report (print or digital), be in an accessible form and be easy
for parents/guardians to understand.
 Opportunities must be provided for parents/guardians and students to discuss the school
report with teachers and/or school leaders.
 Grades are given for individual achievement. Students will get the grade that best matches
the standard of their achievement. Teachers are not limited to set numbers of each grade
within their class or school. Grades are one aspect of school reporting to parents.

3. What problem on grade reporting did you encounter with parents? How did you address
it/them?
 Report cards typically don’t paint a complete picture of a student’s progress. Parents often
want and appreciate more. And they deserve more. When parents and teachers work
together, the impact on student progress can be significant. But the parent-teacher
partnership, like any other, won’t work without communication.
The Addressing parents’ concerns and complaints effectively: policy and guides support the
Blueprint by articulating the Department’s approach to dealing with parent complaints. The
policy provides advice for schools to assist them in developing school-level parent
complaints policy and procedures.

Possible responses and remedies include:

• An explanation
• An acknowledgement of each other’s perspective and agreement on ways to manage
differences
• An apology or expression of regret
• An admission of fault
• A change of decision
• A change of policy, procedure, or practice
• Agreement on what constitutes acceptable behavior
• An undertaking that unacceptable behavior will change
• The waiving of debt related to school fees and payments
• A refund of parent payments
•The provision of counselling or other support.

Remedies should be implemented as soon as possible. Complaint dismissed

A complaint can only be dismissed:
• After it has been investigated
• If an investigation has determined that the complaint cannot be substantiated
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?

Yes, I can see the meaning of my grades; I believe that what is written in the card is the
product and result of my works being computed by the teacher. Yes, the new grading
system gives me a better picture of my performance because the assessment is good. It
motivates me to do more in my studies.

2. Does knowing your grade motivate you to work harder?

Yes, it motivates me to work harder in class because knowing my grades allow me to track
my progress, enables me to know and see my improvements in each subject I have and it
notifies me where do I need to work on to make my grades better.

Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?

Yes, because Report cards are only one of the many tools’ parents can use to gauge how
well their student is doing. Student report card comments are important as it provides the
teacher’s candid assessment of how the learner is fairing both in academic as well as extra-
curricular activities. As such, it is important that it as objective and honest as possible.

2. If you were asked what else should be found in the Report Card, which one? Why?
 The views and perspectives of other classmates onto the fellow student onto the report
card. I want this to be found so that a parent can see what their child can be seen on the
way they act with their peers and the teachers.

3. Do you find the Card Distribution Day important? Why or why not?

Yes, because Card distribution day is a great opportunity to: share academic progress and
growth based on classroom observations, testing data, assessments, portfolios, and
assignments. Learn from parents or guardians so you can be better informed about
students' strengths, needs, behaviors, and learning styles.

The purpose of Card distribution day is to communicate a student's progress in meeting

standards as well as how the student is demonstrating the learning habits that support
student achievement, and to identify areas of strength and areas where improvements may
be needed.

4. Any suggestion on how to make Card Distribution more meaningful?

For me one thing that I can suggest as a future teacher on how to make the card
distribution more meaningful is to make parents/ guardian comfortable, approach them in a
calmer and more respectful manner. Try to approach them in a gentle way, deliver and
convey card results in a more specific way without hurting the parents/guardians’ feelings
and of the student and avoid making harsh and painful words in commenting and relaying
the card results.
ANALYZATION

1. What were the most common issues raised on students’ performance?

Students struggle with a lot of problems in school. These problems can range from being
unable to understand Math problems or not going along with their classmates. Whatever the
problem is, it impacts the student’s overall academic performance drastically.

Hence, identifying these problems is important for their effective resolution. Moreover,
empowering the student to identify and solve the problems by themselves is also important.
Here are the main problems students’ faces in school.

Disorganization

Some students feel difficulty in staying organized. Be it preparing notes or focusing on the
class lectures, they cannot perform these tasks properly. They keep struggling with
organizing stuff and realize one day that exams are looming over. Organizing one’s notes
and completing the tasks on time should start from day one. The reason students struggle
with that is they keep procrastinating.

2. Based on your observations and findings, what practices must be;

a. Maintained and
b. Improved to make grades and reporting meaningful?
The teacher should maintain the communication and the bond between the school,
parents/guardians, and the community, make the parent-teacher cooperation intact and
 innovative. The teacher and parents/guardian must always have constant communication
between them in able to address problems in of their student from time to time.
The teacher must strive in improving the gap between parents and the school. They should
understand that they are allies in shaping the students to have a bright and better future
and the school and the teacher should always find innovative ways on how to make
reporting of school card more meaningful. Students want to see that you take them and
their work seriously. They’ll need motivation, constructive criticism, and guidance.
If you post policies and grading criteria at the beginning of your course, you’ll be able to
grade consistently and handle issues more easily if they arise. In addition, providing
focused, timely feedback will help students understand their individual progress in the
course and motivate them to persist. Although grading and feedback can require a great
deal of your time, they’re invaluable parts of your students’ educational experience, so it’s in
both of your interests to make the process fair and effective.
Grading practices should be so clear that students should be able to tell teachers and/or
parents what grade they have received, even before the teacher calculates it. Supportive:
Feedback to students is timely so that students can improve their performance on tests,
projects, and assignments.

