Metro-Dagupan Colleges

Serafica Street, Mangaldan, Pangasinan

FIELD STUDY 2

MODULE 2
in
FIELD STUDY 2

Prepared by: MARIA RIZZA FERNANDINE R. DE ASIS

E-mail Address: nadine.deasis13@gmail.com
Contact No: 0930 01234 68
Facebook: TeacherNadine de Asis

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

Course Description:
This course is a continuation of Field Study 1. It is school-based and allows a
pre-service student to participate and assist in a limited actual teaching-learning
activities that relate to assessment of learning, preparation of instructional
materials, preparation of the bulletin boards, and other routines in the classroom. A
portfolio which will contain sample lesson or learning plans and demonstration of
teaching of at least one subject content area will be required.

Learning Outcomes:
The purpose of the course is to immerse the pre-service teachers in a learning
environment while applying and developing the concepts and skills needed.
Specifically, it aims to have the students be able to:
1. Apply all teaching and learning concepts in the classroom
2. Observe and Analyze classroom situations and justify activities
3. Conduct simple activities and lessons in a classroom
4. Develop lesson plans that are aligned to the teaching and learning concepts
5. Conduct teaching demonstrations

Class Requirements:
Module Outputs - 20%
Journal - 15%
TOS & Exam - 10%
Lesson Plans - 25%
Teaching Demonstration - 30%

General Instructions:
1. Answer ALL questions in the module using PARAGRAPH FORM. Use complete
sentences. All answers should be in ENGLISH.
2. Read carefully and follow instructions.
3. If you use internet sources or books for your answers, please cite the sources.
Points will be deducted for plagiarism or copied answers with no sources.
4. You will be graded accordingly depending on your answers.
5. Send a message to the MDC Page should you have any questions about this
module.

Outline of the Course:

Prelim Semi-Finals
- Bloom’s Taxonomy - Teaching Strategies
- ASSURE Model - Preparing the Media
- Lesson Plan introduction Finals
Midterms - Preparing their Final
- Developing Lesson Plans Teaching Demonstration
- Table of Specifications

Note: A Journal is required for this subject

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
Topic 1: Developing Learning Plans
General objectives:
a. Be more knowledgeable in developing learning plans
b. Improve on previous lesson plans made
As mentioned in the previous module, a learning plan is a description of how
you intend to achieve your desired outcomes in learning. The plan can be very
helpful in showing clarity and progress in your learning. It also can ensure that
your learning activities will be very efficient and orderly. Lesson plans can also
help you to improve your teaching. It gives you a chance to think in detail
about what it is you’re planning on doing in your lesson- what activities and
tasks- and then consider how you can make them better. And lesson plans can
also be reused! They can be a great time-saving tool for future lessons where
you can tweak good, successful lesson plans for future learning. Classrooms
can be an unpredictable place, but having a lesson plan can help you maintain
just a little bit more control.
As a review, below is the format of a learning plan.
BASIC FORMAT OF A LEARNING PLAN
I. Objectives
II. Subject Matter
III. Materials
IV. Procedure
A. Motivation/Introduction
B. Lesson Proper
C. Guided Practice
D. Independent Practice
E. Evaluation
Each part will be reviewed and discussed more thoroughly in this module.
• Objectives include the goals that the teacher has for the students. These
goals guide the teacher on how to design the learning plan. In setting
objectives, these must be aligned with the Curriculum Guide. In making a
learning plan, one must develop at least 3 to 5 objectives.
When you’re planning a lesson you need to establish a clear objective. This
objective must be clear to all the pupils. They’ll need to know:
WHAT they are learning.
WHY they are learning it.
HOW it links to their wider learning.
Ideally lesson objectives should be SMART: Specific, Measurable,
Attainable, Relative and Timely. Only at the end of the lesson, or series of
lessons, will you know for sure if your lesson objective was specific enough to
be measured through some form of assessment.

