Episode 1: The Learning Environment

Activity 1.1 Exploring the School Campus

To realize the Intended Learning Outcome, work my way through these steps:

Visit a school. Look into facilities and support learning areas in the campus, then
in the classroom.
Observe and use the checklist as you move around the school environment.
Analyze your gathered data about the school environment.
Reflect on the characteristics of a school environment that promotes learning.
Present your idea of a good school environment through any of these.
a) Descriptive paragraph b) Photo Essay
c) Sketch or drawing d) Poem, song or rap

OBSERVE

As you move around the campus, observations forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

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

Office of the The room is well Yes because

Principal ventilated, clean sometimes the
and the materials materials that are
is well-organized. available in the
School materials, office of the
such as printer, principal may be
laptop, book used also to the
shelves, and students learning
books are and development.
available to use. This is where the
students also
bring out their
concerns about
their learning
difficulties and
this was being
addressed and
resolved.

Library There are Yes, Because if

bookshelves and students may not
the books are be able to browse
 being placed in the internet they
their specified may go to the
shelves. It is well library to find for
arranged. the information
they are needing
through the aid of
the available
books that are in
the library.

Counseling
Room

Canteen/
Cafeteria

Medical Clinic There different Yes, Because not

medical facilities only the cognitive
are being seen aspect of the
once you enter student must
the medical clinic. always but the
A weighing scale, health of the
medical kit case student may be
and bag, a monitored to. The
cabinet of clinic is very
medicines and important most
other healthcare specially during
materials is well P.E subjects
arranged at the because not all
clinic. students is
physically
competitive.
Audio Visual/
Learning
Resource
Center

Science
Laboratory

Gymnasium There is a stage Yes, Because this

but is needed for may help also
development, a students to have
volleyball and more space most
basketball court especially if their
and benches . in intended
activities or
program to be
done and
gymnasium may
have this enough
space to
accommodate
students during
activities.

Auditorium

Outdoor/ There is a lot of Yes, the making

Garden garden once you of garden
roam around at prepares and
the school. There teaches students
is a nursery park, for their near
flower garden, future. They learn
Narra park and a the importance of
 forest park. the garden in our
Cleanliness is everyday life.
being maintain in
the said gardens.

Home
Economics
Room

Industrial
Workshop Area

PTA Office

Comfort Room Limitation of Yes, because it is

for Boys water supply, but normal for us to
then it can respond for the
accommodate call of nature. And
students. In every the absence of
building there are comfort rooms
2 comfort rooms may give kidney
available for sickness to the
boys. learners.

Comfort Room Limitation of Yes, because it is

for Girls water supply, but normal for us to
then it can respond for the
accommodate call of nature. And
students. In every the absence of
building there are comfort rooms
2 comfort rooms may give kidney
available for girls. sickness to the
learners.
Others (Please
specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your report on the space provided.

Guide Question Classroom Observation Report

Describe the There is just a few who is living near the school
community or and I can say that they may not disturb during
neighborhood school activities because they have this respect
where the school and support at the school activities.
is found.
Describe the The buildings are well constructed and some are
school campus. on development. There are a lot of paintings (inside
What colors do and outside the campus) that merely catches the
you see? What is attention of people who are passing by.
the condition of
the buildings?
Pass by the The offices are being established well. The
offices. What teachers that are assigned to their respective
 impression do offices fits them.
you have of these
offices?
Walk through the As I walked through the school halls I observed
school halls, the that there’s a wide space for numerous students to
library, the have their activities. The school cafeteria was then
cafeteria. Look not available in the school because of the
around and find pandemic but I observed that cleanliness is being
out the other maintained. As to other facilities that the school
facilities that the has, I was surprised because of their Comfort room
school has. designed for PWD’s. It is because students or even
stuffs with special needs were considered for their
need.

ANALYZE!!!

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

Learning environment plays an important role in student’s success. Students who

study in a positive learning environment makes more motivated and inspired and have a
higher overall learning abilities.

How does this relate to your knowledge of child and adolescent development/
how does this relate to your knowledge of facilitating learning?

Having a healthy lifestyle brings great impact to my learning development. It is

really true that the environment can affect my learning development, if the environment I
belong does not possesses positivity this may affect my learning process.
REFLECT!!!

1. Would you like to teach in the school environment you just observed? Why?
Why not?

- Yes, I’d like to teach in the school where I observed because during my observation I
was inspired to be a mentor to many students. I can say also that the school campus is
very conducive in learning because as I observe even face to face is not allowed,
teachers is having their own technique so that the learning process may not exist.

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

- A school that is said to be a conducive is that a school where every student learns and
being mold. The school campus must be away from noise outside such as sound of
vehicles and etc. And also the campus must have a space where learners can focus
well in doing their assigned activities.

3. What kind of classroom is conducive for learning?

- A classroom where we can say that is conducive to learning is that a classroom that is
well managed. A classroom where no student is being discriminate and it maintains
positive classroom climate and culture.

4. In the future, how can you accomplish your answer in number 3?

- In my future teaching career, I will accomplish my no. 3 answer by being a role model
to them. I can establish also a well-trained set of classroom officers which will guide and
observe the peacefulness of the classroom.

5. Write your additional learnings and insights here.

- My additional learning and insights is that through observing others attitude we are
being challenged most likely if we observed the different attitudes of the learners. A
teacher must be a role model; willing to sacrifice even financially just to make the
learning conducive.
Your Learning Artifacts

My Personal Illustration of an Effective

School Environment

Episode 2: Learner Diversity

LEARNERS’ DEVELOPMENT MATRIX

 Record the data you gathered about the learners’ characteristics and needs
in this matrix. This will allow you to compare the characteristics and needs of
learners at different levels. The items under each domain are by no means
exhaustive. These are just sample indicators. You may add other aspects which
you may have observed.

Development Preschooler Elementary High School

Domain Indicate age
Indicate age Indicate age range
range of children
range of children of children
observed: 3-4
observed: 9-10 observed: 15-16

Physical -They are quite -They are quite

behaving than behaving than the
a. Gross- motor Can crawl, jump,
the preschooler’s,
skills run, walk, climb
preschooler’s, unlike other
the stairs, and
unlike other learner’s
can play.
learner’s elementary
elementary students can stay
students can longer at their seat
Can open and
stay longer at to listen to their
b. Fine- motor skills close zippers,
their seat to teacher.
can clap hands,
listen to their
button and - They have also
teacher.
unbutton. this confidence to
- They have also ask for their
this confidence teacher’s guidance
Can drink, can to ask for their if they can’t able to
eat, and can teacher’s accomplish the
bowel alone. guidance if they task given to them.
c. Self- help skills
can’t able to
accomplish the
task given to
 them.

Social -They interact to -They interact to

their teacher their teacher nicely
a. Interaction with Can play, laugh
nicely and with and with all due
classmates/friends and clap with
all due respect. respect. Wherever
friends. Can
Wherever they they are, they
mingle and has a
are, they great great their
good relationship
their teachers teachers politely.
with classmates
politely.
as well friends. - They interact with
- They interact their co classmate
with their co casual, they
classmate intended to have a
casual, they child to child
intended to have conversation.
Play and play, a child to child
- Elementary
enjoy playing conversation.
learners have this
with classmates
- Elementary interest in chatting
and friends.
b. Interests learners have and playing
this interest in outdoor games.
chatting and
playing outdoor
games.

Emotional -They are very -They are very

open to their open to their
a. Moods and A shy kid and
teachers. What teachers. What
temperament, hides feeling to
they have is that they have is that
expression of parents. Parents
they can share they can share or
feelings need to give food
or voice out to voice out to their
before telling
their teachers; teachers; they may
what she feels.
 they may be be happy, sad or
happy, sad or angry
angry
- They are already
- They are capable in
already capable handling their
in handling their emotional
emotional independence.
independence.

She prefers her

mother than her
father.
b. Emotional
Independence

Cognitive -We can see that -We can see that

even though even though they
a. Communication Communicating
they are the are the what we
Skills vaguely through
what we called called shy learners
signs and few
shy learners but but still they have
words.
still they have this potential to still
this potential to cooperate in the
still cooperate in discussion.
the discussion.
- Their thinking
- Their thinking skills is improving
skills is each day as they
improving each inhibits new ideas
day as they that their teacher
Always curious inhibits new
b. Thinking Skills though she ideas that their teaches them.
doesn’t know teacher teaches
what she is them.
doing.

Can solve some

problems,
answer
c. Problem-solving sometimes.

ANALYZE!!!
Write the most salient development characteristics of the learner you observed.
Based on these characteristics, think of implications for the teacher.

Example:

Level Salient Implications to the

Characteristics Teaching- Learning
Observed Process

Preschool Preschoolers like to Teachers must use

move around a lot. different technique that
Age range of the
will catch their attention
learners observed
during discussion.
_5____

A teacher may not

expect too much also
from the preschooler to
seat for a long period of
time during classroom
discussions.

Elementary Elementary learners are A teacher may continue

well disciplined. They to encourage
Age range of the
have this attention in elementary learners to
learners observed
listening to their teacher continue what they
_11____
while discussing. have started.

They are also practicing Teacher may also train

being independent. the learners
independency so that
they are well trained
 and they will not have
the fear to be
independent when they
enter high school or
college.

High School High School students Teacher may not just

like to talk and talk with focus on the cognitive
Age range of the
their co classmates. but also he may find
learners observed
Some of them are time also to talk to his
_16____
already experiencing students about
this puppy love and personal issues of the
some of them is trying students (one on one
to cooperate especially counseling) and explore
in extracurricular also like fieldtrips and
activities. recollection activities.

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

- Yes. As I observed learners I just remind my days in elementary and in high school
years. In my own experience, our similarities just like them is that I’m fond of paying
attention during class discussion especially when our teacher is the teacher who gives
recitation just after to discussion for extra points. On the other hand, I am the student
before who is not fond of taking down notes, I am too lazy in writing and I just borrow
my classmates outlines during review time and if the teacher instructs us to submit our
notebooks that only the time I will rush writing not just the students I observed, they are
fond of taking down notes that serves as their reviewer.

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

- I remind Ma’am Mary Grace Ramantin; one of my teacher before whom I can say that
she is the teacher whom I hate the most. I am her favorite student negatively. She’s
always the one reason whom I don’t want to participate school activities because I feel
discriminated because of her but then during my last year of junior high I realized that
those things are just a challenge for me if I could stand on my own. She challenges my
emotional and social life, because of fear I can’t able to mingle to other learners but If I
would just let those fear in my heart I will not learn. Because of that attitude she has, it
drives me also that I will focus on her discussion and I will not be affected to what the
attitude she has but to the learning she teaches us. And as of now, I’m so thankful to
her because not only she teaches me in the cognitive area but in all aspects of my life
(physically, emotionally, socially).

3. Share your other insights here.

-There are many factors that may affects the learning development of a child so what
we do as a future mentor is that we may not just focus on the cognitive development of
the student but also to their physical, mental, and social development
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.

Cognitive development theory can affect teaching in the classroom as it

encourages teachers to use concrete props and visual aids whenever possible.

Cognitive theories guide me in my future teaching career because it helps me to

explain how children process information and learn.

Episode 3: Focus on Gender, Needs, and

Strengths…
ANALYZE!!!

Curriculum, Design, Answer each question based on your

Competencies, and observation and interview data.
Content

1. Does the school Yes, Examples is that creating a positive peer

foster a sense of culture of belonging.
belonging to one’s
ancestral domain, a
deep understanding of
the community’s beliefs
and practices? Cite
examples.

