Module 1

LESSON 1: SCHOOL AS A LEARNING ENVIRONMENT

The purpose of observation is to provide opportunity for you to relate theory to actual
practice.
To help you do this, remember to:
 know and understand what exactly you need to observe
 study the observation guides, listen to your FS teacher and ask questions to be sure all
is clear to you.
 have paper and pen ready to jot down details
 carefully separate facts from interpretations
 accomplish the checklists/forms a.s.a.p. so that the details are still fresh in your mind.
My Learning Episode Overview
This Episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.
My Intended Learning Outcomes
In this episode, I must be able to determine the characteristics of a school environment that
is safe, secure, and is supportive of learning.
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation
 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection
 completeness, organization, clarity of portfolio
My Learning Essentials
A physical environment conducive for learning is one that has consistent practices that:

 keep the school safe, clean, orderly and free from distraction;

 Maintain facilities that provide challenging activities; and

 Address the physical, social and psychological needs of the students.

Abraham Maslow’s Hierarchy of Needs

Additional Notes:
Developing a classroom environment conducive to learning is a process that entails staging
the physical space, getting the students to cooperate, creating a communal environment,
and
finally maintaining a positive classroom climate and culture.
From: https://www.theedadvocate.org
the term physical environment refers to the overall design and layout of a given classroom and
its learning centers. Teachers should design the environment by organizing its spaces,
furnishings, and materials to maximize the learning opportunities and the engagement of every
child.
Module 2

LESSON 2: LEARNER’S CHARACTERISTICS AND NEEDS

To be a teacher, in the right sense is to be a learner. Instruction begins when you, the
teacher,
learn from the learner. Put yourself in his place so that you may understand what he
understands and in the way he understands it.”
-Soren Kierkegaard
My Learning Episode Overview
Episode 2 provides me with an opportunity to observe learners of different ages and grade
levels. It highlights the differences in their characteristics and needs. As a future teacher, it
is
important for me to determine my learners’ characteristics and needs so that I will be able to

plan and implement learning activities and assessment that are all developmentally
appropriate.
My Intended Learning Outcomes
In this Episode, I must be able to differentiate the characteristics and needs of learners from

different developmental levels.

My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of analysis,
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio.
My Learning Essentials
Here are major principles of development relevant to this episode:

1. Development is relatively orderly. Development follows directional patterns such as, from
the head to the toe (cephalocaudal), and from the center of the body then outwards
(proximodistal).

2. Development takes place gradually.

3. All domains of development and learning----physical, social and emotional, and

cognitive- are important, and they are closely interrelated. (NAEYC, 2009)

4. Development proceeds toward greater complexity, self-regulation, symbolic or

representational capabilities. (NAEYC. 2009)
Module 3

LESSON 3: CLASSROOM MANAGEMENT AND LEARNING

My Learning Episode Overview
Episode 3 provides an opportunity for me to examine how classrooms are structured or
designed to allow everyone’s maximum participation and effective learning. I will be able to
examine how classroom management practices affect learning.
My Intended Learning Outcomes
In this Episode, I must be able to plan on how to manage time, space, and resources to
provide
a learning environment appropriate to the learners and conducive to learning.
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of analysis,
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio.
My Learning Essentials
The classroom climate that is conducive for learning is one that is non-threatening yet
business-
like. It is a classroom where:
 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.

 Techniques to acknowledge and reinforce acceptable behaviour are employed.

 Clear limits for unacceptable behaviour are established and negative consequences for
such are communicated.
 Classroom processes are democratic.
Module 4

LESSON 4: FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES,

LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLES
My Learning Episode Overview
Episode 4 provides an opportunity to observe how differences in gender, racial, cultural and
religious backgrounds, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect on practices that
teachers use in leveraging diversity in the classroom. It also provides an opportunity to
observe
how differences in abilities affect interaction in school and learn about strategies that
teachers
use in addressing the learner’s needs toward effective teaching and learning.
My Intended Learning Outcomes
At the end of this Episode, I must be able to:
 describe the characteristics and needs of learners from diverse backgrounds;

 identify the needs of students with different levels of abilities in the classroom;

 identify best practices in differentiated teaching to suit the varying learning needs in a