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Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

Lesson objectives should also be specific statements of what learners will be

able to do by the end of the lesson. They are not the activities or outcomes of
the lesson, but the learning gained from those activities and outcomes.
To know how to write a lesson objective, you need to be clear about what you
want pupils to be able to do or know by the end of the lesson. You also need
to know their prior learning. This will help you to design a learning sequence
in your planning that takes them from what they already know (or can do) to
the next level.
A great way to frame your lesson objective is to use the initialism WALT or
‘We are learning to….”. The key for writing good objectives is to keep them
clear and challenging enough for all learners.
Step 1: Identify the noun or noun phrase for what you want the children
to learn. e.g. adjectives
Step 2: Use Bloom’s Taxonomy to decide on the level of learning.
e.g. comprehension
Step 3: Identify a measurable verb from Bloom’s Taxonomy.
e.g. describe
Step 4: Add additional information to add context to the learning.
e.g. We are learning to describe a cave using adjectives, and explain our
ideas.
• Subject Matter talks about the specific topic to be discussed on that day. It
also includes the resources and references used.
A teacher must understand the central concepts, tools of inquiry, and
structures of the disciplines taught and be able to create learning experiences
that make these aspects of subject matter meaningful for students.
• Materials are the list of things that you need for your teaching. It is
important to list all materials needed for each part of the lesson to make sure
that nothing is overlooked. For example, if you need pictures, make sure to
include separate items on the list that require pictures at different parts of
the lesson.
• Procedure focuses on how the lesson will be delivered. It is divided into 5
parts, motivation or introduction, lesson proper, guided practice, independent
practice, and evaluation.
• Motivation/Introduction talks of the initial engagement that you will
be doing to your students. It includes the questions, how will you
introduce the lesson? What activity will you do to MOTIVATE the
students? How will you inspire the interest of the students in the
lesson? This can be done through thought-provoking questions or
activities that can be used as a springboard activity for the discussion.

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Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
One of the most difficult aspects of becoming a teacher is learning how
to motivate your students. It is also one of the most important.
Students who are not motivated will not learn effectively. They
won’t retain information, they won’t participate and some of them may
even become disruptive. A student may be unmotivated for a variety of
reasons: They may feel that they have no interest in the subject, find
the teacher’s methods un-engaging or be distracted by external forces.
It may even come to light that a student who appeared unmotivated
actually has difficulty learning and is in need of special attention.
While motivating students can be a difficult task, the rewards are more
than worth it. Motivated students are more excited to learn and
participate. Simply put: Teaching a class full of motivated students
is enjoyable for teachers and students alike. Some students are
self-motivated, with a natural love of learning. But even with the
students who do not have this natural drive, a great teacher can make
learning fun and inspire them to reach their full potential.
Here are five common steps to get your students excited about
learning:
1. Encourage Students
Students look to teachers for approval and positive reinforcement, and
are more likely to be enthusiastic about learning if they feel their work
is recognized and valued. You should encourage open communication
and free thinking with your students to make them feel important. Be
enthusiastic. Praise your students often. Recognize them for their
contributions. If your classroom is a friendly place where students feel
heard and respected, they will be more eager to learn. A “good job” or
“nice work” can go a long way.
2. Get Them Involved
One way to encourage students and teach them responsibility is to get
them involved in the classroom. Make participating fun by giving each
student a job to do. Give students the responsibility of tidying up or
decorating the classroom. Assign a student to erase the blackboard or
pass out materials. If you are going over a reading in class, ask
students to take turns reading sections out loud. Make students work
in groups and assign each a task or role. Giving students a sense of
ownership allows them to feel accomplished and encourages active
participation in class.
3. Offer Incentives
Setting expectations and making reasonable demands encourages
students to participate, but sometimes students need an extra push in
the right direction. Offering students small incentives makes learning
fun and motivates students to push themselves. Incentives can range
from small to large giving a special privilege to an exemplary student,
to a class pizza party if the average test score rises. Rewards give
students a sense of accomplishment and encourage them to work with
a goal in mind.