2. Does the school Yes, through advocating respect of each other’s

show respect of the religious practices and by allowing the
community’s employees and students exercise their faith.
expression of
spirituality? How?

3. Does the school Yes, through practicing without the sense of

foster in the indigenous discrimination of their culture, beliefs and
learners a deep traditions.
appreciation of their
identity? How?

4. Does the curriculum Yes, it is integrated in all their subjects.

teach skills and
competencies in the
indigenous learners
that will help them
develop and protect
their ancestral domain
and culture?

5. Does the curriculum Yes, especially in the activities being given to

link new concepts and the learners.
competencies to the life
experience of the
community?

6. Do the teaching Yes because in their lessons, topics and

strategies help activities are localized and indigenized.
strengthen, enrich, and
complement the
community’s
indigenous teaching-
process?

7. Does the curriculum Yes, examples is letting the students socialize

maximize the use of the to the people in the community especially when
ancestral domain and it is needed in their researches.
activities of the
community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite
Example.

8. Is cultural sensitivity Yes, through consulting the council of elders in

to uphold culture,
beliefs and practices, the quality assurance of instructional materials.
observed and applied in
the development and
use of instructional
materials and learning
resources? How? (For
example, Culture
bearers of the
indigenous People
consulted.)

9. Do assessment Yes, through giving questions related to

practices consider community values and culture.
community values and
culture? How?

10. Do assessment Yes, this must be included because it is one of

processes include the requirements in DepEd.
application of the
higher order in thinking
skills?

What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?

By doing a research, I think this is one of the ways to be done in promoting and
upholding indigenous people’s knowledge, system, practices and rights in school. When
it comes to cultural activities, research paper helps in delving it deeper. It also
contributes in identifying factors that greatly affect cultural practices of indigenous
people.
REFLECT!!!

Reflect based on your visit or videos that you watched.

1. What new things did you learn about indigenous people?

Indigenous people are still conserving their ethnic beliefs, practices and
traditions. Thus the school respects it especially those students who belong to this
group.

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

Respect is the important thing to those indigenous learners thus this is the one I
appreciate most because through respect they can’t able feel the sense of
discrimination.

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

Respecting the cultures and traditions of my students and the different practice
that the school possesses.
Participate in cultural activities that is being done and celebrate in the school.
Integrate activities that promotes the culture and tradition of the students.

Episode 4: Learner Diversity: The Community

and Home Environment
THE LEARNER’S DEVELOPMENT PROFILE

learner’s development profile

Name of the Learner: Alondra Kate C. Chavez

School: Tiling Elementary School

Date of Home Visit: January 8, 2022

Date of Birth: November 15, 2010 Age: 11

Grade/Year Level: Grade-5 Gender: Female

Family Profile

Number of Siblings: 5

Birth Order: 6th

Parents

Mother: Liza C. Chavez

Occupation: Housekeeping Educational Attainment: Collage

Level

Father: Jolito Chavez

Occupation: Fishing Educational Attainment: High

School

Physical Development

. The learner does not have health problems that affects her studies
but sometimes suffers from mild fever which is considerably normal. She is
physically active in class and during activities. In general, the learner is
physically healthy.

Social Development

The learner is very active and a sociable girl. She loves to play with
other children. She is very friendly.

Emotional- Moral Development

The parents of the child continue to nurture the good environment

so that learning of the learner will not be affected. They expected that the
things that help the learner more active in learning is that this will be a big
help to them to pursue her goals in life and to maintain and continually to
improve his academic performances.

Cognitive Development

The child is interested in outdoor games. But often times the

learner also loves to stay at home. At her very young age, she she is
interested in writing short poems and other literary works.

Findings

Alondra's parents are trying there very best so that they can
provide a better life to Alondra and her siblings. They are capable to give
them support as much as they can. Moreover, family always impacts the
child on how she will treat other people. Family always contribute in the
learning and development of the child. The community that she was
developed also has the impact in the development of the learning of a child.

Recommendations

I recommend that the parents should continue to discover the

strength of their children in order to make their child to continue in helping
herself to develop and improve the skills that she already have.

ANALYZE!!!

Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.

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

- Positive parenting is the one that I observed during my visitation and in the
interview and this inspires the students to continue to be an active learner.

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 the school?

- It is said that the school is the second home of the learners. So what she learns
in their family has something to do to the development of the learner in the school. For
example, the student is being disciplined in their house so this will be a big help to the
learner if she enters the classroom.
3. Does the community between the home-school have an effect on the learner? If
yes, what are these effects?

Yes, indeed the community have an effect on the learner in such a way that the
child is learning from his/her environment. If the student is always engage to some
students who are not well mannered she can easily adopt those things. For example, as
I observed the learners in our community, saying bad words is just a normal to them.

REFLECT!!!

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

Well, on my own development, I can say that I experienced not really a positive
parenting style because sometimes I experience also negativities. During my
elementary years, I can say that my parents can able to supply all my needs in my
schooling but as days goes by because also of financial problems, as I enter my high
school life this was the start where I experience being a loner because I can’t go with
the flow with my co-classmates.

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 always communicate with the parents. In every

grading period I will practice to have a homeroom meeting and or even home visitation.
Together with the parents we will also established activities that involves students that
helps in their development.
 Learning Episode 5

Creating an Appropriate Learning

Environment

SPARK Your Interest

The learning episode provides an opportunity to examine how classrooms are

structured or designed to allow everyone’s maximum participation for effective learning.
You should be able to examine how classroom management practices affect learning.
This episode enhances the application of the theories learned in the following
professional subjects such as Facilitating Learner-Centered Teaching and The Child and
Adolescent Learner and Principles.

TARGET Your Intended Learning Outcome

At the end of the episode, I must be able to:

Plan on how to manage time, space, and resources; and

 Provide a learning environment appropriate to the learners and conducive to
learning.

REVISIT the Learning Essentials

The classroom climate that is conducive to learning is one that is non-threatening

yet business-like. It is a classroom where, when creating audio-visual presentations, the
following are observed:

Specific classroom rules and procedures are clear.

Classroom rules and procedures are discussed within the first few days of the
school.
Students are involved on the design of rules and procedures.
Techniques to acknowledge and reinforce acceptable behavior are employed.
Clear limits for acceptable behavior are established and negative consequences
for such are communicated.
Classroom processes are democratic.

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: ___________________________ School: ____________

Year Level: _____________ Subject Area: _____________ Date: ________

OBSERVE

ANALYZE 1.0

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.
ANALYZE 2.0

How did the classroom organization and routines affect the learner’s behavior?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________.

What should the teacher have in mind when she /he designs the classroom
organization and routines? What theories and principles should you have in
mind?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________.

Which behavior strategies were effective in managing the behavior of the

learners? In motivating the behavior of the learners? In motivating students?
Why were they effective?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________.

REFLECT

Why do you need to enforce positive discipline?

* Positive discipline is a way of teaching and guiding children by letting them know what behavior is
acceptable in a way that is firm, yet kind. Punishment describes methods of control, gained by requiring
rules or orders be obeyed and punishing undesired behavior.

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?

* I imagine my self teaching a 2nd grader. I will be gentle to them, friendly and approachable. As kids as
they are, they tend to get scared easily, that's why I'll will be patient to them and I'll make sure I will
attend to their needs in a nice way.

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

Rules :
1. Smile before you enter
2. Greet your classmates
3. Hug your teacher before you leave
4. Don't litter
* I want to mold their young minds with good manners. I want them to pick nice habits that they can use
as they grow older.

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

* Maybe it depends on what grade you are teaching. As for me, because I want to teach the
2nd graders, it's not really necessary for my learners to be involved in making classroom rules.
As their teacher, i'll take full responsibility in implementing rules for my class, and I'll see to it
they can follow these rules.
LINK Theory of Practice

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

Focusing on natural consequences of students’ behavior develops more self-

regulation in the students. Which of the following teacher statements
demonstrates focusing on natural consequences?

“Those who were noisy today during seatwork will not be allowed to play games
in the computer later.”

“If it takes you longer to finish the seatwork because time is wasted with
chatting then we won’t have time to go to the playground anymore.”

“Those who are well-behaved in class will be given plus 5 points in the quiz.”

If you get a grade of 95 or higher in the first two assignments, you will be
exempted from the 3rd assignment.

Learners are more likely to internalize and follow classroom rules

when___________________.

The teacher clearly explains the rules she prepared

The learners know the punishments for not following the rules

The learners participate in the rule-making process

The teacher gives additional points for those who follow the rules

For a teacher to establish and maintain consistent standards of learners’

behavior, they should do all EXCEPT _______________________.

Give immediate feedback to reinforce appropriate behavior of learners

Be open to exceptions each time a learner misbehaves in class

Communicate and enforce school’s policies and procedures clearly and

consistently
Handle behavior problems promptly and with due respect to learners’ rights.
SHOW Your Learning Artifacts
EVALUATE Performance Task

Evaluate your work TASK Field Study 1, Episode 5 – Creating an Appropriate Learning
Environment

Learning Outcome: Plan on how to manage time, space, and resources; and Provide a learning
environment appropriate to the learners and conducive to learning.

Name of FS Student: ________________________________ Date Submitted: _______________

Year & Section: _____________________________________ Course: _______________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/tasks not answered/accomplished. answered/accomplished.
answered/accomplished answered/accomplished.
.

Analysis All questions were All questions were Questions were not Four or more
answered completely; answered completely; answered completely; observations were not
answers are with depth answers are clearly answers are not clearly answered; answers not
and are thoroughly connected to theories; connected to the connected to theories;
grounded on theories; grammar and spelling are theories; one (1) to three more than (4)
grammar and spelling free from errors. (3) grammatical/ spelling grammatical /spelling
are free from errors. errors. errors

Reflection

Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what supported by what were somewhat supported by rarely supported by what
were observed and observed what were observed and were observed and
analyzed. analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts in the text of the the text of the learning on in the text of the on in the context of the
learning outcomes; outcomes; Complete, learning outcomes; learning outcomes; not
Complete, well well organized, highly Complete, well complete; not organized,
organized, highly relevant to the learning organized, highly
 relevant to the learning outcome relevant to the learning not relevant
outcome outcome

Submission Submitted before the Submitted on the Submitted after the Submitted two (2) days
deadline deadline deadline or more after the
deadline

COMMENT/S Overall Score Rating:

(Based Transmutation)

Transmutation of Score to Grade/Rating

Scor 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

e

Grad 1.0 1.25 1.5 1.7 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e 5

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

BERNARD S. PANTONILLA, Ph.D. _________________

Signature of FS Teacher above Printed Name Date
Learning Episode 6

Classroom Management and Classroom Routines

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. Since there is no face-to-face
class this School Year, interview your resource teacher if they practiced the following
classroom routines before.

Observed Not
Observed (X)
Classroom Routines (/)

1. Movement in the Classroom ✓

2. Transition in classroom activities ✓

3. Movement out of the classroom ✓

4. Use of lavatories / comfort room / washrooms ✓

5. Passing of papers ✓

6. Passing of books ✓

7. Working with pairs/groups ✓

8. Tardy students ✓

9. Absent students

10. Su8bmission/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 ✓

18. Movement between activities ✓

19. Use of classroom supplies ✓

20. Checking of assignments ✓

Others please specify.

21.

22.

23.

24.