diverse
class (PPST 3.1.1); and
 demonstrate openness, understanding, and acceptance of the learners’ diverse needs and

backgrounds.
Revisit the Learning Essentials
Here are principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven
rates across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at a
level
just above their current level of mastery, and also when they have many opportunities to
practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities, and assessment to the different characteristics, abilities, interests and
needs
of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners under challenging circumstances which include geographic isolation, chronic
illness,
displacement due to armed conflict, urban resettlement or disasters, child abuse, and child
labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that
the learners respond and perform at different levels. The teachers assure the students that
their gender identity, culture and religion are respected, their strengths are recognized, and
their needs will be met. These teachers declare to all that everyone has the chance to learn
and succeed. They create a learning community where everyone can work together and
contribute regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom

 Model respect and acceptance of different cultures and religions

 Bring each of the student’s home culture and language into the shared culture

 Provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

a young teacher’s approach to indigenous peoples starts with a keen awareness of one’s
own identity, including one’s beliefs and cultural practices. Through serious reflection one
may realize that the self is a product of all the influences of key people in one’s life and the
community, real and virtual. Similarly, learners from indigenous groups carry with them their
beliefs, views and cultural practices. One’s attitude needs to be that of openness and
respect.
Come in not with the view that one’s own culture is superior. We approach with the sincere
willingness and deep interest to know and understand the indigenous peoples’ culture. We
aim to make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110 ethno-
linguistic groups, majority of which is in Mindanao, some in Northern Luzon and fewer in the
Visayas. (UNDP Philippines, 2010). They represent about 10-20% of our total population.
There
are two big indigenous peoples groups which have several smaller ethnic groups within
them, the non-muslim groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon.
Among others, we have the Badjaos, Ati and Tumandok, Mangyans and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and protects
the rights of indigenous cultural communities (ICC) and indigenous peoples (IP). Our
country was admired by other nations for enacting this law. However, years later, so much
still has to be
done to improve the lives of millions of people from indigenous groups. (Reyes, Mina and
Asis,
2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s. 2015, Adopting the Indigenous
Peoples
Education (IPED) Curriculum Framework. Most useful for you as a future teacher to
remember
the 5 Key Elements of an Indigenous Peoples Education Curriculum (DO 32, s. 2015
enclosure,
pp. 15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national curriculum with
Indigenous Knowledge systems and practices (IKSPs) and Indigenous Learning Systems
(ILS)
the design of a culturally appropriate and responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world view, and
its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the curriculum
context,
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes competencies that are needed to support the development and protection of
the ancestral domain, the vitality of their culture, and the advancement of indigenous
peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to the
community’s cultural integrity while enabling meaningful relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen, enrich, and
complement the community’s indigenous learners.
3. Learning Space and Environment. A culturally appropriate and responsive curriculum
recognizes that the ancestral domain where IKSPs are experienced, lived, and learned is
the primary learning environment and learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources shall be
developed and utilized in line with the described curriculum content and teaching-learning
processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills, and concepts being covered. Their design and use shall
address the needs and concerns of the community and shall be developed with their
participation.
Module 5

LESSON 5: HOME-SCHOOL LINK

My Learning Episode Overview

Episode 6 provides opportunities for me to have a more in-depth study of factors that
affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others.
My Intended Learning Outcomes in this Episode, I must be able to:
 describe the influencing factors in the home environment that affect the students’
learning
 identify effective strategies on how teachers can work together with the family
My Performance Criteria I will be rated along the following:

 Quality of my observations and documentation,

 Depth and clarity of classroom observation-based reflection,

 Completeness, organization, clarity of portfolio and

 Time of submission of portfolio

My Learning Essentials

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

 Microsystem – includes the structure such as one’s family school and neighbourhood
 Mesosytem – the connection between the structures in the microsystem
 Exosystem – the bigger social system which includes the city government, the workplace
and the mass media
 Macrosystem – Outermost layer which includes cultural values, customs and laws
 Chronosystem – the element of time, patterns of stability and pacing of the child’s everyday
life.
The model helps the teacher look into every aspect in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is
 missing at home (if any), but to work so that the school becomes an environment
that welcomes and nurtures families. The teacher works to create a partnership with
the family and the community to bring out the best in every learner.