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Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
4. Get Creative
Avoid monotony by changing around the structure of your class. Teach
through games and discussions instead of lectures, encourage
students to debate and enrich the subject matter with visual aids, like
colorful charts, diagrams and videos. You can even show a movie that
effectively illustrates a topic or theme. Your physical classroom should
never be boring: use posters, models, student projects and seasonal
themes to decorate your classroom, and create a warm, stimulating
environment.
5. Draw Connections to Real Life
“When will I ever need this?” This question, too often heard in the
classroom, indicates that a student is not engaged. If a student does
not believe that what they’re learning is important, they won’t want to
learn, so it’s important to demonstrate how the subject relates to them.
If you’re teaching algebra, take some time to research how it is utilized
practically for example, in engineering and share your findings with
your students. Really amaze them by telling them that they may use it
in their career. Showing them that a subject is used everyday by “real”
people gives it new importance. They may never be excited about
algebra but if they see how it applies to them, they may be motivated
to learn attentively.
• Lesson Proper speaks of how you will TEACH your lesson. Identify the
methods and strategies that you will use per part of the lesson. Make
sure that everything is sequenced properly. Many teachers mistake
this part for placing all the content. But what is content if the methods
are not interesting? For students in the primary grades, the proper
methodology, strategy and materials to be used are critical in the
development of the learning plan.
"Initiating and sustaining a lively, productive discussion are among the
most challenging activities for an instructor" (Davis, 1993). Here are
some strategies that will help you prepare for and lead an effective
discussion.
Preparing for a discussion
1. Plan how you will conduct the discussion. Although the ideal
discussion is spontaneous and unpredictable, you will want to do
some careful planning. You should have a clear goal/objective for
the discussion, a plan for how you will prepare the students, and a
general idea about how you will guide the discussion (e.g., with
activities, videos, questions, etc).
2. Remember that in the modern classroom, there are many ways
to be "present" and to "participate." Reevaluate your course
participation and attendance policies to be certain that they are
assessing what you want them to assess, encouraging what you
want to encourage, and that there aren't other options that can
accomplish the same goals. For instance, if you value the
exchange of ideas, does it matter whether this happens in class or
online?

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Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
3. Help students prepare for the discussion. You can distribute a
list of questions for each discussion, ask students to bring in their
own questions, suggest key concepts or themes for them to focus
on, or ask them to collect evidence that clarifies or refutes a
particular concept or problem. Discussions will be more satisfying
for you and your students if they are prepared.
4. Establish ground rules for participation in a discussion. In
order for a discussion to be effective, students need to understand
the value of actively listening to their peers, tolerating opposing
viewpoints, and being open-minded. They also need to recognize
the importance of staying focused and expressing themselves
clearly. You might spend the first session with your students
exploring the characteristics of effective and ineffective
discussions.
5. Clearly communicate how much time you have for questions
or discussion, and what you are looking for from this time. Do
you ideally expect every student to have a question? Are you
looking for problem-posing, questions of clarification, extensions,
applications, critique? Don't assume that students know what the
pedagogical purpose of the discussion is.
6. Ask students to state their name before they begin speaking.
Use their name when responding to their question or point.
7. Keep background noise to a minimum. One person speaking at
a time is essential if all students are expected to listen.
Encouraging student participation
1. Create an inclusive discussion environment. Group members
will be more likely to contribute to a discussion if they feel they are
in a safe, comfortable environment. Here are some general
strategies for achieving this:
a. at the beginning of term, use an icebreaker activity and ask
students to introduce themselves and describe their
interests and backgrounds so they can get to know one
another
b. as the facilitator, you should also learn all of your students'
names (using name cards may assist you and your students
in accomplishing this task)
c. arrange the seating in the room, if possible, into a semicircle
so that the group members can see each other
2. Allow students to ask questions or share ideas in class
anonymously, or without "speaking out" — circulate note cards
for students to write questions or comments, or to answer your
questions, perhaps anonymously, and collect and address them.
Online tools such as Question Cookie and Tricider can help
students ask questions or share comments. You can also
encourage students to ask questions in the learning management
system, which you can then respond to either in class or online.
3. Give students low-stakes opportunities to think and discuss
content – this is a "tolerance for error" approach. Students
sometimes need to get it wrong, take risks, or try out different
ideas to learn.
4. Facilitate smaller discussions among students before you ask
students to share with the entire class. Many students need
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Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
some time and space to try ideas out with one another first. This
also gets many more students talking.
5. Facilitate smaller activities before discussion and questions
start, so that students have time and space to compose their
thoughts. For example, to help them prepare for discussion, give
them the opportunity to write or solve problems quietly for a few
minutes. You might even consider asking students to pass these
ideas around the room to share with one another, as long as you
have warned them in advance that you will do so.
6. Use online resources and content management systems to
extend class discussions. Students won't all get the chance to
contribute to a large lecture, so offer the opportunity somewhere
else. Students should be given many different opportunities and
spaces in which to participate (and to be graded for participation).
7. Have students take turns writing down questions and answers
on whiteboards or on large flipchart paper, and then post the
notes around the classroom for future reference—keep them up all
term – build running answers to pertinent and revisited questions.
8. Positively reinforce student contributions. You can emphasize
the value of student responses by restating their comments,
writing their ideas on the board, and/or making connections
between their comments and the discussion at large. Also be sure
to maintain eye contact and use non-verbal gestures such as
smiling and head nodding to indicate your attention and interest in
students' responses.
9. Use a "token system" to encourage discussion. Distribute three
pennies or poker chips to each student at the outset of the
discussion. Each time a student speaks, a penny/chip is turned in
to the facilitator. The goal is for students to spend all their
pennies/chips by the end of the session. This system can be useful
for limiting students who dominate the discussion and
encouraging quiet students to contribute.
10. Silence in the classroom is okay – it is actually good – and if
you become comfortable with it, students will too.
11. Limit your own involvement. Avoid the temptation to talk
too much and/or respond to every student's contribution. After
you ask students a question, count to at least five in your head
before answering it yourself. When you ask students a question, if
you really want them to think and be able to give an answer, be
willing to wait for it. Try to encourage students to develop their
own ideas and to respond to one another (that is, peer interaction).
You might also sit someplace other than the "head" of the table.
12. Balance students' voices during the discussion. Here are
some strategies for dealing with problem group members who can
affect the level of student participation:
a. Discourage students who monopolize the discussion by
implementing a structured activity that requires each group
member to be involved, avoiding eye contact with him/her,
assigning a specific role to the dominant student that limits
participation (e.g., discussion recorder), or implementing
time limits on individual contributions.
b. Draw quiet students into the discussion by posing
non-threatening questions that don't require a detailed or