25.
 Analyze the routines set by the Resource Teacher by answering the
following questions.

Were the routines effective in ensuring discipline and order in the class? Why? Why not?
Yes, because the learners can practice these routines everyday, later on they will pick up this
routines and makes it a habit.

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

Reflect on the various routines observed.

Which of the routines will you most likely apply in your class? Why? Why not ?

ACTIVITY 6.2
Listing Down Classroom Rules

Resource Teacher: ___________________________ School:Tiling Elementary School

Year Level: Grade Date: January 14, 2022

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 learner’s 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. Sit Properly Can focus to the class, and can help learners to have a
good posture.

3. Greet the Teachers - learners learns how to respect their Teacher.

4. Always Participate - learners learns how to socialize with other children.

5.

6.

Analyze each given rule.

Are classroom rules really important?

Yes, classroom rule are really important. It can make the learners how to be organized. Also, it can
make the learners more responsible.

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.

If I'm going to be a teacher too in the future, I guess I'll have the same rule as my resource teacher. I
can see that her learners are very attentive and bahave in the classroom, maybe it's because how my
resource teacher discipline her learners. I have high respect for my resource teacher, and how she
handle her class.
 Take some snapshots of the classroom routines employed by the Resource
Teacher which are worth emulating. Tell something about the pictures.
 Learning Episode 7

Physical and Personal Aspects of Classroom

Management

OBSERVE, ANALYZE, REFLECT

ACTIVITY 7.1 Identifying Personal and Physical Aspects of Classroom

Management.

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and
physical 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 ✓

1.1 Is the teacher well-groomed that he/she demands respect from the ✓
learners?

1.2 Is the teacher’s voice modulated and can be heard by the entire class? ✓
1.3 Was the teacher present in class? ✓

1.4 Did the teacher arrive on time in class? ✓

1.5 Does the teacher exude a positive attitude towards teaching? ✓

2. Physical Classroom

2.1 Is the classroom well-ventilated? ✓

2.2 is the lighting good enough? ✓

2.3 Is the classroom free from noise? ✓

2.4 Does the seating arrangement provide better interaction? ✓

2.5 Is the design/structure of the room inviting to classroom activities? ✓

2.6. Is the physical space/learning station clear from obstruction? ✓

ANALYZE!!!

Analyze the different elements of personal/physical classroom management and answer

the following questions?

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

- The teachers’ voice set the tone and environment for the entire classroom. This
helps students’ feel invested in their own learning and can ignite passion that will
increase their persistence. If the teachers’ voice is not clear, we will surely become a
disturbance to them and some may just talk and talk in their seats rather than listening
to the discussions.

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

-Punctuality ensures that they don’t miss any part of the lesson. It also helps
students manage their academic and personal life. A punctual and disciplined teacher
always gets respect and social acceptance in the school and society. This serves also
as a reflection of self-discipline and devotion to work and this gives knowledge to
students.

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

-A well-thought out physical classroom is also important. Students will learn to

anticipate which activities will occur in specific areas of the classroom. This helps
students be mindful of how they need to behave for each specific area they are in.

REFLECT!!!

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come without effective classroom management.”

-In order for the instruction to produce a positive outcome or result, classroom
management is required. As a future teacher, it is my obligation to plan for the
classroom management. It is my duty to keep my students organized orderly, to keep
them focuses them active and attentive in class and for them to become productive. If
we feel that everything is organized as a teacher, we are in a good state of mind to
teach and our students can easily absorb the lessons we discuss.

-This also increases student’s success because we create an orderly learning

environment which enhances student’s academic skills and competencies as well as
their social and emotional development. This also promotes active learning and
student’s involvement.

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

- As a future teacher, here are some of my plan to ensure effective classroom

management; be a model behavior, let student establish guideline where in this
situation we are encouraging our students to build classroom expectations and rules we
need to follow and do., encourage initiative wherein we promotes growth mindset that
allows our student to work ahead and deliver short presentations., building excitement
for content and lesson plan to ease boredom most likely for pre-school and elementary
levels and lastly practice giving tangible rewards to our students who are cooperating
during class discussions.

Activity 7.2 Demonstrating knowledge of positive and

non-violent discipline in the management of learner behavior.

OBSERVE!!!

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.

Check the management strategies employed by the Resource Teacher.

Check (/) observed, put an (x) if not observed and O for no opportunity to observe.

Effective Classroom Observed Not No

Management Strategies Observed Opportunity
to Observed

Model to the students how /

to act in different situations
Establish classroom /
guidelines
 Document the rules /

Refrain from punishing the /

entire class
Encourage initiative from /
class
Offer praise and rewards /

Use non-verbal /
communication
Take time to celebrate /
group effort
Let students work in group /

Interview students to /
assess their needs
Address bad behavior /
quickly
Consider peer teaching /

Continuously engage the /

students
Assign open-ended project /

Write group contracts /

Others (please specify)

ANALYZE!!!

Analyze the checklist you have accomplished and answer the given questions:

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

- Almost of the above mentioned strategies is observed and only addressing bad
behavior quickly is not included. This contributes to have an effective classroom
management. It is because not only the learners learn but the teacher also. This
increases also the learner’s academic learning and they can able to facilitates social
and emotional growth. Because also of this strategies given, this decreases the
negative behaviors and increases time spent academically engaged.

2. What were not used by the Resource Teacher? What should have been used
instead? Explain.

- Addressing the bad behavior of the students quickly is not being used which is
important also. By the time a learner possesses bad behavior the teacher must address
it as soon as possible so that the students can’t able to do it again.

REFLECT!!!

As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to respond to diverse types
of learners?

-Encourage active learning. It can be challenging to keep students engaged and actively
involved during classroom discussions but can accommodate group discussion and talk
and turns so that not only the teacher does the talking but give time and chance also for
the learner to do the talking.

- Get to know Your Learner. It is very important to know the learner’s attitudes, strength
and weakness, cultural backgrounds and learning styles. so that the teacher may
address it and this allows to build a strong bond and a learner can able to establish trust
because they are valued even though they have differences.

- Acknowledge and Respect every student. Though the learners have this difference a
teacher must have to practice respecting her students so that the students may follow
her to respect their co classmates. This gives also the confident of a learner to share
and expose his traditions, cultures and beliefs.

Learning Episode 8

Close Encounter with the School

ANALYZE!!!

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 I observed compared the ideal characteristics of a global

characteristics or competencies of global quality teachers by the way of showing the
characteristics of being knowledgeable. She is fluent in the language she uses in
discussions.

2. Was the lesson implemented as planned? Describe.

Yes. The target objectives of the teacher meet as they go through in their
discussions.

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 happy and eager after her lesson was taught.

4. Can you describe the majority of students’ reactions after the lesson was
taught? Confused? Happy and Eager? Contented? No reactions at all.

Majority of the students’ reaction after the lesson was taught are happy, eager,
and contented.

REFLECT!!!
Based on your observations, and tasks in Activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.

Based on the observations I have done, I will be preparing my lesson plans by

identifying first my learning objectives and think of what I desire for them to achieve and
accomplish at the end of my lesson. Second is to determine steps on how to introduce
the lesson, whether to give them a brief summary of the lesson on the previous meeting
or to give motivational activities or ice-breakers. Third is to identifying the materials
needed in discussing the topic. Identifying available materials, technology to use,
sources of information and the like. Followed by identifying various activities that is
based on their interests, and deciding of time/time limit in doing these activities. As what
the lesson I learned in the church, “the more that you do not do tasks of your target
time, the more unorganized your life is”. Which is very applicable in doing the discussion
as planned in the lesson plan. For the last part, is on thinking of how to end the lesson
and how to evaluate the learners and the lesson.
Activity 8.3 Constructive Alignment of the Components of a
Lesson Plan

OBSERVE
ANALYZE!!!

Answer the following

1. Are the three components aligned? Explain.

Yes, the three components are constructively aligned because the teaching
methods and assessment are basically formulated as what is appropriate on the
expected outcomes. They must always be aligned because these are the component
parts of a lesson plan and a guide in doing what was planned.

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

Yes, the learning outcomes will be achieved with the teaching methods used
because through this method, students actively discover information to support their
investigations.

3. What component would tell if the outcomes have been achieved?

It is the assessment that will tell if the outcomes have been achieved and that
measures the effectiveness of the method that was used.

REFLECT!!!

What lessons you learned in developing or writing a lesson plan?

I have learned that lesson plans are the teachers’ guide in doing daily lessons.
The lesson plans guided the teachers in the activities that he will teaches to his
students.
What value will it give to the teacher if the three components are aligned?

The values that it will give to the teachers if the three components are aligned is
that, the teachers are well-organized and they have no failure in meeting the set
objectives of the lessons.

Learning Episode 9

Demonstrating an Understanding of Research-Based

Knowledge Principles of Teaching and Learning

OBSERVE!!!

Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of application/violations of the principles

Principles of Learning What did the Resource Teacher

do to apply the principle of
Learning?

Effective learning begins with The teacher used well-known

the setting of clear and high quotations in introducing the
expectations of learning intended learning outcome
outcomes. regarding the lesson.

Learning is an active process. The teacher let the students actively

participate in class discussions.

Learning is the discovery of The teacher let the students relate

 personal meaning and their ideas to real life situations.
relevance of ideas
Learning is a cooperation and The teacher let learners to work with
a collaborative process. their members and brainstorm their
Learning is enhanced in an thoughts.
atmosphere of cooperation
and collaboration

ANALYZE!!!
1. What principles of learning were most applied? Least applied

As I observed, “Learning is a cooperate and collaborative process” is the most applied

principle of learning which is a student-centered approach.

The learning principle that was least applied was, “Learning is a discovery of a personal
meaning and relevance of ideas”.

Give instances where this/these principles /s could have been

applied?

The most applied principles which, “Learning is a cooperate and collaborative

process”, includes; group activities, pair or group discussion, completing shared tasks in
pair or group, drama and role play because on these tasks, the learners develop their
skills in cooperating and collaborating with other people. While in the least applied
principle which is, “Learning is a discovery of a personal meaning and relevance of
ideas” i includes, reflection paper, reaction paper, and even on recitations. Therefore,
these are the instances where these principles could have been used.
 REFLECT!!!

From among the principles of learning, which one do you think is the most
important?

-Learning is an active process.

- We are not just learning that adds to our knowledge but we are learning because we
want to put it in action. We can say that a knowledge may remain in our mind if we
perform it in action. A learner can understand well not just by merely listening on a
discussion but a teacher must let the learner engage also to the active process.

Activity 9.2 Identifying Learning Outcomes that are aligned

with Learning Competencies.

OBSERVE!!!

Observe a class, this time focusing on how the learning outcomes were
stated. Determine if the learning outcome/s was/were achieved or not. Give
evidence.

1. Write the learning outcomes stated in the lesson.

(SMART Achieved
Objectives?)
Learning Outcomes
Yes No Yes No
 Learners can distinguish the verbs being
used in the sentence,
Learners can able to identify what type of
verbs being used.

Learners can differentiate the different

types of verbs.

Learners can construct sentences.

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

The teacher gave sentences and the learners identified the verbs being
used in the sentence.

The teacher let the students read a passage and identify the verbs
used and its type.

The teacher discussed the different types of verbs and the learners can
able to differentiate it according to their uses.
The teacher let the students construct sentences in their own.

ANALYZE!!!