REFLECTION

1. Grades are often a source of misunderstanding. How should I do report so that it will result
to effective learning?

Grades are often a source of misunderstanding not just between the teachers and students
but also between from the part of the parents or guardian and the student itself. The
guardian of the student cannot accept the fact or the grades given by the teachers or they
cannot accept the reality that the grades of the students are low but it is just based on their
potential/capacity. Sometimes parents expect beyond the capacity of the student not
knowing their side, and that is one of the reasons why misunderstanding occurs.

In order to ensure that the scoring, grading, and reporting of scores and grades are fairly in
order to promote learning, it is necessary to properly weight the components in order to
create a composite. Example: how many percent goes for quizzes, unit tests, periodic tests
etc. It is also necessary to put all components on same scale to weight properly such as
equate ranges of scores.

It is also necessary to describe grading procedures to students at beginning of instruction,

clarify that course grade will be based on their achievement only, explain other factors
(effort, work habits, demonstration etc.) will be reported etc.

Grades are computed based on the actual, the result/grade of the students/pupils are based
on quizzes, periodic test, assignment, and projects. These bases are into four: knowledge,
understanding, skills and performance.

So, to prevent this type of misunderstanding as a teacher you must have a concrete prove
to be presented or show to the student. Giving their grades every end of the semester or
grading to let them be aware.
My Sample of School Report Card
Activity 14.1 Teacher Personal Qualities: A View from my Lenses
 Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or 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 Every teacher attribute’s their personal dignity
of a teacher by listening to every student with
respect.
b. Healthy Observe Most of the teacher was physically,
emotionally, mentally, and spiritually healthy.
c. Spiritual Observe The teachers always foster prayer before and
Interview after the lesson. And develop patience,
tolerance, compassion, a sense of oneness,
and other spiritual qualities in children.
d. Knowledgeable Observe This teacher set high goals for herself, she is
very confident and well prepared in her
discussion and willing to help her students
who is in need and gave an extra time to teach
her students as far as she can.
e. Humble Observe This teacher was good in teaching and willing
Interview to help her students to learn more and she
stays humble all the time.
f. Observe This teacher was really determined in teaching
Interview career, even if the situation is hard, he was not
easy to give up.
g. Cooperative Observe This teacher was always willing to give his
Interview extra time to provide the needs of the
students.
 Activity 2 will focus on the Professional Competencies of the Teacher. You may change
your sample Teacher in Activity 1 with another teacher or you can still 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 do
a Survey in Activity 2.

Professional Competencies What the teacher does

Plan and prepare effective lesson plans
and adaptable
Able to share best practices through
hands on experience to students learning
Organize classroom for student learning
and ownership
Openly and willingly share appropriate
information and knowledge
Have strong Communication with others in a
non-threatening manner.
Able to manage ambiguity inherent to the
learning environment
This teacher selects instructional
strategies, technology, materials, and
assessments that build on prior
knowledge or experience, cultural history
and are relevant to students’ interests
This teacher has the willingness to share
knowledge and experiences with his
students
This teacher facilitates student’s meta-
cognitive awareness of their own behavior
and/or its impact on learning
This teacher respect diversity, and value the of
others
This teacher act as a role model for students,
demonstrating professionalism in communication
and manner
This teacher support others with tools, resources
and processes when dealing with change

ANALYZATION
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. Have strong Communication with others in a non-threatening manner

When it comes to effective teaching, strong communication skills are a must. Based on my
observation, many students feeling afraid of math discouraged by their prior experiences and
too overwhelmed to approach the subject positively. By communicating with students at the
beginning of the year about how math applies to their favorite hobbies, sports and future
careers, the students were able to approach the subject in a more enjoyable way that better
supported their learning. There is a saying that, “As a Teacher, communication is a tool for
overcoming fear”.

b. Able to share best practices through hands on experience to students learning

I chose this, because willingness to share knowledge and experiences with others is one of
the most important qualities of a good teacher. Education is a hands-on field and often
requires experimentation to discover which methods of communicating with students work
best. Part of being an effective teacher is sharing your findings and best practices with
others in the field.

c. Plan and prepare effective lesson plans and Adaptable

Effective teachers need to be able to work in a constantly evolving environment and adjust
their teaching methods based on the age of their students, the resources available and
changing curriculum, practices, and requirements. Change is a constant. Learning how to
adapt and adjust, that’s been one of the skills that have been most helpful to teacher’s
career. It’s about keeping your finger on the pulse of who my students are over time and all
the trends, standards, and new research, and being able to continually improve.
Adaptability is also one of the key skills needed to be a teacher who may be educating
students of varying grade levels or different learning styles. You must be able to adapt
based upon your learners.

2. Which of these qualities do you have? Do you think you can fit as good teacher someday?
 Why? Describe yourself.

Through my personal qualities, I can be a role model and guide my students towards the
betterment of their self and make them ready to face the hardships in this life, so as a
teacher I can inculcate to their minds what they have learned and make them grow from
their experiences and be able to apply what they have learned to their everyday life.

