OPOL COMMUNITY COLLEGE

BEED – 4B

FIELD STUDY 1
Chapter I
Content Knowledge and Pedagogy

Submitted by: Violita B. Aquino

Submitted to: Rogelyn T. Abubacar, EdD

 FIELD STUDY 1
LESSON - I

Pedagogical Content
Knowledge and Its
Application across the
Curriculum

Observation

A. Write down the information asked and answer the succeeding questions based on your
class observation.

Name of Teacher: Mrs. Concepcion C. Olaer

Date and Time of Observation: September 13, 2022

Educational Background: Elementary: Candiay Elementary school

Year Graduated: 1980

High School: Saint Joseph’s Academy

Year Graduated: 1984

College: Divine Word College

Year Graduated: 1989

Degree Received: Bachelor of Elementary Education

Teacher I

Teaches for 31 years in Iponan Elementary School

Assigned Grade and Section: Garde II - Narra

Assigned Subject/s: English, Filipino, MTB, Mathematics, Edukasyong

Pagpapakatao (EsP), Araling Panlipunan and Mapeh

Relevant Training Attended: Virtual Mid-Year Division Training

MELCS Subtasking Workshop- July 13-15, 2022

1. Are the teacher’s background and qualified aligned with the subject/s he or she is
assigned to teach?
 Yes, because she has been an elementary school teacher for 31 years in service, and
prior to that she also participated in different trainings to enhance her teaching skills.
2. Does he or she used the K-12 curriculum guide in preparing a lesson plan?
 Yes, before they render the lesson, they make sure that they used the K-12
curriculum guide in preparing a lesson plan.
3. Does he or she consider the learner’s prior knowledge in designing a lesson plan?
 Yes, as I observed the teacher used reading materials to read her learners over and
over again since the majority of her learners are not yet able to read.
4. Does he or she use varied teaching strategies to deliver the subject matter?
 Yes, as I observed the teacher used varied teaching strategies to deliver the subject
matter like choral reading and individual reading to the learners.
5. Does he or she conduct research in planning for his or her lesson?
  Yes, she conducted research in planning for her lesson, on how to cope with the
learners who aren’t able yet to read, because of modular learning.
B. Check () the box that corresponds to your class observation. Write your remarks in the
rightmost column.
Indicators
1. Explains the subject matter
a. Clearly
b. Accurately
c. Comprehensively
2. Relate the subject matter with
previous lessons that have been
taught or future lessons to be
taught
3. Present facts, theories, and
concepts to support the validity
of the content
4. Manifest understanding of the
learners’ background in relation
to the subject matter
5. Utilizes appropriate
pedagogical strategies in the
delivery of the subject matter
6. Integrates appropriate
technology tools specific to the
subject matter to be taught
Observed Not Observe Remarks
The teacher is very knowledgeable
enough to render her lesson well.

The teachers, in both situations,
 demonstrate the relevance and
significance of the subject matter
from the first day of class to the last
to see the improvement of the
learners
Did not observed

Since most of the pupils had a hard

time reading, the teacher allows
them to read the word repeatedly.
The teacher used strategies that fit

her lesson, like showing the picture
of that word so that the pupils will
remember.
The teacher integrates technology
in the classroom and finds new

ways to make lessons meaningful
 7. Promotes inquiry-based The teacher repeatedly asked
learning to develop higher order  questions to inculcate essential
st
thinking skills and/or 21 - skills competency.

8. Uses appropriate languages The teacher uses mother tongue to

to make subject matter delivery  explain or deliver her lesson so that
more comprehensible the pupils will understand easily

9. Shows skill in the use of The teacher used her laptop to

information and communication show a video to her pupils. Like in
technologies (ICT) to facilitate  her Mapeh subject she shows
teaching and learning different exercises video to be
followed by the pupils

10. Uses effective verbal and
non-verbal forms of
communication strategies to
promote meaningful learning
The teacher uses both gesture and
 voice to explain some action words
to her pupils, like the word “run”
she needs to action that word to be
able to understand well.