1. Do SMART objectives make the lesson more focused?

 Yes, SMART objectives make the lesson more focused because smartly
formulated objectives are more detailed, concrete and better to use in the discussion of
the topic. Moreover, the focus has been identified and that makes learning focus on
specific topic.

REFLECT!!!

Reflect on the

Lessons learned in determining SMART learning outcomes.

In determining SMART learning outcomes, I have learned that the best outcomes
are what we always have to aim because we want the best for our learners. We always
put in our mind when we develop our objectives is that the students will meet the set
standards.

Activity 9.3 Distinguishing Between Inductive and Deductive

Methods of Teaching

OBSERVE!!!
 I will observe our Resource Teacher with the use of this observation sheet. Using
the guide questions, I shall reflect on my own observations and analysis.

Teacher-centered Student-centered

Did the teacher lecture all the time? Were students involved in the
teaching-learning process? How? Or
were they being passive recipients of
No. instruction?

Yes, the teacher asks questions and

learners were answering. The
teacher do the discussing and the
learners are active in listening.

Was the emphasis on the mastery of Was the emphasis on students’

the lesson or on the test? Prove. application of the lesson in real life?
Give proofs.

No, because the topic they are

The emphasis of the lesson is more on
learning is not relatable in real life
the mastery. Because the teacher
situations and limited to the topic
provided lots of example and asked
itself.
the learners of possible examples as
well.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why?
 No, because the learners were not
allowed to have close contact with
Yes, because as what I have observed,
each other due to the restrictions and
the learner performs and focuses on
the fear of the spreading of the virus
his modules.
and they just lean on to what they
understand in their modules.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

Yes, the teacher only focused on their No, as it is not relatable in other
subject. disciplines.

What teaching-learning practice shows that teaching approach was:

a) Constructivist- connected to past experiences of learners; learners

constructed new lesson meanings.

The teacher enables the learners to understand the lesson and also the
teacher interprets their answers. By merely giving also questions and
letting the students to answer those question relating to their experiences.

b) Inquiry-based

Learners were throwing or asking questions that they tend to seek for
answers that enables them to explore and experiment through their
curiosity.
c) Developmentally appropriate- learning activities fit the developmental
stage of children

The teacher presented things that the learners uses their senses in
responding it.

d) reflective

The teacher let the learners reflect on real life situations by answering
situational questions.

e) Inclusive-No learner was excluded; teacher taught everybody.

The teacher was balance, he gave attentions to all the learners who are
raising their hands during recitation and listened to them, he gave praises
and doesn’t show favoritism.

f) Collaborative- Students worked together.

The teacher let the learners work in group and let every member to
cooperate in the activities.

g) Integrative- Lesson was multidisciplinary- e.g In Science, Math concepts

were taught.

The teacher integrates other learning not only on one subject.

ANALYZE!!!
 What are possible consequences of teaching purely subject matter for
mastery and for the test?
The students will be enclosed in the four corners of class. The learning will not
extend to the real world because the students are just being taught but without
any application.

If you were to relate the classes you observed, would you be teacher-
centered or student-centered? Why?
Student-centered. Because this allows learners to let the students take the
leadership in classroom, presents their work and facilitate learning.

REFLECT!!!

Reflect on Principles of teaching worth

applying

Having the principles of teaching helps students to acquire the knowledge and the
principles of teaching must develop curiosity, knowledge, and a genuine love for
learning.

However, the principle of teaching worth applying shows how things are done and how
educational are achieved. This is very important for this provides us with the
understanding of the world around us, and understand how things happen.
Learning Episode 10

The Instruction Cycle

Activity 10.1 Applying the Guiding Principles in the Selection

and Use off 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, The teacher uses PowerPoint
the more and the better learning. presentations in discussing.

2. Learning is an active process. The teacher asked the learners on

what they think of those situations
he presented.
3. A non-threatening atmosphere The teacher allows the students to
enhances learning. express what they have in mind,
give response/praise, and also
accommodating the ideas of the
learners.

4. Emotion has the power to increase The learner inspired and is

retention and learning. motivated so she has the
eagerness to participate in the
discussions.

5. Good teaching goes beyond recall The learners were not only able to
of information. recall what their teacher taught
them but they can also be able to
construct their ideas.

6. Learning is meaningful when it is The teacher presented situations

connected to students’ everyday life. that enable learners to decide on
how they respond on these
situations.

7. An integrated teaching approach is The teacher integrated learning not

far more effective than teaching only focusing one topic for example
isolated bits of information. the kinds of sentences, thus the
 teacher relates this to real life
situations.

ANALYZE!!!

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

For me, there is no best method of teaching. As long as the teacher teaches
there is an increase to the knowledge of the students.

REFLECT!!!

Reflect on this question.

How do we select the appropriate strategy for our lessons?

As we select the appropriate strategy for our lessons, we will consider the likes of our
students so we will have an active discussion. We tend to bypass the student’s
weakness, and we will promote flexible thinking and active class discussions.

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?

No, the teacher does not state the ILOs or the learning Objectives at the
beginning of the class.

2. What teaching-learning activities (TLAs) did she use? Did these TLAs help her
attain her lesson objectives/ILOs? Explain your answer.

The teacher made use of group work activity. Yes, indeed, the teacher attained
his ILOs by the help of this activity since the performances of the learners were
successful and the answers of the learners were correct.

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

The teacher executed a formative assessment tool and also use evaluation at the
end of the lecture. Yes, indeed, these tasks are aligned. The formative assessment was
used by the teacher to check prior knowledge of his learners and to determine how they
respond on various situations. While the evaluation was used to measure and to see if
they have learned of what was taught.

ANALYZE!!!

What are your thoughts about Outcome-based teaching and Learning

(OBTL)?
 OBTL as is said is a student-centered approach to learning and teaching. This is
not focuses on what the teacher intends to teach but rather the emphasis is on
what is the outcome in the performance done by the students.

Activity 10.3 Applying Effective Questioning Techniques

Observe a class activity. You shall focus on the questions that the resource
teacher asks during the classroom discussion. Write the questions raised and identify
the level of questioning.

Types of Question Examples of Questions that the Resource Teacher

Asked

1. Tungkol saan ang kwentong ating napanood?

Factual/Convergent
Closed/ Low level

2. Divergent/Higher- Bakit mali ang malulong sa droga?

Order/ open-ended/

Conceptual

a. evaluation Anong paraan ang ginawa ng pangunahing tauhan upang

mailayo siya sa kapahamakn?

b. inference Kung ang tagpuan ay sa palingke , ano naman ang

pangyayari?

c. comparison Saan matatagpuan ang Banaue Rice terraces sa ifugao o sa

mountain provinve ?

d. application Saan ba natin gawin ilagay ang mga importanteng

 dokumento?

e. problem-solving Bakit mali ang malulong sa bisyo?

3. affective Ano ang naramdaman mo nang nakita mo ang mga

larawan?

ANALYZE!!!

1. Neil Postman once said: “Children go to school as question marks and leave
school as periods!” Does this have something to do with the type of questions
that teachers ask and the questioning and reacting techniques that they employ?

-Yes, the type of questions that their teacher asks and the questioning and reacting
techniques that they employ has something to do because children are naturally
curious. The school is the only place where they get answers to their questions. They
wonder about things happening around them and the reasons behind them. Questions
that are questioned a teacher is the only thing that children answer. Thus the teachers
do not spoon feed the children’s but he uses questioning to aid them to arise to the
information the search and looked for.

REFLECT!!!

Reflect on The importance of using various reacting techniques

.
As we use various reacting techniques we motivate students to respond and improves
the quality of the responses made. On this case also we allow students to see the
importance of their learning process.

Learning Episode 11

Observing Technology Integration in the classroom

REFLECT!!!

1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group of
students? Why?

I appreciate the teacher on how she handles her class. She does her best to
meet the settled standards but what makes it wrong for me is she does all the talking
that this makes me think that when times comes for me to teach also, I will let my
students share what they have and set strategies that will make the learners active not
boring.
1What is Education 4.0? 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.

- Education 4.0 is a purposeful approach to learning that lines up with the fourth
industrial revolution and about transforming the future of education using advanced
technology and automation. Creativity is the foundation of Education 4.0. It emphasizes
the need to prepare students to take on challenges head on. It embraces this advance
in analytics and uses it to treat each student as an individual, understanding that
everyone’s learning needs and desired outcomes will be different.

- The industrial revolution merely focuses on smart technology, artificial intelligence and
robotics. All I can say is that I am not yet technologically competent. There are a lot of
things in the technology world that I do not know so in order to be competent enough I
must enhance the skills I have in technology and I must adapt the new technology skills.

Read instructions on page 138

ANALYZE!!!

From the MOOCs you explored, pick at least three which you believe are the
most appropriate for you. Describe the MOOCs below.

1. MOOC Title; COURSERA (United States)

Provider: Andrew Ng and Daphne Koller (Stanford professors)

Objectives of the MOOC: Aims to bring high quality online education to a global
population of learners.
Content Outline; Coursera is an online education provider that offer online courses
from top universities and companies around the world. This consists of pre- recorded
video lectures that we can watch on a weekly schedule or when it’s convenient with us.

Why did you pick this MOOC? Because this coursera provides life-transforming
learning experiences to learners around the world. This coursera makes a positive
impact on our society broadly, and as we continue our efforts to reduce barriers to world
class education for all.

2. MOOC Title : Learning how to Learn; Powerful Mental Tools To Help You Master
Tough subjects

Provider: Coursera

Objectives of the MOOC: Increases access to education.

Content Outline: Explores various learning techniques used by experts in art, music,
literature, math, science and sports and many other disciplines. It teaches how the brain
uses two very different learning modes and how it encapsulates information. IY covers
illusions of learning, memory techniques, dealing with procrastination, and best
practices to master tough subjects.

Why did you pick this MOOC? I pick this MOOC because this provide me the
opportunities and can gives me easy access to invaluable learning techniques used by
expertise. This allows me also to gain knowledge from different subject areas.

3. MOOC Title: Intro to Artificial Intelligence

Provider: Udacity

Objectives of the MOOC: The participants will learn the basics of modern artificial
Intelligence.
Content Outline: Includes some of the representative applications of Al, including:
machine learning, probabilistic reasoning, robotics, computer vision, and natural
language processing.

Why did you pick this MOOC? I pick this MOOC because this will help me gives me
knowledge about the artificial intelligence where I can use it in the nearby future the
things that I learn.

REFLECT!!!

How can MOOCs help you in your future career as a professional teacher
and as a lifelong learner?

- By taking a MOOC, this will be a big help for me for my upcoming future
teaching career. It may give me a leg-up in my interview process and this can
able be a petition for my supervisors for a raised base on the additional skills I
have learned. This indirectly gives me also teaching tips and ways to structure a
certain course as well as to provide new knowledge.

What did you learn from the way the providers use technology in the
MOOCs?

-The MOOCs is taught through the digital platform, requiring the student to be
technology competent. They create visuals that used engagement and is
interactive. The use of this digital platforms provides real time results.

How will you prepare yourself for MOOCs, as a learner, and as a teacher
who may someday teach a MOOC?
 -MOOCs preparation is that being digital savvy and open to change.
- MOOCs had been gained traction in the learning field nowadays. Learners can
easily sign up and learn by following on the online sessions. As we become more
interconnected having that digital savvy is the key to be a learner on the online
learning environment. This means that we should be familiar with the workings of
online learning.
We are in the so-called generation Z or the 21 st century so we have to possess
openness whatever the education field brings us. We should go with the flow as
long as we learn.