I use my personal qualities to become a good teacher by inspiring, showing and teaching
the learners that the education is the greatest weapon that they can use throughout their
lives, so that, they can be successful and become a better person in the future. Teaching
and motivating them to learn is the least that I can do for my students because I can do
more for them. By doing what I love, I inspire and awaken the hearts of the others, with that
I can be a good teacher forever.

REFLECTION
Good teachers are role models, whether in school, at home or in the community. From the
teachers that you had from elementary to college, did the personal qualities that they possess,
help you learn better as a student?
An experienced teacher, utilize his/her personal qualities to make him/her a good teacher by,
learning and at the same time by teaching. Putting that together is one of the best ways to improve
you and become an effective teacher who takes a hand, opens a mind, and touches a heart of the
learners. Teaching is the cause and learning is the effect, it cannot succeed without the support
and success of the other, so always make your teaching style jibe with the learners learning style.
By being passionate, enthusiastic, flexible, and purposeful in everything you do can make your
personal qualities grow and be able to be the teacher who love teaching that teach children to love
learning. With your personal qualities, as a teacher you can inspire and encourage the learners to
learn. Those qualities are your weapons that you need to develop, enhance, and improve as you
have learned from your experiences. It doesn’t matter how slowly you grow if you do not stop from
learning and become a good teacher that starts in you.
Identify one personal characteristics of your model teacher that has made a great impact in your
life as a learner. Reflect and describe how this quality influenced you.
To become a good future educator one trait, I believe is integral to being teacher is patience.
Regardless of the age group you teach, patience is going to be importance you will need patience
when a class doesn’t understand the lesson you are teaching. You will need patience when
dealing with parents who think they know more about how to do your job than you do and I also
believe most good teachers are creative thinker. Good teacher has a flexible attitude.

ACTIVITY 14.2 Is the Teacher a Professional Teacher?

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 head with your answer on the survey. In what
items do you have the same answer?
6. Show the results in a summary table.

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 our course, Field Study 1.

Thank you very much.

NURHUDA BACUNDO & PALMA TANI

B.S. EDUCATION-FILIPINO IV

Name of the Teacher: SAGIRA L. ASAKIL

 PRC License No.: Grade Level Taught: GRADE 11

Answer the following statement based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.
Professional Competence Does the Teacher exhibit the competence of a professional
teacher? Check your answer below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtf
ul
2. Teaches the subject matter very well with mastery

3. 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


_______________________________________
Name and Signature of the Teacher Informant (Peer)
OR:
___________________________________________
Name and Signature of the Supervisor Informant (Head)
AND:
__________________________________
NURHUDA BACUNDO & PALMA TANI (Pre-Service Student)

ANALYZATION
 1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher strong? ___ Weak? ____ Doubtful? _____ Why?

Yes, it shows that the teacher has her strong competencies as a Professional Teacher. She
possessed all those competencies that a teacher should have. She is well balance; she is
competitive in all competencies and from what I have observed she is fully dedicated to her
profession and she practice it will finest and pride.

2. Did your answers to the survey form coincide with the answers of the co-teacher or head of
the teacher you observed? Why?

Yes, they knew the teacher very well than me; they had worked for years and know how my
Resource Teacher works. They know well how dedicated she was, how she loves her
profession even to the extent that she spends most of her time to her profession rather than
to her family. Even on weekends she still manages to find time to finish her works and to
prepare her lectures intended for new the lessons she will be teaching next.

REFLECTION
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 be, competent and knowledgeable in
order to impart the knowledge they could give to their students. Good teaching is a very
personal manner. Effective teaching is concerned with the student as a person and with his
general development. The teacher must recognize individual differences among his/her
students and adjust instructions that best suit to the learners. Above all, the teacher must
himself come into possession of adequate knowledge of the objectives and standards of the
curriculum, skills in teaching, interests, appreciation, and ideals. He needs to exert effort to
lead children or students into a life that is large, full, stimulating and satisfying.

2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed then learners will be, motivated to learn
and become better person that they can be. When students are motivated, then learning will
easily take place.

SHOW YOUR LEARNING ARTIFACTS

 My Teacher, My Hero

Teacher is not only about her lesson plans, her teaching methods, strategies, and
techniques. She is my favorite teacher because she understands that a child is not only
a tiny bundle of joy that can cry, smile, and laugh. Inside and outside the campus,
teachers served as the models to their students. Ms. NADZMA A. SALIHON is a
Grade 5 Elemtary teacher in Sibuco Central School, she is a compassionate teacher,
and she loves her pupils and her profession. Her profound love and passion in teaching
made her to be well-rounded teacher.

A good educator with a heart, she treats her pupils in fairly looking at the different sides
of the issues in every situation in her class before making judgement. A teacher is, as a
second parent, about his/her personal character, values, and attitude. A teacher is also
about her missionary work which entails a great deal of sacrifice on her part and her
family.

Her teaching styles uses many techniques and strategies to easily catch the attention
of his learners, she makes sure that all his learners learn well. She supports and helps
his learners through the learning process by motivating his pupils with enthusiasm.

She is interested on her own subjects and at the same time open-minded for other
topics. She loves to do funny jokes that make his pupils laugh every time he felt that his
pupils getting bored. She is MA’AM NADZMA A. SALIHON known as a JOLLY&
WELL-ROUNDED TEACHER.