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FIELD STUDY 2
correct response, assigning a small specific task to the
student (e.g., obtaining information for next class), sitting
next to him/her, or positively reinforcing contributions
he/she does make.
c. Clarify confusing student contributions by asking the
student to rephrase/explain the comment, paraphrasing the
comment if you can interpret it, asking the student probing
questions, or encouraging him/her to use concrete examples
and metaphors.
• Guided Practice includes the practice activity for the students for the
lesson. Some examples include board work, seat work and recitation.
As mentioned, this is a guided work, so the teacher’s presence is still a
part of this. It is critical that the teacher has to answer questions that
the student may have, and be prepared to guide students who are too
shy to ask questions.
Guided practice refers to explicit, structured instruction by the
teacher. Historically, the guided practice model produces the evidence
of student learning when, following the teacher’s presentation, then
collaboration with the student, students produce their
independently prepared work product demonstrating their content
knowledge. Next, the teacher gives students actionable feedback
pertaining to their content mastery. While some students prepare their
work product, the teacher can privately attend to students who need
further help. The guided practice model is sequenced as “I do”, “We do”
and lastly, “You do”, with the teacher operating primarily as facilitator
who empowers students to master each skill or subject of instruction.
Guided practice is a teaching strategy that involves the following three
phases:
Phase 1: The teacher is modeling to the students by
demonstrating “how” the task is done. The teacher demonstrates
the “thought process” used in completing the task. During this phase,
the student role is that of an observer. The teacher presents examples
that should draw students’ attention to the task/skill being
demonstrated.
Phase 2: The student and teacher perform the task together.
During this phase, the student practices the task/skill with the
teacher interjecting or supporting throughout the process.
Phase 3: The students demonstrate the task on their own. During
this phase, students take on the responsibility of optimizing the
learning environment, applying preferred learning styles (narrative,
artistic, graphic, etc.), and complete the task without teacher input.
The teacher is now the observer giving specific feedback if the student
requests clarification. Students’ presentations can be completed in
class or as a homework assignment.

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Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