Learning Episode 12

Assessment FOR Learning Practices (Formative

Assessment)

OBSERVE!!!

1. Observe what teacher does or to listen to what teacher says to find out if the
students understood the lesson while teaching-learning is in progress.

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

Yes, the teacher asked the question, “did you understand class” and the class
responded “Yes”.

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

Yes, especially when the students keep silence when the teachers ask question
for a better understanding.

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

When the student did not answer the clarification question, the teacher takes
the initiative to repeat again what he discusses by presenting situational examples in
which the learners can relate.

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

When the teacher finished discussing he would then ask students understanding
about what he discussed.

6. If she found out that her lesson was not clearly understood, what did teacher
do? Did you observe any of these activities? Please Check.

___X___ Peer tutoring (Tutors were assigned by the teacher to teach one or two
classmates)

___X___ Each-one-teach-one (Students paired with one another).

___X___ Teacher gave a module for more exercises for lesson mastery.

___X___ Teacher did re-teaching

Others, please specify

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

N/A

8. While re-teaching by himself/herself and/or with other students-turned tutors,

did teacher check on students’ progress?

If yes, How?

N/A

ANALYZE!!!

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

Checking for understanding is important because it helps the teacher make the
most instructional material. It’s her daily basis. If we want students retain the subject
matter, we need to incorporate these checks during 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.

It is not enough because learner’s progress is not just measured through

question and answer. However, giving specific question that would measure or check
students understanding might help the teacher construct new ways to make the
students understand and put in action the subject matters.

3. Should teacher record results of formative assessment for grading purposes?

Why or why not?

Yes, the teacher should record results of formative assessment for grading
purposes because record keeping is the essential aspect of grading and formative
assessment. Moreover, these can help us find our shortcomings as a teacher within our
instruction and or among our students.

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

Based on my observation, the practice on formative assessment that worked is

giving oral question and collaborative activities to the students.

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?

Peer tutoring is important because most students learn when they collaborate
with each other. When peer tutoring take place, it gives the learner’s the confidence to
ask and too share their ideas to his peers thus effective interaction takes place so the
learning is appropriate.

6. Could an unreasonable number of failures at the term/grading period be

attributed to the non-application of formative assessment? Why or why not?

Yes, indeed because formative assessment is where the attainment of

knowledge, skills, and values of the students, thus this is the time where the certain
aspects of the topic stuck in the mind of the learner.

REFLECT!!!

Formative assessment is tasting the soup while cooking. Reflect on this

and write your reflections.
As a teacher, our responsibility is tasting the soup (checking the student’s
performance and understanding) put the right amount of ingredients (teaching
methods) before we move forward to another lessons. By this, we could see if
the food we cooked taste right on the students is effective.

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

 Yes formative assessment should be recorded as a part of measuring students
achievement as this is where the most active and authentic learning happens.

Observing Assessment AS Learning Practices (Self-

OBSERVE!!!

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

Teacher My Observation

1. Did teacher provide opportunities No

for the learners to monitor and reflect
on their own learning?

2. What are proofs that students were None

engaged in self-reflection, self-
monitoring and self-adjustment?
3. Did students record and report their No
own learning?

4. Did teacher create criteria with the Yes,

students for tasks to be completed or
The teacher provided the following
skill to learned?
criteria:

Content/relevance to the theme -20

points,

Performance -20 points,

Collaboration- 10 points.
 Learning Episode 13

Aligning Assessment Task with the Learning

Outcome

OBSERVE!!!

Observe at least 3 classes- 1 physical or biological Science or Math, English,

Filipino; 1 Social Science or Literature, Panitikan, EsP and 1 P.E/ Computer/
EPP/ TLE
Subjects Learning Assessment task Is the If not,
Outcome/s (How did assessment Improve on
Teacher assess tool/task it.
the learning aligned to
outcome/s? the learning
Specify) outcome/s?

To dance Written quiz. No Performance

Tango. Test. Let
1. P.E Enumerate the
students
steps of Tango in
dance
order.
Tango.
2. Literature To Construct a poem Yes
compose in regards to the
Poem. themes of the
literary genres of
William
Shakespeare.

Science To Draw the onion No Performance

distinguish cells in the space Test. Let the
the Onion provided. students use
Cells. the aid of
microscope
to distinguish
the onions of
the cell.
ANALYZE!!!

1. Are all the assessment tasks aligned to the learning outcome?

Yes, based on my observations and on the table I completed, all the assessment
tasks were aligned to the indicated learning outcomes.

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

If teacher’s assessment tasks are not aligned to the learning outcomes, it is

expected that it will affect the results of the assessment. Since the way teachers assess
performance of the learners is not aligned with what the teacher want the learners learn
at the end of the lecture. Say for example, your objective is for students to learn to apply
analytical skills, but your assessment measures only factual recall. Consequently,
student hone their analytical skills and are frustrated that the exam does not measure
what they learned. Definitely, a possibility is that, they may get low or failing grades.

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

Assessment tasks should be aligned to the learning outcomes so that they

reinforce one another. Moreover, it is because we are aiming to identify the
development of the learners or whether they learned something or either they learned
nothing. Tasks that we are using should always be aligned because they reveal whether
students have attained the learning objectives we have identified.

REFLECT!!!

Reflect on past assessment you have been through. Were they all aligned
with what your teacher taught? (with learning outcomes)
As I reflect on the past assessment I have been through, I can say that not all the
learning outcomes is meet and is aligned to what my teacher taught. There are
some cases that the teacher uses his own strategy to taught us.

How did this affect your performance? As a future teacher, what lesson do
you learn from this past experience and from this observation?
This really affect my performance because what I expected to learn based on the
objectives I read from what my teacher paper, and in this case this lessen my
confidence to cooperate because the advance reading does not meet the changes
being done.

Observing the Use of Traditional Assessment Tools

OBSERVE!!!

Observe classes and pay particular attention to the tool used by the
teacher.
With teacher’s permission, secure a copy of the assessment tool.

Direction: Put a check (/) on the test which teacher used. From your teacher’s test
items, give an example.
Type of Put a Learning Sample Test Item of Comment
Traditional Check Outcome (Is the
Resource Teacher
Assessed
Assessment Assessment
Tool/Paper- Here tool
constructed
And Pencil Test
in
accordance
with
established
guidelines?)

Explain
your
answer.

Selected Response type

1. Alternate To Directions. True or Yes, the

response distinguish False. Write X if the assessment
the solar statement is true and tool is
system. O if the statement is clearly
false. constructed
in
The sun is a
accordance
star.
with the
There are
established
million starts in
guidelines.
the solar
system.
2. Matching type To determine Direction. Match the Yes, the
the assigned word in column A with assessment
task. its corresponding tool is
clearly
 meaning in column B. constructed
in
accordance
A B with the
established
Doctor Peace
guidelines

Policemen Health

3. Multiple To select the Direction. Select the Yes, the

choice best answer. best answer. assessment
tool is
clearly
It is said to be constructed
the action in
words. accordance
Verbs with the
Noun established
Pronoun guidelines

Type of Traditional Put a Learning Sample Test Comments

Check Outcome Item of (Is the
Assessment
Assessed
Tool/Paper- Resource Assessment
Here Teacher tool
And Pencil Test
constructed
in
 accordance
with
established
guidelines?)

Explain
your
answer.

Constructed- Response type

1. Completion

2. short answer type

3. Problem solving To give the Direction. Give Yes, the
correct number. the correct assessment
answer. tool is
clearly
6 + 12 =
constructed
100-2=
in
45 X 3=
accordance
with the
established
guidelines

4. Essay restricted To produce an Write a 500 Yes, the

article about life. words essay assessment
about the theme tool is
“Life is Short’’. clearly
constructed
in
accordance
with the
established
guidelines

5. Essay-non- To create a Make an essay Yes, the

restricted creative piece. about yourself in assessment
a creative way. tool is
clearly
 constructed
in
accordance
with the
established
guidelines

6. Others

ANALYZE!!!

1. Which assessment tools tasks were most commonly used by teacher? Which
ones were rarely used? Why were they rarely used?

The most commonly used by the teacher in giving an assessment tool is the
multiple choice. The rarely used is the short answer type because this assessment tool
makes the learner confused.
2. Based on your answers found in the Tables above in which type of assessment
and tasks were the resource Teachers most skilled in test construction Least
skilled?

My cooperating teacher is skilled in test constructions in terms of the Alternative

Response because this assessment tool measures the students learning if they studied
well the lesson but she is least skilled in matching type because she finds it boring.

3. Can essay or other written requirement, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.

Yes, essay and other written paper-pencil test can be considered as an authentic form
of assessment because the students apply their knowledge to complete the given task
as to measure their understanding to the teacher’s lesson.

REFLECT!!!

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

In constructing a traditional assessment tool, it must be guided in Bloom’s

taxonomy to have an authentic assessment to measure their level of learning and
understanding. The problem solving is the most difficult in constructing a traditional
assessment because it does not only partake on numbers but also in different areas
where it needs to be solve.

I have learned that Traditional assessment tool is essential especially in making an

assessment like exam, because this will help me to know their scores if they learned my
lessons and to know if they are qualified for the next topic.
 Observing the use of non-traditional assessment Tools and
Scoring rubrics.

Authentic Learning Sample a How a Comments

Assessment/ /Outcome Product/ product/
Non-Traditional/ Assessed Performance performance
Alternative Assessed was
assessed

PRODUCT To The resource The resource The rubric

construct teacher gives teacher uses is
narrative some analytic constructed
report endpoints on rubric to according
essay how to make evaluate to the
a narrative student standards.
essay based narrative
on the output essay often
they made. include the
following
dimensions;
Organization,
Content,
Grammar
and Spelling

PERFORMANC To The resource The resource The rubric

E perform teacher teacher uses is
an ethnic assesses her holistic constructed
dance. student’s on rubrics to according
how to follow evaluate the to
 the correct students standards.
dance steps. overall
performance
of dance
include the
following:
Exemplary,
Proficient,
Acceptable,
Weak,
Unacceptable

Episode 13.6 Analyzing a Table of Specifications

Do the following:

Read Bloom’s Taxonomy of cognition. Among the levels of cognition,

which are considered lower order thinking skills (LOTS) and which are
Higher Order Thinking Skills (HOTS)?
Higher order skills include concept acquisition, systematic decision making,
evaluative thinking (includes creativity) and rule usage while Lower order skills
includes remembering understanding and applying.

In writing test questions, which should be given emphasis, LOTS or HOTS?

Why?
- HOTS must be given emphasis in writing test questions because this put
advanced cognitive demand on students. It encourages students to think beyond
 literal questions. This also expects students to apply, analyze synthesize,
evaluate information not just simply recalling the facts.
Give 2 examples of questions under LOTS and 2 for HOTS.

HOTS

-Why did you choose teaching as your future career?

-As a future mentor, how would you encourage your students to follow your
footsteps?

LOTS

-Who is your inspiration in pursuing your dreams?

-Which do you prefer to be a elementary teacher or high school teacher?

Episode 13.7 Computing Student’s Grades based on

DepEd Grading System

OBSERVE!!!
A. Sample Students’ Report Card

1. Secure a sample of a students’ report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Report Card. Observe its content.

3. Ask permission from your Resource Teacher for an interview with him/her and with a
group students regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the grading system? What things are you required
to do with this new grading system you were not asked before?