Activity 15.1 A Day in the School Life of a 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 artefact.
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 a
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.

ANALYZATION
Refer 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?

Based on my observation, I say she is a teacher that belongs to the category of teachers who
emphasizes more on ACTUAL TEACHING. She is a great facilitator of learning, she focus more
on her learners, always acts fair and pleasant in dealing with her learners, make sure that the
desired learning outcomes are achieved, and she is a kind of teacher that has mastery of subject
matter. She has the making of a teacher that is learner-centered, her main concentration is on her
learners, and she makes way to achieve all her goals.
Aside from that she also possesses the remaining aspects that makes a teacher great in her
profession and make a teacher efficientt and productive in her profession. She never stops in her
efforts of improving her style and quality of teachings.
She always makes sure that the class is always in order and maintain fun atmosphere in the class.
She always moves around to check and see that every learner understood what the lesson was
taught during that subject. She always asked her learners of what they have understood and what
they haven’t understood and she addresses immediately if there are inquiries and questions and if
there are concerns regarding the lesson or is any clarification raised by a learner.
The teacher is fully dedicated to the learning of her students; she makes sure that everyone
learned from the lesson. She always makes adjustment for the slow learners so that they can cope
up and still feel comfortable and not being different from the intellectual group of students. She
makes sure she finishes her lessons on time and she starts the class on time too and finished it
also in time.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when you
become a teacher? Describe.

The teacher behavior that is worthy of emulation in the future if ever I become a teacher is that her
professionalism for her work as teacher because based on my observation of her, she is
professional in a way that she practices almost all the aspects of a professional teacher and for a
person to be called a professional in her field.

She never complains in front of her class despite the heavy loads she had, she makes balance of
her work from her personal life, she fully understood what is her profession is all about. She
displays all the good qualities of a professional teacher and all qualities that a future teacher can
emulate from a certain professional.

3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons?
During the day of my stay, one thing that I found out that she is having a problem in management
of her administrative works, because we all know that teachers have a lot of administrative works
to do, they must update lesson plan daily, evaluate students, and they must attend to a lot of
papers that needed to be submitted to the head teacher or to the principal.

At first it seems she is having a difficult time, She was frowning because of the tall file of papers
need to be done in a short period of time, but after a few minutes of calming her mind, she started
working on those papers bit by bit as I I help her, she was able to finish those works within time.
Even though some of it still need further review and further evaluation, she decided to take it home
and there continue her remaining works.

4. From your perspective, would you consider this teacher as a quality teacher? Why?

Yes, I consider her a quality teacher because she is a true professional and on a personal basis
based on my observation she has the skills, the attitude and for that I can call her a true teacher.

She is a kind of teacher that every student would love to have; she is the kind of person who is
caring to all, to her students, to her colleagues and most of all to her profession. She is never tired
of teaching, as we know that being a teacher is not just teaching, you also become a friend, a
parent and at certain time you also become a student and a child just for you to be successful in
the field of teaching.

Teaching or being a teacher was never an easy job it is one of the hardest and most stressing
profession that there is. It consumes most of your time, most of your precious moments, there are
times and situations you need to go on field or travel far from home and far from your family just
for you to perform your duties and show your professionalism of being a teacher. If ever I become
a teacher In Shaa Allah I want to be like her.

REFLECTION
Now, that you have spent one school day to observe this teacher, it would be good for you to
reflect all your observations by answering reflective question below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no, why not?

After my observation and spending a day with my Resource Teacher I felt that I became more
inspired and I felt the burning desire inside of me to become a teacher, my intention of teaching
students became bigger and all of my desires to be a professional became more natural inside
of me.

It helped me to understood better what it takes to become a teacher; it showed me what I can
be and what I can do to become a quality and professional teacher in the future. I also manage
to find ways on how to improve her daily routine and daily works that will benefit me and my
learners in the future. I learned also from her on how to handle and managed the pressures
and stress of being a teacher.
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
In the future, aside from possessing all the professional competencies, I think what I can do more
to become a professional teacher is that finding more ways on how to grow myself because it
wasn’t mentioned and found in the professional competencies and this are tools, I need in able for
me to survive and last in this field. I believe that growth will make me a better professional, and will
help me to be a better person. I will make room for myself to be a learner, teaching is also
learning.

I need also to be more flexible, be more ready and prepared for any circumstances because
teaching has evolved today, teaching isn’t only confined on classroom it is done in different ways
already, some of this in form of modules, online classes and some offered in short courses as well.
I need to be always ready because we don’t know what will happen next, tomorrow or in the
future.
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.

Are you new to teaching or a veteran? No matter how much experience you have, there are
always challenges to face in the classroom and school. Expectations are high—from students,
from parents, from department chairs and administrators. Here are some of the things that I find
difficult as a teacher and how I overcome those challenges.

1. Balancing the different learning needs of students

Every student who walks through my door is different. Some struggle with math and need
extra help. Some learn well when they read the text and others when they listen to a lecture or
when they work the problems out on their own.

Every student who walks through my door is different. There is a built-in way to handle this
challenge that all teachers use. It’s called differentiation—meaning to put as many ways of
learning into a lesson as you can.