• Independent Practice now focuses on activities for students to

practice the skill on their own. This is usually a game-style activity,
where students are grouped into teams to practice the skill. This is
similar to the guided practice, but less presence of the teacher, and
instead allows the students to explore their ideas more.
Independent practice is often perceived as a difficult process, but if
implemented correctly, it can result in great gains in student
achievement. During independent practice, the teacher encourages
students to apply skills previously demonstrated. Students then
perform the task ”independently”, showing what they have learned and
demonstrating their competency. The teacher’s role in independent
practice is to support students as a facilitator.
The two-pronged goal of instruction should be that students
internalize the lesson content in the way by which they can retrieve
and properly apply it at will, and in so doing, continue to build upon
that information as they learn independently. The procedural elements
of independent practice include the following:
- Immediate and specific teacher feedback
- Assessing individual student’s performance
- Classroom structure
- Academic gains
Independent practice can be used to cultivate one-on-one relationships
with students in the classroom during the process by which the
teacher conducts individualized assessments and again when
following-up on homework. The process of independent practice
facilitation is also effective for small-group instruction.
Four Questions to Consider
In writing the Independence Practice section of the Lesson Plan,
consider the following questions:
1. Based on observations during Guided Practice, what activities
will my students be able to complete on their own? It's
important to be realistic in assessing the class's capabilities and
anticipate any challenges that may arise. This allows you be
proactive in determining assistive tools that can empower students
to work independently.
2. How can I provide a new and different context in which the
students can practice their new skills? Real world applications
always bring lessons to life and help students see the value in what
they are learning. Finding new, fun, and creative ways for your
class to practice what they have just learned will not only help with
mastery of the topic and skills at hand in the moment but also
better assist students in retaining the information and skills over a
longer period of time.

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Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
3. How can I offer Independent Practice on a repeating schedule
so that the learning is not forgotten? Students can get weary of
repeated tasks, so looking for ways to provide a repeating schedule
with creative options is vital to success.
4. How can I integrate the learning objectives from this
particular lesson into future projects? Finding ways to weave
the current lesson into future ones, as well as past lessons into the
current one, can be a great way to also support retaining
knowledge and skills.
Where should Independent Practice take place?
Many teachers operate on the model that Independent Practice can
take the form of a homework assignment or worksheet, but it is also
important to think of other ways for students to reinforce and practice
the given skills. Get creative and try to capture the students'
interest and capitalize on specific enthusiasms for the topic at
hand. Find ways to work Independent Practice into the school day,
field trips, and even offer ideas for it in fun activities they may do at
home. Examples vary greatly by lesson, but teachers are often great at
looking for creative ways to foster learning!
Once you receive the work or reports from Independent Practice, you
should assess the results, see where learning may have failed, and use
the information you gather to inform future teaching. Without this
step, the whole lesson may be for naught. It's important to consider
how you will assess the results, particularly if the assessment isn't a
traditional worksheet or homework assignment.
3 Tips to Remember
When assigning this section of the lesson plan remember students
need to be able to perform this skill on their own with a limited
number of errors. When assigning this piece of the lesson plan keep
these three things in mind.
a. Make a clear connection between the lesson and the homework
b. Make sure to assign the homework directly after the lesson
c. Clearly explain the assignment and make sure to check for
students understating before sending them off on their own.
Difference Between Guided and Independent Practice
What is the difference between guided and independent practice?
Guided practice is where the instructor helps to guide the students
and does the work together, while independent practice is where
students must complete the work by themselves without any help. This
is the section where students must be able to understand the concept
that was taught and complete it on their own.