Baumrind’s Parenting Styles

 Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehaviour is met with
withdrawal or affection, physical punishment or threats.
 Permissive. Parents are not firm or controlling. They have few expectations. May be
warm and caring but appear to be uninvolved and uninterested.
 Rejecting-Neglecting. Parents are disengaged from children. Neither demanding
nor responsive to children. Provide no structure, supervision, support or guidance
 Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear
and reasonable expectations and limits for their children. Treat children with respect
and warmth. Make children understand consequence of their behaviour.
Children of:
 Authoritarian Parents: are often happy unhappy, fearful, withdrawn, inhibited,
hostile and aggressive. They have low self-esteem and difficulty with peers.
 Permissive Parents: believe that their parents do not care for them. They are often
impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
 Rejecting-Neglecting Parents: are found to be the least competent in their over-all
functioning and adjustment.
 Authoritative Parents: are socially competent, self-reliant, and have greater ability
to show self-control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock, 2004
Module 6

LESSON 6: PRINCIPLES OF LEARNING

My Learning Episode Overview

This Episode is centered on time-tested principles of learning which when applied will lead
to effective learning. It is good to find out the manner and the extent to which these
principles are applied in the classroom.

My Intended Learning Outcomes

In this Episode, I must be able to identify classroom practices that apply or violate each of
the principles of learning.

My Performance Criteria

I will be rated along the following:

a) quality of my observations and documentation,

b) completeness and depth of my analysis,
c) depth and clarity of my classroom observation-based reflections,
d) completeness, organization, clarity of my portfolio and
e) time of submission of my portfolio.

My Learning Essentials

Here are time-tested principles of learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
Module 7
LESSON 7: INTENDED LEARNING OUTCOMES/LESSON OBJECTIVES AS MY
GUIDING STAR

My Learning Episode Overviews

 Intended learning outcomes/lesson objectives set the direction of the lesson. For
them to serve as guiding star they must be SMART and formulated in accordance
with time-tested principles.
 Intended learning outcomes/lesson objectives set the direction of the lesson. For
them to serve as guiding star they must be SMART and formulated in accordance
with time-tested principles
 Benjamin Bloom cited three (3) domains of knowledge – cognitive, psychomotor and
affective. Kendall and Marzano also gave three (3) groups of learning – information
(declarative knowledge), metacognitive procedures (procedural knowledge) and
psychomotor procedures (motor or physical skills). This Episode will focus on these
domains of knowledge and learning.
 This also dwells on Bloom’s level of cognitive processing and on the new taxonomy
of processing knowledge introduced by Kendall and Marzano.

My Intended Learning Outcomes

I will be rated along the following:
a) quality of my observations and documentation,
b) completeness and depth of my analysis,
c) depth and clarity of my classroom observation-based reflections,
d) completeness, organization, clarity of my portfolio and
e) time of submission of my portfolio.

My Learning Essentials
Here are guiding principles related to lesson objectives/learning outcomes:
1. Learning objectives/intended learning outcomes set the direction of the lesson. Begin
with the end in mind. It is beneficial if teachers share the lesson objective/s or
intended learning outcomes with the learners and the learners make it/them their
own learning objectives or outcomes.
2. To make lesson objectives/intended learning outcomes very clear they must be
made Specific, Measurable, Attainable, Result-oriented and Time-bound (SMART).
3. For meaningful teaching and learning, lesson objectives or intended learning
outcomes must integrate 2 or 3 domains – cognitive, skill and affective or cognitive
and affective or skill and affective.
A. Three domains of knowledge (Kendall and Marzano):
1. Information – Declarative Knowledge; e.g. facts, concepts, generalizations,
principles, laws
2. Mental Procedures – Procedural Knowledge; e.g. writing a term paper, reading map
algorithms like computing long division
3. Psychomotor/Physical Procedures/Motor skills – Skills e.g. playing basketball,
building furniture
Concrete examples:
Information:
1. Vocabulary – isosceles, equilateral, right triangle
2. Generalization – All right triangles have one angle of 90 degrees.
Mental Procedures – Conducting proofs and figuring the length of the side of a right
triangle.
Physical/Psychomotor Procedures/Motor skills
Constructing a right triangle with a compass and a ruler
B. Three Domains of Knowledge/Educational Activity (Bloom, B.)
1. Cognitive – knowledge – What will students know?
2. Psychomotor – skills – What will students be able to do?
3. Affective – values, attitudes – What will students value or care about?
Concrete examples:
Cognitive – Air pollution
Psychomotor – Researching on the level of air pollution in the locally and on the causes
of air pollution
Affective – What to do to reduce the level of air pollution
1. The revised Bloom’s taxonomy identified 3 domains of learning – cognitive,
psychomotor and affective.