So, when I teach ionic compounds, I have the kids take notes, read a few paragraphs, use
buttons to simulate how electrons move, use a computer simulation if I can get access to the
computers, and practice it in pairs and by themselves. I put four or five different learning styles
into one lesson so that the student who learns best by reading isn’t left out. Neither is the
student who learns best by moving around.

2. Respecting expectations from school admins

Not only do teachers have to ensure that each student in class is learning and engaged, we
also must make sure that we are in line with the goals of the school. Most of the time, that goal
is the same: educate students so that when they enter the “real world,” they will be capable of
making good choices.

Sometimes, though, there are more things going on with the school than any one teacher
knows about. Testing, pep assemblies, student government, and club activities are all
important parts of the school experience.

Not only do teachers have to ensure that each student in class is learning and engaged, we
also must make sure that we are in line with the goals of the school. As a teacher, it’s
important to be flexible in rearranging plans and having backups for when school-wide
activities might disrupt your normal routine. I usually have my week planned out ahead of time.
Good communication and good planning can help to ensure that students are getting the full
educational and social experience of school.
3. Helping parents and students meet long-term goals

Schools are comprised of the people in the community. As a teacher, it’s important to
understand the community your students are a part of. The community I teach in is a more
rural community, where many of my students are the first person in their family seeking
college. Some of my students are the first person in their family who will graduate high school.

Many of my students don’t understand the value of education because they have never seen
the benefits education can offer them. I talk to them about their futures and their goals, guiding
them through their education route if they want to become a doctor or a lawyer or a teacher. I
have guest speakers come into my class so that students can see what kind of careers are
available and what type of education they need to be successful in those careers.

Many of my students don’t understand the value of education because they have never seen
the benefits education can offer them.

I have an open line of communication with all my students and their parents. I let parents and
students know that I’m available every day after school for tutoring and extra help. I call and
send emails when students are struggling in my class, and I offer my services to every student
and answer questions whenever I can. Part of that is building an online community. I use
Edmodo.com to communicate with my students after school hours. I encourage them to start
discussions and help each other as they go through the class.

Teaching can be challenging at times, but if you really care about your students and really
want help them, both with the materials in your class and their struggles outside your class, it
can also be very rewarding.
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 artifact)

ACTIVITY 15.2 The Creation and Management of the New Learning Environment as a Skill
Of the 21st Century Quality Teacher
Resource Teacher: Teacher`s Signature School:
Grade/Year Level: Subjects Area: Date:
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.
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, window
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin board/display boards, etc.
g. Gadgets, equipment
e. Plant boxes, etc.
f. Others not include in the list
3. Draw your vision of a classroom for the 21st century
A. Current Classroom I am Observing
Grade level: 1

B. My Classroom for the 21st Century

ANALYZATION
Make a comparison of your drawings/illustrations 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?

Where a teacher moderates The fact that most of the current Traditional classroom
and regulates the flow of generation has grown up with the techniques used repetition and
information and knowledge. technology we see all around. memorization of information to
Here, students' main resource Having the same in the field of educate students; it meant that
is their instructor who only education will not only evokes they were not developing their
teaches them face-to-face. A their interest in the form of tablets critical thinking, problem
traditional classroom involves a and laptops, they will feel more at solving and decision-making
standard curriculum delivered ease using a medium that they skills. Modern learning
by a teacher in-person. There have always seen in use. encourages students to
is only teacher-student collaborate and therefore be
Not only does it teach students
interaction and it is lecture more productive. Extroverted
vital skills for the future, but it
base. Where course content students who enjoy face-to-
also aids attention, teamwork,
and learning material are face classroom interactions
and encourages pupils to learn
taught in person to a group of may do best in a traditional
by themselves. As classrooms
students. This allows for a live environment.
evolve, technology is likely to
interaction between a learner
become an integral part of the Basically, the main difference
and an instructor. It is the most
learning process. between the two lies in where
traditional type of learning
student learning is centered.
instruction. Involving technology in education
Traditional schools focus on the
enables children to adjust to their
teacher and what they teach
own pace of learning. Students
while progressive schools focus
who need extra time can spend
on the students and how they
more time going over exercises
can learn.
until they understand, whilst
students who need less support
can continue ahead. It also frees
up the teacher to help kids who
need more support on an
individual level.
REFLECTION
Based on the task you made, what challenges await you as a future teacher? How will you
manage learning in the future classroom? How will you prepare yourself to respond to 21 st
teaching-learning and become a global teacher?
Make a short paragraph on how will you manage teaching-learning in the 21 st century
classroom.
We should bring the working world into education a lot earlier and take education into the working
world. Education used to be a one-shot game, now it must be a lifelong game. You don’t just get
educated once. You need to go in-between learning and work. You must bring professionals into
the classroom to teach. You must work on projects for real organizations from the beginning, and
you must go out into the environment, into communities. You must understand the real problems
that people are facing so you can shape your learning around those problems rather than just look
at a textbook.
The 21st century has been here for quite some time now and whether we like it or not, the
digitization world is catching up with education technology as well in the advent of 21st century
Classroom. The only what is forward, and that’s why every one of us is committed to develop
solutions that help bring about the necessary changes to ensure that the maximum number of
schools can adopt the best educational models. We need to completely reimagine education.
Instead of learning to memorize facts and figures, students need to “learn how to learn” and how to
solve problems. And they should be allowed to learn independently. Changes are needed at every
level. You must infuse things like entrepreneurship into the curriculum because with the disruption
that’s going on, many people are going to have to create their own jobs.
I think there will still be a need for deep specialization in certain fields. But during specialization,
you should pursue two objectives. First, you should acquire expertise in a certain area that you’re
passionate about. But second, you should also learn how to learn –so if you find that the world has
changed, or your passions have changed, the time you have spent hasn’t been wasted. And if it
turns out that the area you have specialized in is still relevant to the world, –good for you. You
need to envision multiple scenarios, telling yourself, “If the world shifts like this, fine; if it doesn’t,
what’s my plan B, my plan C, my plan D?” Education should set you up to be flexible rather than
forcing you into a box.