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FIELD STUDY 2

• Evaluation is the assessment of skills that a student has learned from

the lesson. The difference of this part from the other assessment styles
is that this is the formal assessment, specifically that of a quiz or unit
test.
The purpose of evaluation is to assess student learning. Exams,
worksheets or quizzes are not meant to trick students or confuse them.
The questions should be related to important learning outcomes,
objectives, goals, and/or course competencies. These learning outcomes
should be clearly stated to students and guide the creation of exam
questions.
Gettingsmart.com discusses tips on creating powerful assessment tools.
Assessments are no longer simply tests that students fret about or
neglect to study for. As you may well know, today’s environment of
heightened accountability for educators has made assessments stressful
for not only students, but for teachers as well. Not to worry, though.
Assessments can actually be powerful (and even fun!) tools to evaluate
how well your students are mastering the material you’re covering in
class and how well you're covering said material. Just follow these 6
simple tips:
1) Begin with the end in mind.
For years, teachers have planned their lessons in a linear fashion. First,
we create daily lessons aligned with objectives followed by tests to assess
the objectives each lesson addresses. Logical, right? Sure, but this
traditional method of teaching and assessing learning may not
necessarily be the most effective way to go about things.
Instead, try creating an objectives-based assessment first, and then
plan activities that target the learning goals the assessment
evaluates. This not only ensures that the assessment aligns to your
students’ learning objectives, but it also allows the assessment to help
drive your instruction, meaning you’ll know for sure that you’ve actually
taught the material and skills that require mastery.
2) Communicate your purpose.
In order to get the outcome you want from your students, it’s important
to let them know why they are doing something, including what skills
and knowledge you’re expecting them to demonstrate mastery of. One of
the best ways to do this is to create a clear rubric and give your students
a copy prior to beginning work on the assignment. This way, there will be
no question as to what you expect your students to demonstrate, and it
may even motivate many to perform.
3) Blend assessments into your teaching.
Highly effective educators use assessments to adapt and enhance
instruction. Instead of treating assessments as intimidating bookends to
curriculum units, successful teachers assess learning more frequently
and less formally with the intention of using the results of the
assessment as an arrow toward the next steps in the learning process.
Create opportunities for non-threatening, formative checkpoints in your
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instruction. Give deliberate and targeted mini-quizzes that allow you to
assess common misconceptions and truly know in real-time where your
students are tracking.
4) Identify and avoid bias.
Since assessments are such an important tool in your teaching toolbox,
it’s important to ensure that they are as authentic and targeted as
possible. This means making an intentional effort to check for any biases
that may affect students’ performance or invalidate your results. An
assessment should be designed in parts that specifically test single,
targeted skills, and unintended bias will quickly invalidate your efforts.
Although it may seem impossible to create an assessment with zero bias,
we can still do our due diligence to identify and remove bias.
The most common types of bias in assessments are those that
inadvertently assume knowledge other than the specific skill being
tested. This bias can be blatant such as assuming knowledge of a certain
cultural group, for instance, or it could be hidden. Hidden biases are
often found in the language of the assessment. Teachers must be
especially careful not to create written assessments that are on a higher
reading level than their students, so that a mathematics assessment, for
example, doesn’t unintentionally assess how well the student can read
the problem as well as the specific skills.
5) Consider non-traditional assessments.
Nothing crushes classroom morale faster than announcing a pop quiz or
traditional paper and pencil test. In order to incorporate some fun into
your assessment repertoire and keep your students engaged in their
learning, you’ll need to think outside of the box. Create a game or activity
based on specific learning objectives to mix things up while bringing out
the very best in your students. Or consider tying in a cross-curricular
semester-long project that connects the material together and forces a
higher level application of skills. You can pepper in traditional
mini-assessments throughout the span of the project to determine where
your students are, but the journey here is much more fun.
6) Follow up.
We all know that assessments provide feedback to us teachers—they let
us know which material students have mastered and which material they
still need to work on. They also tell us how well we’re delivering the
necessary information and facilitating learning in our classrooms. Don’t
forget, though, that assessments can and should provide vital feedback
for your students as well. After all, if we want them to be in charge of
their learning (and we do!), then we must give them the necessary
information to make and reach their learning goals. Reviewing the
results of a quiz or test has the potential to help students realize their
deficits and detect meaningful patterns in their errors. These are
discoveries that are crucial to correcting misconceptions and directing
future learning. When planning a review or follow-up on an assessment,
keep in mind that sooner is always better. The quicker you provide

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learners with feedback on their performance, the more meaningful this
information will be.
When crafted carefully, assessments can be incredibly powerful tools for
learning. Well-planned assessments provide teachers and students with
the necessary information to gauge progress and plan the next steps in
the learning process. When we assess learning clearly, frequently and
without bias, we get a better picture of how well we’re doing with
instruction and how to best serve our students in the future.
Task #1:
1. Compare your knowledge before reading the lesson and after. What are
the 5 NEW things that you learned about lesson plans? What changed in
your perspective?
2. Why is it important to create and meticulously develop learning plans?
3. What should you always consider whenever you develop your learning
plans? Why?
4. Choose 1 learning plan from your previous teachings. Revise it to
implement what has been discussed in this lesson.
5. As a teacher, how can you apply what you have learned in this topic?