Psychomotor

Cognitive – Facts, Affective- Values and

Concepts, Principles, Attitudes

Bloom’s
Taxonomy of
Learning

Figure 1. Bloom’s Domain of Learning Activity

2. Kendall and Marzano likewise identified 3 domains of knowledge taught and learned,

namely: 1) information (declarative knowledge) 2) mental procedures (procedural

knowledge) and 3) psychomotor/motor procedures.
Mental Procedures
(Procedural Knowledge)
 Information Psychomotor Procedures
(Declarative Knowledge) (Motor Skills)

Kendall’s and
Marzano’s
Domain of
Knowledge
Figure 2. Kendall’s and Marzano’s Domains of Learning Activity

3. These domains of learning and domains of knowledge are processed in different

levels. For the revised Bloom’s taxonomy, cognitive learning is processed in six (6)
different levels of processes from remembering to creating; psychomotor learning in
six (6) levels and affective in five (5) levels. Refer to the Table below.
Bloom identified ‘domains’ of educational activities with categories of
educational activities within those domains:

Domain Categories of Activities/Levels of

Processing
Cognitive 1. Remembering, 2. Understanding, 3.
Applying, 4. Analysing,
5. Evaluating, 6. Creating
Affective 1. Receiving, 2. Responding, 3. Valuing,
4. Organization, 5. Internalization
Psychomotor 1. Reflex movements, 2. Basic
fundamental movement,
3. Perceptual 4. Physical activities 5.
Skilled movements 6. Non-disclosure
communication (Harlow, A.)
Table 1. Bloom’s Domain of Learning with Categories of Educational Activities

4. For Kendall and Marzano, the three (3) domains - information, mental procedures
and psychomotor procedures – are processed in six (6) different levels. See Figure
below.

 Self-System
INFORMATION
 Metacognitive System
MENTAL PROCEDURES  Knowledge Utilisation (Cognitive)
 Analysis (Cognitive)
PSYCHOMOTOR
 Comprehensive (Cognitive)
PROCEDURES  Retrieval (Cognitive)
 Figure 4. Marzano’s and Kendall’s Domain of Knowledge and Levels of Processing

Kendall’s and Marzano’s different levels of processing information, mental and

psychomotor procedures

Each level of processing can operate within each of the three domains –
information, mental procedures, and psychomotor procedures.

The first four levels of processing are cognitive, beginning with “Retrieval” the least
complex, then moving upward with increasing complexity through “Comprehension”,
“Analysis” and “Knowledge Utilization”.

The fifth level of processing, the Metacognitive System, involves the learner’s
specification of learning goals, monitoring of the learner’s own process, clarity and accuracy
of learning. Simply put involves the learner’s organization of his/her own learning.

The sixth level of processing, the Self System, involves the learner’s examination of
the importance of the learning task and his/her self-efficacy. It also involves the learner’s
emotional response to the learning task and his/her motivation regarding it.

New Taxonomy

Bloom Kendall and Marzano

Domains of Learning Revised New Taxonomy Domains of
Activities Bloom’s – Knowledge
Taxonomy, Kendall and
cognitive Marzano
domain
Cognitive 6- Creating 6- Self system Psychomoto
Psychomotor 5- Evaluating 5-Metacognitive r
Affective procedures
System
Mental
4- Analysing 4-Knowledge
utilization- procedures
Cognitive Information
system
3- Applying 3-Analysis
Knowledge
2- 2-
Understandin Comprehension
g -
Knowledge
1- 1-Retrieval
 Rememberin Knowledge
g
Table 2. A Comparison of Revised Bloom’s cognitive taxonomy and Kendall’s and Marzano’s New Taxonomy