SHOW YOUR LEARNING ARTIFACTS

These are the artifacts that you need to file in this Episode.
1. Activity 15.1 report on the Observations including evidence that goes with it.
Activity 15.1 Narrative 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 Narrative on how you will manage teaching-learning in the 21 st Century
classroom.
ACTIVITY 16.1 Analyzing DepEd’s Philosophy of Education
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 and on 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 Kto12 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.
Philosophies of Education Which philosophies are Which philosophies are
expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum Framework
Values, Mandate? Give Proof. and Guide and Sec 5 of RA
10533? Give proof.
1. Essentialism -teach mastery of Essentialism- The core values of Essentialism- List of
the basics; curriculum is standards and competencies
prescribed; subject matter Maka- Diyos. Maka-tao, Maka- that learners are expected to
centered there is universal, kalikasan and Maka-bansa show attain is the subject matter
objective values; inculcate values that DepEd believes in that students are expected to
in subject matter. unchanging values that need to learn.
inculcate.
-Essentialism
2. Perennialism- teaches those The Deped Mission in which In K-12 Curriculum
that last the classics there re Students learn in a child-friendly, Framework which is making
universal values inculcate these gender-sensitive, safe, and the Curriculum Relevant to
universal, objective values. motivating environment shows learners (Contextualization
that DepEd applied Perennialism and Enhancement), Students
to their DepEd Mission as they needed to acquire in-depth
believe that if the learners engage knowledge, skills, values,
with this kind of environment, it is and attitudes through
possible that hey become a continuity and consistency
friendly and good citizen of our across all levels and subjects
country in the future as they bring in order to bring a good
a good value that they learned in values and characteristic to
schools. their future from what they
are learned in schools.
3. Progressivism -very child The DepEd vision in which, as a In RA No. 10533 Sec. 5
centered teach those that interest learner-centered institution, the which is Curriculum
the child one learns by DepEd continuously improves Development, the curriculum
experience: learners learn by itself to better serve its shall be learner centered,
doing so teacher teacher`s stakeholders shows that DepEd is inclusive and
teaching is experiential; values progressivism. DepEd believes in developmentally appropriate
are subjective no inculcation n of learners learn by doing as well as which it show that
values since they are subjective if we teach of what they are Progressivism is applied in
instead teachers help students interested. this law.
clarify their values.
4.. Reconstructionism- school is The DepEd mission in which, In K-12 Curriculum
agent of change schooling is administrator and staffs, as Framework which is Making
preparing students for the social stewards of the institution, ensure The Curriculum Relevant To
changes; teaching is involving the as enabling and supportive
students in discussions of moral environment for effective learning
dilemmas. to happen shows that DepEd is
reconstructionism. DepEd
believes in teaching is involving
the students in discussion of
moral dilemmas in order to
understand the implications of
one's action.
Learners (Contextualization
And Enhancement), it shows
that there is an application of
Reconstructionism in which
there is a discussions on the
students about the issues
such as Disaster Risk
Reduction (DRR), Climate
Change Adaptation, and
Information &
Communication Technology
(ICT) are included in the
enhanced curriculum