As a teacher, I noticed that there are new features of the grading system today.
Now, each subject has its own grading system where it is divided into three parts:
written tasks, performance and examination.

Now, we are asked to transmute grades using a given transmutation table. Also,
there is now this electronic class record that we used and we don’t need to use the
calculator.

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

I prefer the new grading system my performance is being graded here unlike in
the old one that mostly it just focuses on our written outputs.

C. Interview of 5 Students

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

My interviewees say that they like this new grading system this gives fair and
good opportunity for their assessment. In this case not only their cognitive skills is being
assessed but also their performances.

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

None of my interviewees says that they have problems in the new grading
system.
3. Does the new grading system give you a better picture of your performance?
Why or why not?

Generally, they all says that the new grading system gives them the clear picture
of their performance.

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

Generally, they said that it is the new grading system they prefer because their
grades do not only focuses on their written outputs but their performance output is
already included.

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

Read DepEd Order #8, s.2015. You may refer to Appendix A.

Based on DepEd Order #8, s.2015, answer the following:

1. What are the bases of grading?

- The bases for grading is classified in three components, the written work (WW),
performance tasks (PT), and quarterly assessment (QA). Students are primarily
measured by the percentage of work they successfully accomplished.

2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to
12? Give an example.

STEPS FOR COMPUTING GRADES

Grade 1-10

Step 1. Grades from all student work are all added up. This result in the total score for
each component namely written work, performance task, and quarterly assessment.
Example:
Subject: English
Written Work Performance Task Quarterly Assessment

Raw Highest Raw Score Highest Raw Highest Possible

Score Possible Possible Score Score
Score Score

7 10 48 50 90 100

10 15 46 50

18 20 90 100

25 30 45 50

45 50 50 50

TOTAL

105 125 279 300 88 100

Step 2. The sum for each component is converted to the Percentage Score. To
compute the Percentage Score (PS), divide the raw score by the highest possible score
then multiple by 100%.
PS= Learner's total raw score/Highest possible score x 100%
Written work: 105 /125 = 0.84 x 100% = 84
Performance Task: 279/300 = 0.93 x 100% = 93
Quarterly Assessment: 90/100 = 0.9 x 100% = 90
Step 3. Percentage score is multiplied by the weight of the component found in table 4
from grade 1-10.

Table 4
Components Language AP EsP Science Math MAPEH EPP?/TLE
s

Written work 40% 40% 20%

Performance 40% 40% 6-%

task
Quarterly 20% 20% 20%
assessment

Written work: 84 x 40% = 33.6

Performance Task: 93 x 40% = 37.2
Quarterly Assessment: 90 x 20% = 18
TOTAL = 88.8 Grade for English subject.

Grade 11-12

Example:

Components Core Academic track Technical-Vocational and

Subjects Livelihood

All other Work All other Work

subjects Immersion/ subjects Immersion/Research
Research/ /Exhibit/Performance
Business
Enterprise
Simulation/
Exhibit/
Performance

Written 35% 25% 35% 20%

Work

Performanc 40% 45% 40% 60%

e Task

Quarterly 25% 30% 25% 20%

Assessment
Subject: CORE SUBJECT
Written Work Performance Task Quarterly Assessment

Raw Score Highest Raw Highest Raw Highest

Possible Score Possible Score Possible
Score Score Score

8 10 46 50 80 100

10 15 46 50

20 20 90 100

25 30 45 50

49 50 50 50

TOTAL

112 125 277 300 80 100

Written work: 112/125 = 0.896 x 100% = 89.6

Performance Task: 277/300 = 0.92 x 100% = 92
Quarterly Assessment: 80/100 = 0.80 x 100% = 80

Written work: 89.6 x 35% = 31.36

Performance Task: 92 x 40% = 37.6
Quarterly Assessment: 80 x 25% =20
TOTAL = 88.96 Initial grade for Core subject

Final grade: 93

The sum of the weighted score in each component is the initial grade. The initial grade
will be transmuted using the given transmutation table.
Transmutation Table
Initial Grade Transmuted Initial Grade Transmuted Grade
Grade

100 100 66.40-67.99 79

98.40-99.99 99 64.80-66.39 78

96.80-98.31 98 69.20-64.79 77

95.20-96.79 97 61.60-63.19 76

93.60-95.19 96 60.00-61.59 75

92.00-93.59 95 56.00-69.99 74

90.40-91.99 94 52.00-55.99 73

88.80-90.39 93 48.00-51.99 72

87.20-88.79 92

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

The General Average is computed by dividing the sum of all final grades by the
total number of learning areas. Each learning area has equal weight.

To compute the grades at the end of the school year, you have to add the
quarterly grades and divide it by 4 to produce the final grade of the learner in a subject.

The general average is computed by dividing the sum of all final grades by the
total number of learning areas. The final grade in each area and the general average
are reported as whole numbers

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. The grading
scale, with its corresponding descriptors, are in Table 10. Remarks are given at the end
of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

Descriptor, Grading Scale and Remarks

Descriptor Grading Scale Remarks

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 76-79 Passed

Did Not Meet Below 75 Failed

Expectations

5. What are the bases for learners’ promotion and retention at the end of the
school year?

Learner Promotion and Retention

Requirements Decisions

1. Final Grade of at Promote to the next grade

least 75 in all learning level
areas

2. Did not meet Must pass remedial

expectations in not classes for learning areas
more than two learning with failing mark to be
areas promoted to the next grade
For Grades 1 to 3 level. Otherwise, the
Learners learner is retained in the
same grade.

3. Did not meet Retained in the same

expectations in three or grade level.
more learning areas

1. Final Grade of at Promote to the next grade

least 75 in all learning level
areas

2. Did not meet Must pass remedial

expectations in not classes for learning areas
more than two learning with failing mark to be
areas promoted to the next grade
level. Otherwise, the
learner is retained in the
same grade.

3. Did not meet Retained in the same

expectations in three or grade level.
more learning areas

For Grades 4 to 10 4. must pass learning 1. Earn Elementary

Learners areas in Elementary Certificate

2. Promote to Junior High

School

5. Must pass Junior 1. Earn Junior High School

High School Certificate

2. Promote to Senior High

School
 1. Final Grade at least Can proceed to the next
75 in all learning areas semester

2. Did not meet Must pass remedial

expectations in a classes for failed
prerequisite subject in a competencies in the
learning area subject before being
allowed to enroll in the
For Grades 11 to 12 higher-level subject
Learners
3. Did not meet Must pass remedial
expectations in any classes for failed
subject or learning area competencies in the
at the end of the subjects or learning are to
semester be allowed to enroll in the
next semester. Otherwise,
the learner must retake the
subjects failed.

4. Must pass all Earn the Senior High

subjects or learning Certificate
areas in Senior High
School

What is the report on learners’ observed values?

Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Expresses one’s 1. Engages oneself in

spiritual beliefs while worthwhile spiritual
 respecting the spiritual activities
beliefs of others
2. Respects sacred places.

3. Respects religious
beliefs of others

4. Demonstrates curiosity
and willingness to learn
about other way to express
spiritual life.

Shows adherence to 1. Tell the truth

ethical principles by
2. Returns borrowed things
upholding truth
in good condition
Maka-Diyos
3. Demonstrates
intellectual honesty

4. Expects honestly from

others

5. Aspires to be fair and

kind to all

6. Identifies personal
biases

7. Recognizes and
respects one’s feeling and
those of others

Is sensitive to 1. Shows respect for all

individual, social, and
2. Waits for one’s turn
cultural differences
3. Takes good care of
 borrowed things

4. Views mistakes as
learning opportunities

5. Upholds and respects

the dignity and equality of
all including those with
special needs

6. Volunteers to assist
others in times of need

7. Recognizes and
respects people from
different economic, social,
and cultural backgrounds

Demonstrates 1. Cooperates during

contributions toward activities
solidarity
2. Recognizes and accepts
Maka-Tao the contribution of others
toward a goal

3. Considers diverse views

4. Communicates
respectfully

5. Accepts defeat and

celebrates others’ success

6. Enables others to
succeed
 7. Speaks out against and
prevents bullying

Makakalikasan Cares for the 1. Shows a caring attitude

environment and toward the environment
utilizes resources
2. Practices waste
wisely, judiciously, and
management
economically
3. Conserves energy and
resources

4. Takes care of school

materials, facilities, and
equipment

5. Keeps work area in

order during and after work

6. Keeps one’s work neat

and orderly

Makabansa Demonstrates pride in 1. Identifies oneself as a

being a Filipino; Filipino
exercises the rights and
2. Respects the flag and
responsibilities of a
national anthem
Filipino citizen
3. Takes pride in diverse
Filipino cultural
expressions, practices,
and traditions

4. Promotes the
appreciation and
enhancement of Filipino
 languages

5. Abides by the rules of

the school, community,
and the country

6. Enables others to
develop interest and pride
in being a Filipino

Demonstrates 1. Manages time and

appropriate behavior in personal resources
carrying out activities in efficiently and effectively
the school, community,
2. Perseveres to achieve
and country
goals despite difficult
circumstances

3. Conducts oneself
appropriately in various
situations

Grade Computation

Show sample computation of grade:

In English grade 11 and 12.

Show the percentage contributions of written work, performance tasks and
quarterly assessment. Then give descriptor. Refer to DepEd Order #8, s.2015.
Example:

Subject: LANGUAGE

Written Work Performanc Quarterly

e Task Assessment
Raw Score Highest Raw Score Highest Raw Score Highest Possible
Possible Possible Score
Score Score

8 10 45 50 85 100

17 20 63 70

25 30 47 50

37 40 76 80

48 50 84 100

TOTAL

135 150 315 350 85 100

PS= Learner's total raw score/Highest possible score x 100%

Written work: 135/150 = 0.9x 100% = 90

Performance Task: 315/350 = 0.9 x 100% = 90
Quarterly Assessment: 85/100 = 0.85 x 100% = 85
Components Language AP EsP Scienc Math MAPEH EPP?/TLE
s e

Written work 30% 40% 20%

Performance 50% 40% 6-%

task

Quarterly 20% 20% 20%

assessment

Written work: 90 x 30% = 27

Performance Task: 90 x 50% = 45
Quarterly Assessment: 85 x 20% = 16
TOTAL = 88 is the Grade for Language subject.
ANALYZE!!!

Analyze data and information from your interview of an unused Student’s

Report Card and the DepEd grading system.

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

Yes. This new grading system does not only focuses on the writing task of the
students but in this new grading system the performance of the students is being
graded also. Moreover, the new grading system tends to let students perform what they
have learned in the lesson.

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

According to my Resource Teacher, the good points of the new grading system
are; it helps them to recognize the abilities of the students by merely observing and or
analyzing the performance task of the students. On the other hand, students said that
the good points of the new grading system is that they can able to showcase their
abilities and they will also discover their strengths while doing some performance tasks.

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

Teachers is being challenged in this new grading system because this new
grading system can cause grade inflation to skyrocket, making high grades less
meaningful on a student’s transcript. Teachers are challenged also to become a
facilitators of learning and assist the students to meet the set standards

4. Do you favor the distribution of percentages of written work, performance

tasks and quarterly assessment?
 Yes, I am favor because the DEPED is just trying to meet the needs of the
learner by truly assessing their written outputs, performance tasks and quarterly
assessments.

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

Yes, I like this experience of computing grades because it gives me the idea on
how to do this. This serves also as my experience that I can be used in my future
teaching career.

REFLECT!!!

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?