Other Comments:

Teacher Olaer is very passionate and firm in terms of instructions and decision-making.

Processing

A. Based on what you have observed in class, explain the importance of the different kinds of
knowledge.

1. Content knowledge
 From what I observed, the importance of content knowledge in the class is that the
teacher should understand and it should master the content of the subject she
teaches. Also, she has the ability to explain clearly and ask good questions to her
learners. Like teacher Olaer did to her class, she delivered her lesson well, and before
that she got meaningful interactions with her learners.
2. Pedagogical knowledge
  From what I observed, the importance of pedagogical knowledge in the class is that
it is necessary that the teacher should very skillful to enhance the quality of teaching
in the classroom to create effective teaching and learning environment for the
learners.
3. Curricular knowledge
 From what I observed, the importance of curricular knowledge in the class that
teacher Olaer render her lessons she used different materials and resources for
teaching the particular lessons. Also, the learners well learned the intended lessons
given by teacher Olaer.
B. What do you think were the strategies used by the teacher to enrich his or her mastery of
the subject matter?
 I think that strategies used by the teacher to enrich her mastery of the subject matter
are able to plan and teach the lesson meaningfully to the learners. Also, to enrich her
mastery of the subject matter she’s doing some training and research study to
enhance her teaching skills.
C. What do you think were the strategies used by the teacher to enrich his or her pedagogical
knowledge?
 I think that strategies used by the teacher to enrich her pedagogical knowledge are
her teaching styles in rendering her lesson. Since she is in the 31 years of service as a
teacher, she already applies different teaching strategies. Like, she is capable in terms
of the content and student learning, be able to organize lessons, facilitate interaction
and solve challenges in the classroom.
D. What do you think were the strategies used by the teacher to augment his or her curricular
knowledge?
 I think the strategies used by the teacher to augment her curricular knowledge she
uses visualization where she visualized the importance of the topic, instructional
materials, and the activities that will support the experiences of her students.

FIELD STUDY 1
 LESSON – II

Research-based
Instruction and
Principles of Teaching
and Learning

Observation

A. Answer the following questions based on your class observation.

1. Does the school promote a research culture among the teacher? How?
 I did not observe it yet

2. Do the teachers undertake research activities to enhance their pedagogical content

knowledge? What are these activities?
 I did not observe it yet
 3. Are the teachers aware of the standards, principles, and pedagogical approaches behind
the K-12 curriculum?
 Yes, teachers are aware of the standards, principles, and pedagogical approaches
behind the K-12 curriculum. Because teachers are responsible for fostering pupils’
ability to learn independently, and for teaching them the information and skills
necessary to succeed in the future.

4. Do the teacher integrate research findings, empirical evidence, and theories to support
the validity of content to be taught? How?
 Yes, teachers are encouraged to integrate research finding to promote empirical
evidence-based theories to the validity of content to be taught by practicing in
teaching and to use evidence for their own teaching strategies. Also, teachers can
focus on different learning styles to reach different pupils, and create teaching that
focuses directly on pupils’ needs.

5. Do the teachers use varied teaching approaches based on K-12 curriculum principles?
How?
 Yes, teachers use varied teaching approaches based on K-12 curriculum principles by
using different strategies to ensure that the pupils will learn meaningfully and not
get bored during delivering the lessons. Also, each pupil must be addressed
according to their learning needs and difficulties.

B. Check () the box that corresponds to your class observation. You may write your
comments in the Remarks column.

Indicators Observed Not Observe Remarks

1. Administers diagnostic The teacher conducted a paper-

exams to assess students’  pencil test for the learners
prior knowledge

2. Prepares a lesson based on  The teacher prepared a very

the student’s needs essential lesson to catch the
 learners’ attention and interest

3. Relates the topic to The teacher prepared games

students’ interests to  that can also be a great way to
motivate learners keep lessons interesting and
also can motivate the learners

4. Contextualizes the content The teacher created a

of the lesson according to  meaningful strategic lesson plan
students’ background that connected to the real-life

5. Articulates a clear set of The teacher prepared lessons

learning objectives  that were suitable for the
learning capacity of the learners

6. Provides varied activities to The teacher prepared activities

support learning objectives 

7. Draws on relevant bodies The teacher allows the learners

of knowledge to make the  to share their stories and value
lesson more relevant their experiences that are
relevant to the topic discussed.