5. Existentialism -Teachers teach The DepEd mission in which, In K-12 Curriculum

learners to make a choice to make teachers facilitate learning and Framework which is Gearing
decisions and not merely to follow constantly nurture every learner Up For The Future (Senior
the crowd; one who does not shows that DepEd is High School) it shows that
make a choice and so simply existentialism. DepEd believes there is a proof of
follow others do not leave that society should not restrict an Existentialism that use which
meaningful life individual's life or actions and students may have a
these restrictions inhibit free will freedom to choose a
and the development of that specialization based on
person's potential. aptitude, interests, and
school capacity. The choice
of career track will define the
content of the subjects a
student will take in Grades
11 and 12. SHS subjects fall
under either the Core
Curriculum or specific
Tracks.
6. Pragmatism -That which useful The DepEd Vision in which, In K-12 Curriculum
that which is practical and that enable them to realize their full Framework which is Making.
which works is what good; that potential and contribute The Curriculum Relevant To
which is efficient and effective is meaningfully to building the nation Learners (Contextualization
that which is good. E. g showing a shows that DepEd applied And Enhancement), it shows
video clip on mitosis is more Pragmatism as they believe that also that there is an
efficient and more effective and teaching students a thing that are application of Pragmatism as
therefore more practical than practical for life are encourage students acquire in-depth
teacher coming up with a visual them to grow into better. people knowledge, skills, values,
aid by drawing mitosis on a and attitudes through
cartolina or illustration board. continuity and consistency in
order to encourage them to
grow into better people
across in all levels.
7. Rationalism -emphasizes the The DepEd Core Values which is In RA No. 10533 Sec. 5
development of the learners Maka-Diyos, Maka-tao, which is Curriculum
reasoning powers; knowledge Makakalikasan and Makabansa is Development, there is a
comes though reason; teacher the proof that shows that DepEd proof of application of the
must develop the reasoning power applied Rationalism in which they
of the learner practicing only for believing what
is based on reason and provides
the primary basis for knowledge.
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 action desired can
be product of design; behavior is
determined by others rather than
by persons own free will; teacher
must carefully shape desirable
behavior; drills are commonly
used to enhance learning.
rewards reinforce learning
11. Constructivism -Learners can
construct knowledge and
meaning; teaching-learning
therefore is constructing
Rationalism in which the
curriculum shall be relevant,
responsive and research
based as students is
acquired through reason
without the aid of the senses.
The DepEd Vision which is We In RA No. 10533 Sec. 5
dream of Filipinos who which is Curriculum
passionately love their country Development, there is a
shows that DepEd are also use proof of application of the
Utilitarianism which it advocates Utilitarianism in which the
actions that foster happiness or curriculum shall be culture
pleasure and opposes actions that sensitive in which teacher
cause unhappiness or harm. It approach offers no sense of
would be aims for the betterment what ought to constitute an
of society when directed toward education.
making social, economic, or
political decisions.
The DepEd Vision which is In RA No. 10533 Sec. 5
Teachers facilitate learning and which is Curriculum
constantly nurture every learner is Development, it shows that
evidence that DepEd use there is an application of
Empiricism where teaching- Empiricism in which the
learning of the students is based curriculum shall use
on the human senses wherein it pedagogical approaches that
shares the view that there is no are constructivist, inquiry-
such thing as innate knowledge, based, reflective,
and that instead knowledge is collaborative, and
derived from experience. integrative; as teacher
involves the senses in
teaching-learning of the
students to be able to gain
knowledge.
The DepEd Vision which is In RA No. 10533 Sec. 5
Students learn in a child-friendly, which is Curriculum
gender sensitive, safe, and Development, it shows that
motivating environment is one there is a Bahaviorism by
also a proof that DepEd applied which The curriculum shall
Behaviorism in which the teacher be learner-centered,
provide a positive reinforcement, inclusive and develop-
or rewards at the end of the day mentally appropriate; we
for their good behavior. Whenever teachers encourage students
students perform a desired to perform desired behaviour
behavior, they will learn to perform as they giving reward for
the behavior on their own. their good performance.
The DepEd Mission which is In K-12 Curriculum
Teachers facilitate learning and Framework, it shows that
constantly nurture every learner there is a Constructivism in
show also that DepEd is using which it encourages students
knowledge and meaning; teacher
does not just` `tell`` or dictate but
asks learners for knowledge they
construct and meaning of lesson
12. Other Philosophies
Constructivism as they help to consider this to share their
learners to construct knowledge valuable knowledge and
rather than just passively take in experiences as the learner.
information. As students
experience the world and reflect
upon those experiences, it helps
to build their own representations
and incorporate new information
into their pre-existing knowledge.