I can say that grades really matter to those students who aims for honor because
this serves as their motivation and a supplication of all their sacrifices for their studies
but not all is like that, there are some that they are contented even though they’re not be
in top as long as they will be promoted in the next level. But grades is the basis on how
the learner performs in her studies.

Episode 13.8 Reporting Students’ Performance

OBSERVE!!!

Interview with the Resource Teacher

1. How do you give feedback to your students regarding their performance?
When do you give feedback?

- As my resource teacher said, she gives feedback to his/her students with regards to
their performance by chatting and writing her suggestion and comments on their
Learning Activity Sheet. She gives feedback just after 4 weeks of accomplishing their
LAS.

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

- She reports her students’ performance task quarterly. The school regularly conducts a
meeting every quarter and in that meeting the teacher can able to present his/ her
student’s performance.

3. What problems on grade reporting did you encounter with parents? How did
you address it/them?

- There are problems like refusal to attend meetings but then the teacher can still
manage to have a parent-teacher conference. To address this problem, the teacher
wants during the reporting is that she calls for the attention of her students who have
low in academic performance.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?

Yes. I see the meaning of my grades in the School Report Card. I see my hardships and
struggles just to get those grades of my and shows that I am learning.

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

Yes, knowing my grade motivates me to work harder by thinking of ways on how to get
higher grades the second time around.
Interview with Parents

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

Yes. My child’s Report card gives me a clear picture of how my child is performing.

2. If you were asked what else should be found in the Report Card, Which one?
Why?

If I were asked what else should be found in the Report Card, I want to suggest the
Observable/ behavioral Values- to know if my child has good manners and right conduct
outside our home.

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

Yes, the Card Distribution Day is important- to know if my child is performing in her
academic.

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

There must be a recognition on the card distribution is what I suggest to make Card
Distribution more meaningful.

ANALYZE!!!

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

-The common issues raised on the students’ performance are that the students
can able to submit their performance tasks on time, there are rubrics to be follow but
some students’ can’t able to meet it so they’re not accomplishing and some of them is
that due to lack of financial aspect and because of family problem they can’t able to
focus on their studies.

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

-I think one of the practices a teacher can possess to be maintained is that she
always encourages his/her students. By the time\a student cannot able to meet the
standards of the learning activities, teacher will be able to have to one on one
counseling and the tutoring for the student to be more competent and be inspire to
his/her studies.

In the side of the students, students must be active most specially in the activities
or the performance given by their teachers. As long as they can, they must meet the
standards given by their teachers.

REFLECT!!!

1. Grades are often source of misunderstanding. How should I do reporting so

that it will result to effective learning?

I strongly agree that grades are often source of misunderstanding among the
learners, parents and most especially the teachers. Some issues are subjected to the
teachers because of giving low and failing grades and also teachers who are
inconsiderate. As a future teacher, the thing I should do in reporting the grades of my
students to result to effective learning is that I will based their grades on their
performance. I’ll avoid favoritism and be professional enough in giving their grades. I’ll
also report their grades per grading, and in each grading the students’ who have this
high grades will receive a reward so that not only that they are inspired but also other
students are encouraged to be active in learning also.
 Learning Episode 14

The Teacher as a PERSON and as a

PROFESSIONAL

Answer the following:

Are Filipino teachers, real heroes? What do you think? Why?

-A Teacher produces all the profession entire the world. That’s why they are the
so called REAL HEROES for the characteristics of heroism is being highlighted in their
fields of specification.

- Yes Filipino teachers are considered as the real heroes because they sacrifice
a lot. They sacrifice their time, own money, and they are tired of making so many paper
works instead of having special time with their family. Instead of going out together with
their family, they go out for seminars, training workshops for their students. They are
said to be the front liners in the academic field. A lot of sacrifices they make for the best
future of their students.
LEARNING EPISODE 15
Teacher Quality: Developing a Global Teacher of
the 21st century.

SPARK Your Interest

Moving towards teacher quality? Wanted! A Global Teacher of the 21st Century!
In 2013, a Global Status Index was determined by Varkey Gems Foundation and
revealed significant findings, there were 21 countries surveyed which presented the
major continents of the world. In most countries that participated, it was found out that
like the Philippines, teaching is the most sought profession. It was comparable to being
a social worker, librarians, nursing and even doctors. Majority of the parents asked,
answered that they encouraged they children to become teachers. To them, teaching is
the most respected and trusted profession.
However, with the change in global landscape, the 21 st century teachers must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types of
learners.
TARGET Your Intended Learning Outcome

At the end of the episode, I must be able to:

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

REVISIT the Learning Essentials

FILIPINO GLOBAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are three
major responsibilities of teachers. These are (1) Actual Teaching. (2) Management of
Learning and (3) Administrative Work.

While the number of actual teaching hours per day varies all over the world, in
our country, teaching in the public schools requires six hours of actual teaching, that
includes administrative work such as management of learning per day. The two hours
of the working day is allotted to administrative work such as scoring and recording
learner’s outputs, making reports, filling forms preparing for the next day’s activity and
performing other administrative tasks. The previous Episode on the teacher, reminded
us of the qualities and competencies mentioned earlier. Teachers should be multiple-
literate, multi-talented, innovative and creative. The future Filipino teacher like you shall
act locally but think globally.

Teach local, reach global means that the teacher brings diverse experiences in
the classroom with the various skills to live and work as a citizen of a global society.
What teachers do in the local communities impacts the larger community. As global
citizens, the work begins, where teachers are, thus a “global teacher”

Towards Quality Global Teachers

Quality teachers are characterized by different attributes and skills needed in the
st
21 century education. Partnership 21 identified (1) Global awareness, (2) Financial,
economic, business and entrepreneurial literacy, and (4) Civic and Health Literacy which
require:
Learning and Innovative skills.
Information, Media and Technology Skills
Life and Career Skills

More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the following
characteristics:
Understands one’s own cultural identity and rootedness.
Knows and integrates global dimensions in the subject area.
Engages learners in the learning processes
Uses real life local and global examples.
Values the input of culturally and linguistically diverse learners
Models social responsibilities in local and global content
Encourages learners to find appropriate actions to improve local and global the
conditions, and
Creates a learning environment that encourages creativity and innovations.

The Challenges of the Quality Global Teachers for the 21st Century

One of the major challenges of quality teachers is to “create a learning

environment that encourages creativity and innovation among learners.” With it, comes
the management of learning in such environment. these are required skills for a global
teacher.
Majority of the current classrooms provides learning spaces that can hardly
prepare the 21st century learners for the development of the 21st century skills.
Since the 21st Century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they work
on interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus, classroom
designs should respond to the 21 st century learning. More so, quality teachers should be
changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the
new roles of teachers.
How should a new classroom be? Here are some suggestions on the six elements
of a new classroom:
Flexibility of furniture and space
Collaborative learning
Facilitation of movement
Foster creativity
Use of technology
Provision of light and bright colors

With the classrooms structure, a quality teacher should be able to manage

learning under a very conducive learning environment. teacher should use effective
classroom management strategies that will ensure productive learning.

Quality teachers should manage learning in an enhanced classroom by seeing it

to it that learners are
Organized
Orderly
Focused
Attentive
On task, and
Are learning

This will take much of your skill, experience and patience. The two important
factors that may affect learning management are the use of technology and the
diversity of learners.
OBSERVE, ANALYZE, REFLECT
Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: Ma'am Lorlyn Aurino School: Tiling Elementary School

Year Level: GRADE 2 Date: January 20, 2022

Observation 1: This activity may require to stay in school for a day and/or conduct
virtual interview with your cooperating teacher. Special arrangement by your faculty
should be made for this purpose especially this time of pandemic.

Procedures:
Secure permit to observe a quality teacher in the school and/or schedule for a virtual
interview.
Shadow the teacher in the three major responsibilities.
Use the key guide found in the matrix below.
Record data observed in your notebook. This will be your artifact.
If you missed seeing the evidence to the key guide, you may interview the teacher.
Make a narrative or essay of your answer entitled.” A Day in the School Life of a Quality
Teacher”.
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.

Techer’s Major Key Guide for Observation (Carefully look for the
Responsibility indicators/behaviors of the teachers along the key
points. Write your observations and description in your
notebook. This will be one of your artifacts.)
A. Actual This teacher
Teaching Is learner-centered
Acts as a facilitator of learning
Has mastery of subject matter.
Sees to it that the learning outcomes are achieved.
Is pleasant and fair in dealing with the learners.
B. Management of This teacher
Learning Allows all learners to participate in the lesson.
 Considers the needs of the learners in the seating
arrangement.
Uses instructional support materials to help learners
understand the lesson.
Sees to it that learning is achieved within the period of time.
Dismiss the class on time.
C. Administrative This teacher
Work Keeps records of learner’s attendance every day.
Keeps record of formative and summative test.
Submits reports and other documents on time.
Does other tasks as request by superiors.
Cooperates with peers and staff in the cleanliness and safety
of the school.

ANALYZE

Refer to the results of tour observation to answer the questions that follow.

Which of the three responsibilities shows majority of the indicators being practiced?
Actual Teaching?
Management of Learning?
Administrative Work?
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________.

Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________________________.

Which of the major responsibilities does this teacher find difficult to comply with? What
are the reasons?
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________.

From your perspective, would you consider this teacher as quality teacher? Why?
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________________________.
REFLECT

Now, that you have spent one school day to observe this teacher, it would be
good for you to reflect on your observations by answering reflective questions below.

Are you inspired to become a teacher after your observations? If yes, why? If no,
why not?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________.

When you become a teacher in the future, how else would you do better as a
professional teacher?

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________.

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.

_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________.

In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your 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: ___________________________ School: ____________

Year Level: _____________ Subject Area: _____________ Date: ________

OBSERVE

Draw or sketch the current classroom where you are observing.

Indicate and label all significant parts and furniture that you find inside including these
but not limited to:
Doors, windows
Teacher Table, Demonstration Table
Cabinets, chalkboard, Bulletin Boards/Display boards, etc.
Gadgets, equipment
Plant boxes, etc.
Others not included in the list
Draw your vision of a classroom for the 21st century.
LINK Theory of Practice

Based on the Episodes you went through on GLOCAL Teacher of the 21 st

Century, answer the questions that follow.

Anywhere in the world, when you embrace teaching as a profession, you should be
prepared to do _________.
Actual teaching
Manage learners and learning
Do administrative work.
I only
II only
III only
I,II and III

Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary, that is why in the Philippines he/she is described as ____________________.
Teacher of the World
Global Teacher
My Teacher, My Hero
CNN Heroes

Which is one of these descriptors exemplifies a GLOCAL teachers?

Teacher who how taught successfully abroad or overseas.
Teacher who remains to teach in the community until retirement.
Teacher who teaches in the community but quality of teaching meets global standards.
On-line teacher teaching learners all over the world.

One of the fundamental requirements of a 21 st century classroom that will address

globalization is the provision of conditions that allow ____________.
Collaboration, seamless use of technology, flexible student groupings
Use of technology, teacher-led activities, isolated subjects
Teacher-centeredness and use of textbooks to the maximum
Use of technology, purely lecture, need to memorize and recall

The new type of teachers in the 21st century is those who are __________________.
Well-travelled, global citizens, unmindful of their roots
Multi-literate, innovative and creative, multi-cultural
Masters of the discipline, excellent in English, multi-talented
I only
II only
III only
I, II and III
EVALUATE Performance Task

Evaluate your work TASK Field Study 1, Episode 15 – Towards Teacher Quality: Developing a
GLOCAL Teacher of the 21st Century

Learning Outcomes: Describe the personal qualities of a global classroom teachers of the 21 st
century; and design a learner-centered classroom for the 21 st century learners with learning spaces
that are safe, that allows creativity and use of ICT.