8. Reflect on teaching The teacher has this routine

methodology and strategies  activity for the pupils to store
used for effectiveness valuable information

9. Examines the students’ The teacher creates lessons that

previous performance to are relevant to the previous
modify the learning topic. She used the strategy that

objectives and content of the the learners relate to the
lesson, including the teaching previous discussion.
strategy used

10. Aligns assessment tasks The teacher ensured that the

and instructional activities learning objectives clearly align
with the learning objectives and defined. She also shows
  which Activities and
Assessments are connected to
those learning objectives

C. What are the research-based instructional strategies applied by the cooperating teacher?
Write your answer in the space below

From what I have observed, the teacher applied direct instruction wherein the guided
the pupils in reading the text on the board, since the majority of the pupils had a hard time
reading, the teacher read the words first and let the pupils follow, and after that, she also let
the pupils copy the text and instruct them to practice reading it at home.

Processing

Read carefully and answer the following questions based on what you have observed in class.

1. How do research-based instructional strategies enrich the pedagogical content

knowledge of teachers?
 Research-based instructional strategies enrich the pedagogical content
knowledge of teachers by setting objectives and providing feedback providing
direction for learning, acknowledging pupils’ interests, and encouraging pupils
to complete their tasks.

2. How do research-based instructional strategies affect the student’s learning?

 Research-based instructional strategies affect the student’s learning by experiencing
greater interest and involvement on the part of their students and help students
develop both skills and a fundamental knowledge base that are important for a
lifetime of learning.

3. What do teachers need to do to improve their research skills?

 Teachers need to do to improve their research skills to be more effective and can
deliver their lessons to their pupils meaningfully. Also, Teachers who do their own
research on the topics they teach, instead of depending on textbooks, can gain a
much better understanding of those topics. As a result, they can be more effective in
sharing their knowledge with their pupils.

FIELD STUDY 1
LESSON – III
 Positive Use of
Information and
Communications
Technology

Observation

A. Familiarize yourself with ICT facilities and tools for teaching and learning. Check (✓) if
the following items are available. Provide a description for each in the rightmost column.
ICT Facilities and Available Not Description
Tools Available
Computer Lab/Computer A computer lab is a space where
Room computer services are provided to a

defined community. These are typically
public libraries and academic institutions.
Audio-Visual Room  Did not observe

Laptop/desktop Desktops are large and have a separate

monitor. They are designed to be used in

a single location and not moved around
much, if at all. While laptops are very
portable due to their compact size
Printer A printer is a device that accepts text and
graphic output from a computer and

transfers the information to paper,
usually to standard-size, 8.5" by 11"
sheets of paper.
Scanner A scanner is a device that captures
images from photographic prints,

posters, magazine pages, and similar
sources for computer editing and display
Lcd projector An LCD projector is a type of projector
based on liquid crystal displays which can

display images, data or video. An LCD
projector works on transmissive
technology.
Audio equipment Audio equipment refers to devices that
reproduce, record, or process sound. The

school has microphones, CD players, tape
recorders, amplifiers, headphones, and
speakers.
LCD/LED TV LED TV is a type of LCD television that
uses light-emitting diodes (LEDs) to

backlight the display instead of the cold
cathode fluorescent lights (CCFLs) used in
standard LCD televisions. LED TVs are
more formally known as LED-backlight
LCD television.
 Internet access Internet access is the ability of individuals
and organizations to connect to the