ACTIVITY 16.2 Articulating My Personal Philosophy of Teaching

OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
 Accomplish this Observation Sheet.
 Here are the 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 -teach mastery of the basics; The Teacher that I could possibly cite as an example
curriculum is prescribed; subject matter in this philosophy of education was Mr. Barsubia, he
centered there is universal, objective values; is an Filipino teacher Grade 9. During the class, he
inculcate values in subject matter. serves as a guide of the students during their
learning. He is competent in the content of the
subject and is very knowledgeable in methods of
inquiry; the lessons are not solely directly given by
his but are drawn out from the students. He likes
having his students to think critically, initiate plans
during activities, and carry out their own projects.
Moreover, he is process oriented with a philosophy
of holistic development or whole student orientation.
2. Perennialism- teaches those that last the Teacher Lluisma an Filipino Grade 10 Teacher
classics there re universal values inculcate taught students to think rationally and develop minds
these universal, objective values. that can think critically and to guide their thought
processes toward the understanding and
appreciation of the great works, like works of
literature written by history’s finest thinkers that
transcend time and never become outdated.
3. Progressivism -very child centered teach Teachers provide hands on activity like creating their
those that interest the child one learns by own portfolio to have an actual experience amid
experience: learners learn by doing so pandemic.
teacher teacher`s teaching is experiential;
values are subjective no inculcation n of
values since they are subjective instead
teachers help students clarify their values.
4. Reconstructionism- school is agent of Teacher Mangura was determined to get the
change schooling is preparing students for students interested by requiring them to write about
the social changes; teaching is involving the their reflections. Students were allowed to write
students in discussions of moral dilemmas. about anything they wanted and were free to express
themselves in their journals however they pleased.
5. Existentialism -Teachers teach learners to Students go outside of their classrooms and learn
make a choice to make decisions and not what they cannot learn in their classrooms. This
merely to follow the crowd; one who does learning will lead students to find their meaning of
not make a choice and so simply follow life, because they get to know what they like, what
others do not leave meaningful life they want to learn, what is important to them.
6. Pragmatism -That which useful that which The Teacher focuses on asking learners to
is practical and that which works is what determine the best way to communicate in a certain
good; that which is efficient and effective is situation given the context and the culture based on
that which is good. E. g showing a video clip their textbook.
on mitosis is more efficient and more
effective and therefore more practical than
teacher coming up with a visual aid by
drawing mitosis on a cartolina or illustration
board.
7. Rationalism -emphasizes the development The teacher used questioning and open-mindedness
of the learners reasoning powers; knowledge to Encourage learners to speak their minds freely
comes though reason; teacher must develop and let them always encourage learners to seek out
the reasoning power of the learner the truth like What does it mean to be good or bad?
Or where do stars come from? Those are some
tricky questions.
8. Utilitarianism -what is good is that which is The teacher sometimes listened to their learners and
most useful (that which brings happiness) to able adjusts to their learners. They asked the student
the greatest number of peoples; what they prefer especially in requirements.
9. Empiricism -source of knowledge is The teacher in PE required the student to perform
through the senses; teacher must involve the through physical experience.
senses in teaching-learning
10. Behaviorism -behavior is shaped The teacher applied positive reinforcement to those
deliberately by forces in the environment and students have a scores in their quiz even their
that the type of person and action desired participation in online class discussion.
can be product of design; behavior is
determined by others rather than by persons
own free will; teacher must carefully shape
desirable behavior; drills are commonly used
to enhance learning. rewards reinforce
learning
11. Constructivism -Learners can construct Teacher presents a class problem to measure the
knowledge and meaning; teaching-learning length of the "Mayflower." Rather than starting the
therefore is constructing knowledge and problem by introducing the ruler, the teacher allows
meaning; teacher does not just` `tell`` or students to reflect and to construct their own
dictate but asks learners for knowledge they methods of measurement.
construct and meaning of lesson
12. Other Philosophies

ANALYZATION
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?

The dominant philosophy of education in Philippines is Progressivists Teacher believe that

individuality, progress, and change are fundamental to one's education. Believing that people
learn best from what they consider most relevant to their lives, progressivists center their
curricula on the needs, experiences, interests, and abilities of students.
Progressivists like romantics, believe that education should focus on the whole student, rather
than on the content or the teacher. They emphasize on group activity and group problem
solving so that the students learn through cooperative learning strategies. It is antiauthoritarian,
experimental and visionary and aims to develop problem- solving ability.
This educational philosophy stresses that students should test ideas by active experimentation.
Learning is rooted in the questions of learners that arise through experiencing the world.
Progressivism was developed by John Dewey's pedagogic theory, being based on
Pragmatism. Experience represented the core concept of his philosophy.
 2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
I believe in the power of questions and questioning strategies to cause thinking. I constantly try
to ask questions for which there are no “right” answers. I constantly work to become a better
“questioner” for the effective use of questions is the most powerful strategy a teacher has to
help students learn.
The good teacher must know her subjects and how to help students learn those subjects. I
know the good teacher must have a deep appreciation of how knowledge is created in the
discipline, how it is organized and how it is linked to other disciplines. I use my knowledge of
the discipline to expose my students to modes of critical thinking, encouraging them to analyze,
apply, synthesize, and evaluate all they read and hear. I love the subjects I teach, and I know
how to make them come alive for my students.

REFLECTION
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``
 My dominant Philosophy of Education is PROGRESSIVISM. The practices that I do as a student
future teacher that reflect my philosophy are I will improve my skills and ability as a future teacher
to be more effective in teaching. I will be a learner centered and more interactive.
I will study a lot and be a skilled teacher that will inspire and touch the heart of my student. The
good teacher knows and understands students, how they develop and learn. I know that students
actively construct and transform their own knowledge based on past experiences and prior
learning. I know that students do not all learn in the same way or at the same rate. I believe it is
my responsibility as a teacher to be an effective diagnostician of students’ interests, abilities, and
prior knowledge. I must then plan learning experiences that will both challenge and allow every
student to think and grow.
The practices that I will do, that will reflect my Philosophy of Education will be I give equal
opportunities to my pupils by letting them interact with other students and to me as their teacher. I
will make my class a learner centered classroom like, pupils do their learning through connecting
the lesson to their experiences, let them do the talking and less teacher talk. I will do my best to
develop lifelong learners by letting my students learn through their own experiences.
I will also teach my students to be good citizens as well as good learners. I really prefer to think
about learning and helping others learn as opposed to teaching. I believe many of us have come
to accept a working definition that teaching means giving information, which I believe is only the
beginning of teaching and certainly only a small part of learning. When one gives information, it is
so easy to equate learning with the memorization of that information.
Memorization is not always learning because learning requires thinking. I am beginning to
understand that the teacher’s greatest gift to the learner is helping the learner be motivated to
think, and then to want to learn more. Finally, I believe a teacher lives to serve. A teacher is
dedicated to learning, to his or her discipline, to his or her students, and to making the future the
best possible place for all of us to live. These are the challenges I accepted when I chose to be a
teacher. I remain committed to them.