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
Topic 2: Table of Specifications
General objectives:
a. Define and develop a table of specifications
b. Create an exam based on the table of specifications developed
Initial questions:
1. What do you know about the Table of Specifications?
2. What factors do you think cause an extremely difficult exam?
13% of students who got low grades in exams are caused by faulty test
questions. (WORLDWATCH, The Philadelphia Trumpet. 2005)
There have been statements in the previous studies wherein students observe
various test questions. Some of the following are:
- Hindi kasama sa lessons yung tanong
- Masyadong mahaba ang question at mga pagpipilian
- Hindi maayos ang layout ng test, putol-putol ang mga sentence, malabo
ang pagkakaprint.
- Nakakalito ang mga tanong. Minsan wala sa pagpipilian ang sagot.
While these may be true, this brings us the question, what makes a test
question faulty (i.e. with errors)? Some questions may be copied word for word
from books or other resources, which is why it’s unedited. Some questions are
also not aligned with the course outline. Many considerations may also have
been given to reduce printing cost. There are many possible reasons. However,
one main factor could be that there was no TOS made for the test.
What is a TOS?
A Table of Specifications is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated
with each topic. (Melchor, 2013) It also shows the level of assessment for the
different questions or skills to be given. Basically, it serves as a guide for the
teacher to know what kind of test questions or activities to prepare.
A Table of Specifications helps to ensure that there is a match between what is
taught and what is tested. Classroom assessment should be driven by
classroom teaching which itself is driven by course goals and objectives.
Tables of Specifications provide the link between teaching and testing.
(University of Kansas, 2013)
Why should you use a TOS?
We have previously discussed Bloom’s Taxonomy in Module 1. Can you write
the different levels again? (10 points)

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2
In connection with the TOS, if an individual can perform the most difficult
aspects of the objective, the instructor can "assume" the lower levels can be
done.
However, if testing the lower levels, the instructor cannot "assume" the
individual can perform the higher levels.
Developing a TOS allows you to identify which levels you are targeting to
assess, and that the questions are properly distributed among the different
levels in the pyramid.
Here is a sample of a TOS

A TOS is a guide for the teacher in constructing an exam. For example, in this
TOS, Miss Lisa is preparing an exam for Araling Panlipunan. For each topic,
she identified the number of days she spent discussing the topic is provided,
and for each topic, she assigned a definite number of questions.
Per question, she further divided it to specify which level of Bloom’s Taxonomy
is being assessed. Notice that she gave more items in the HOTS (Higher Order
Thinking Skills, that is those of a higher level in the taxonomy). As mentioned,
it is important to not only focus on rote memorization, but also in critical
thinking skills and application. That is not to say, however, that you should
completely avoid assessing the lower levels. As mentioned above, to perform
well at the higher levels, you need to be able to perform well at a lower level.
Don’t forget, you are basing your level of assessment in Bloom’s taxonomy.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

SIGNIFICANCE OF T.O.S.
Kubiszyn & Borich, (2003) emphasized the following significance and
components of TOS:
1. A Table of Specifications consists of a two-way chart or grid relating
instructional objectives to the instructional content. The column of the
chart lists the objectives or "levels of skills" (Gredlcr, 1999) to be
addressed; The rows list the key concepts or content the test is to
measure.
2. A Table of Specifications identifies not only the content areas covered in
class, it identifies the performance objectives at each level of the
cognitive domain of Bloom's Taxonomy. Teachers can be assured that
they are measuring students' learning across a wide range of content and
readings as well as cognitive processes requiring higher order thinking.
3. A Table of Specifications is developed before the test is written. In fact it
should be constructed before the actual teaching begins.
4. The purpose of a Table of Specifications is to identify the achievement
domains being measured and to ensure that a fair and representative
sample of questions appear on the test.
HOW TO MAKE A TABLE OF SPECIFICATIONS
1. Determine the purpose of the test
2. Consider the time available to prepare, administer and score the
test.
3. Consider the range of topics to be addressed. Align your questions
to the competencies written in the Curriculum Guide of the
Department of Education.
4. Determine the kinds of questions to ask, classify them according to
Bloom’s Taxonomy
5. Make sure there is appropriate distribution of questions to address
different levels of knowledge.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 2

For further information, you can watch the following videos:

https://youtu.be/bGmeMWTy5PA (WHAT IS A TABLE OF SPECIFICATIONS? | TOS |
EDUCATION by Reds Journey TV)
https://youtu.be/EJGSE84YFMQ (Lesson 6 Constructing Table of Specifications TOS and
Revised Blooms' Taxonomy by Teach D)

MIDTERM EXAM
1. Create one (1) Table Of Specifications for your assigned
subject or Major for 4-6 topics. It can be one quarter or 2
units. You can base your topics on the K-12 curriculum.
2. Develop a 50-75 item exam based on your TOS.

● Note: You still have to submit a journal and evaluation

form whenever you conduct a teaching demonstration in
class.
● Reconstructed Lesson Plan is no longer required for
Module 2.

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