Name of FS Student: ________________________________ Date Submitted: _______________

Year & Section: _____________________________________ Course: _______________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/tasks not answered/accomplished. answered/accomplished.
answered/accomplished answered/accomplished.
.

Analysis All questions were All questions were Questions were not Four or more
answered completely; answered completely; answered completely; observations were not
answers are with depth answers are clearly answers are not clearly answered; answers not
and are thoroughly connected to theories; connected to the connected to theories;
grounded on theories; grammar and spelling are theories; one (1) to three more than (4)
grammar and spelling free from errors. (3) grammatical/ spelling grammatical /spelling
are free from errors. errors. errors

Reflection

Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what supported by what were somewhat supported by rarely supported by what
were observed and observed what were observed and were observed and
analyzed. analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts in the text of the the text of the learning on in the text of the on in the context of the
learning outcomes; outcomes; Complete, learning outcomes; learning outcomes; not
Complete, well well organized, highly Complete, well complete; not organized,
organized, highly relevant to the learning organized, highly not relevant
relevant to the learning outcome relevant to the learning
outcome outcome

Submission Submitted before the Submitted on the Submitted after the Submitted two (2) days
 deadline deadline deadline or more after the
deadline

COMMENT/S Overall Score Rating:

(Based Transmutation)

Transmutation of Score to Grade/Rating

Scor 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

e

Grad 1.0 1.25 1.5 1.7 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e 5

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

BERNARD S. PANTONILLA, Ph.D. _________________

Signature of FS Teacher above Printed Name Date

Teacher Quality: Developing a Global Teacher of

the 21st century.

Essay

There are lot of personal and professional qualities of a professional but

for me, as a future teacher; the personal and professional qualities I should
possess to become a locally and globally competent is having patience.
 Patience. Students have different struggles in every aspect of their life so
all I need to do in my students is to have patience and understand them
what they are going through even though it is hard for me to have it.

Approachable. Being approachable can help my students in their studies.

Through easily approaching me, I can help them in understanding their
weaknesses in learning and I can share a lot of things to them and my
students will feel free and say what they want to say especially when they
need my help.

Adaptable. As a future teacher, I also need to understand and adapt the

different culture and beliefs of my students so that I can cope with them, I
can understand more through adapting what they have.

And lastly I must be a good listener. Being a good listener can really help
my students especially when they’ having problems> Being a good listener
helps me to be more approachable to them and they can share what they
want and as a response I’ll give them an advice.

There are many more qualities a teacher must possess, but for me what
I’ve mentioned will help me to be a locally and globally competent teacher.

Learning Episode 16

DepEd Philosophy of Education

OBSERVE!!!
Determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate and on the K to 12 Curriculum
Framework and Guide.
Study the DepEd Vision and Mission Statements, Core and Mandate.
Read the features of the K-12 curriculum based on the K-12 Curriculum
Framework and the Guide and Sec 5 of RA 10533
Accomplish the Table below by answering this questions: Which philosophies are
expressed.
Cite relevant statements to back up an identified philosophy of education. You
are given an example.
Philosophies Which Which philosophies
of Education philosophies are expressed in
expressed in the the K to 12
DepEd Vision; Curriculum
Mission Framework And
Statements, Core Guide and Sec 5 of
Values, Mandate? RA 10533? Give
Give proof. proof.
Essentialism – teach The core values of List of standards and
mastery of the Maka- Diyos, maka- competencies that
basics; curriculum is tao, maka- learners are
prescribed; subject kalikasan, and expected to attain is
matter-centered there makabansa show the subject matter
are universal, that DepEd is that students are
objective values; essentialist. They expected to learn.
inculcate values in believe in the
subject matter. unchanging values
that need to be
inculcated.
Perennialism- teach Students learn in a Students need to
those that last, the child friendly, acquire in depth
classics, there are gender sensitive, knowledge, skills,
universal values, safe and motivating values and attitudes
inculcate these environment .Peren through continuity
universal, objective nials believes that if and consistency
values. the learners engage across all levels and
with this subjects in order for
environment, it is them apply in the
possible that they community what they
will become a child have acquire in
friendly and a good school.
citizen of our
country because
they bring good
values they learn in
school.
Progressivism- very DEpEd Progressivism- K12
child-centered; teach continuously curriculum adheres
those that interest improves itself to that it will be a
the child; one learns better serve its learner-centered,
by experience; stake holders. inclusive and
learners learn by Progressivism developmentally
doing so teacher believes that appropriate.
teachers’ teaching is learners learn by
experiential; values doing as well as if
are subjective; we teach of what
instead teachers’ they are interested.
help students’ to
clarify their values.
Reconstructionism- DepEd believes in The K12 curriculum
school is agent of teaching that the framework which is
change; schooling is students are involve making the
preparing students in the discussion of curriculum relevant
for the social moral dilemmas in to learners shows
changes; teaching is order for the that
involving the learners to reconstructionism is
students in the understand the observed. The
discussion of moral implication of one’s discussion about the
dilemmas. action. issues that is
happening around
the world such as the
Disaster Risk
Reduction and the
Information and
Communication
Technology to
learners in included
in the enhanced
curriculum.
Existentialism- DepEd adheres Students have the
Teachers teach that the society freedom to choose
learner to make a should not restrict the specialization
choice, to make to learner’s life or based on aptitude,
decisions and not actions because interests and school
merely to follow the these restrictions capacity. Their
crowd; one who does inhibits free will and choice will define the
not make a choice the development of content of the of their
and so simply follow the learners’ subject in Grades 11
others do not leave potential. Teachers and 12. This K12
meaningful life. facilitate learning Framework “Gearing
and constantly up For the Future” is
nurture every one of the proofs of
learner. being an
 Existentialist.
Pragmatism-That The DepEd Vision In K12 Curriculum
which is useful, that enables learners to Framework which is
which is practical and realize their full making the
that which is good. potential and curriculum relevant
e.g showing a video contribute to learners shows the
clip on mitosis is meaningfully to application of
more efficient and building the nation pragmatism. This
more effective and shows that they believes that the
therefore more applied pragmatism students acquire in-
practical than teacher and as they believe depth knowledge,
coming up with a that teaching the skills, values, and
visual aid drawing students a thing attitudes through
mitosis on a cartolina that are practical for continuity and
or illustration board. life are encourage consistency in order
them to grow into to encourage them to
better people. grow into better
people across in all
levels.
Rationalism- The DepEd Core In RA no. 10533
emphasizes the Values which is which is Curriculum
development of the Maka-Diyos, Maka- Development,
learner’s reasoning tao, Makakalikasan, rationalism is applied
powers; knowledge and Makabansa is in which the
comes though a proof DepEd curriculum shall be
reason; teacher must shows rationalism relevant, responsive
develop the in which they are and research based
reasoning power of practicing only for as students is
the learner. believing what is acquired through
based on reason reason without the
and provides the aid of the senses.
 primary basis for
knowledge.
Utilitarianism- what is The DepEd vision In RA. No. 10533
good is that which is which is we dream Sec. 5 which is
most useful to the of Filipinos who Curriculum
greatest number of passionately love Development there is
peoples. their country shows the application of
the philosophy of Utilitarianism in
utilitarianism in which the curriculum
which it advocates shall be culture
actions that foster sensitive in which
happiness or teacher approach
pleasure and offers no sense of
opposes actions what ought to
that cause constitute an
unhappiness or educations.
harm. It would be
aims for the
betterment of
society as a whole
when directed
toward making
social, economic or
political decisions.
Empiricism- source The DepEd vision In RA. No. 10533
of knowledge is which is the Sec. 5 it shows also
through the senses; teachers facilitate the application of
teachers must evolve learning and Empiricism wherein
the senses in constantly nurture the curriculum use
teaching-learning. every learner is an pedagogical
evidence of approaches that are
 empiricism where constructivist,
teaching-learning of collaborative, inquiry
students’ is based based, reflective and
on the human integrative. As a
senses wherein it teacher, involving the
shares the view that senses in teaching-
there is no such learning of the
thing as innate students in order to
knowledge, and gain knowledge.
that instead
knowledge is
derived from
experience.
Behaviorism- The DepEd vision In RA. No. 10533 it
behavior is shaped which is students in shows also the
deliberately by forces a child friendly, philosophy of
in the environment gender sensitive, behaviorism in which
and that the type of safe, and the curriculum shall
person and actions motivating be learner-centered,
desired can be the environment is a inclusive and
product of design; proof of developmentally
behavior is behaviorism in appropriate; teachers
determined by which the teacher encourage students
others, rather than by provide a positive a to perform desired
persons own free reinforcement at the behavior as they
will; teacher must end of the day for giving reward for
carefully shape their good behavior. their good
desirable behavior; Whenever students performance.
drills are commonly perform a desired
used to enhance behavior, they will
learning, rewards learn to perform the
 reinforce learning. behavior on their
own.
Constructivism- The DepEd mission In K12 Curriculum
Learners are capable which is Teachers Framework, it applies
of constructing facilitate learning constructivism in
knowledge and and constantly which it encourages
meaning; teaching- nurture every learners to consider
learning therefore is learner shows this to share their
constructing constructivism. It valuable knowledge
knowledge and helps learners to and experiences as
meaning, teachers construct the learner.
does not tell or knowledge rather
dictate but asks than just passively
learners for take in information.
knowledge they As students
construct and experience the
meaning of lesson. world and reflect
upon those
experiences, it
helps to build their
own
representations and
incorporate new
information into
their pre-existing
knowledge.

ANALYZE
1. Based on your findings and observations in activity 16.1 and activity 16.2, which
philosophies of education are dominant in Philippines basic schools? Why do you say
so?

Based on my findings and observations in this activity, Filipino pre-service

teachers got to have high adherence to progressivism as an educational philosophy and
high orientation to existentialism and Reconstructionism. Based on the K-12 Curriculum
Framework I have noticed that they also show moderate adherence on Perennialism
and existentialism philosophies.

2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?

If there is one philosophy that schools and teachers should give more attention I
think, it should be Reconstructionism because this philosophy advocates schools as
agent of change, and schooling is preparing students for their social changes, and
teaching is involving students in discussions of moral dilemmas. I believe that learners
need proper guidance on how to handle various situations.

REFLECT

What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school- with the
learners, your colleagues, your superiors and all other stakeholders. Write them down.
This is your title, “My Philosophy of Teaching.”

I strongly believe that the teacher possesses the very important and most
powerful role in the persons learning area. As a future teacher my philosophy of
teaching is that I must be aware with my awesome obligation which is the “walk
with talk”, what my students does I will do also. I will always possess respect to
my students and treating them with dignity.
Being a teacher in the future is that not only I will focus on knowing them but also
to understand them, how they develop and how do they learn. I know that my
students learn in the same way so it is my responsibility to be an effective
diagnostician of their interest’s, abilities and prior knowledge. They learn from
me, and I will also learn to them.
My calling as a teacher is just planting a seed and nurturing it to grow and be
molds someday.

DOCUMENTATIONS
PRINCIPALS OFFICE
LIBRARY
CLINIC
COMFORT ROOMS
NURSERY