Internet using computer terminals,
computers, and other devices; and to
access services such as email and the
World Wide Web.
Computer hard drives A hard disk drive (HDD), hard disk, hard
and storage devices drive, or fixed disk is an electro-

(e.g., compact disc, mechanical data storage device that
flash drive/USB, stores and retrieves digital data using
portable drive) magnetic storage with one or more rigid
rapidly rotating platters coated with
magnetic material.
Tablets, mobile 4. A mobile phone is a wireless
phones, or other handheld device that allows users

mobile devices to make and receive calls.
5. A tablet is a wireless, portable
personal computer with a
touchscreen interface.
6. A mobile device is a small hand-
held device that has a display
screen with touch input and/or a
QWERTY keyboard and may
provide users with telephony
capabilities.

B. Interview the cooperating teacher. Ask the following questions.

1. Does the school have specific ICT policies and standards?

 Probably. But no proper information was disseminated.
2. Are the teachers aware of the school’s ICT policies and standards?
 No.
3. Does the school provide ICT training for teachers?
 Seldom, it just during a LAC Session only. “she said”
4. Does the school provide the necessary ICT tools and digital technologies to aid
teaching and learning activities?
 No, it may be because there is no budget for that. “she said”
5. Are the students provided with equal opportunities to use computers and other digital
technologies?
 Computer laboratory and computers are not well maintained.
6. Are the teachers knowledgeable on how to operate a laptop/computer and other
digital technologies for teaching and learning?
 Yes, we learned it by ourselves. “she said”

Other comments and observations:

C. Check (✓) the box that corresponds to what you have observed in class. Write your remarks
in the last column.
Competencies Observed Not Remarks
Observed
Domain 1: Understanding ICT in
Education
Demonstrates awareness of  Did not observe
policies affecting ICT in education

Complies with ICT policies as they  Did not observe

affect teaching-learning
Contextualizes ICT policies to the  Did not observe
learning environment
Domain 2: Curriculum and
Assessment
Demonstrates an understanding of  Did not observe
concepts, principles, and theories of
ICT systems as they apply to
teaching-learning

Evaluates digital and non-digital  From what I observed in the

learning resources in response to class the teacher sometimes
students’ diverse needs used her laptop as her learning
resource when there is a need to
 show videos about her lesson
Develops digital learning  She used her laptop to enhance
resources to enhance teaching- her lesson to the learner since
learning she teaching grade 2 pupils.
Uses ICT as a tool to develop 21 - st  She used her laptop to show
century skills: Information, Media videos to her learners if the
and Technology Skills, Learning and lesson is need to have digital
Innovation Skills, Life and Career tools to support her lessons.
Skills, and Effective Communication
Skills.
Domain 3: Pedagogy
Applies relevant technology tools  She used her laptop and
for classroom activities speaker to show videos of
different exercises.
Uses ICT knowledge to solve complex  Did not observe
problems and support student
collaborative activities
Models’ collaborative knowledge  Did not observe
construction in face-to-face and
virtual environments
Domain 4: Technology Tools

Demonstrates competence in the  Did not observe

technical operations of
technology tools and systems as they
apply to teaching and learning
Uses technology tools to create new  The teacher used her laptop to
learning opportunities to support render her lessons if the lessons
communities of learners are need to have digital tools
Demonstrates proficiency in the use  Since the teacher always used
of technology tools to support her laptop and speaker, she
teaching and learning already knows how to
manipulate her gadgets.
Domain 5: Organization and
Administration
Manages technology-assisted  The teacher’s laptop is very
instruction in an inclusive classroom useful in her classroom, even
environment though her classroom has no
monitor like the others. But she
did her best just to show her
learners different videos about
her lessons
Exhibits leadership in shared  Did not observe
decision-making using technology
tools
Domain 6: Teacher Professional
Learning
Explores existing and emerging  The teacher used technology to
technologies to acquire additional explore new lessons since the
content and pedagogical learners are very prone to
knowledge technology now
Utilizes technology tools in creating  Did not observe
communities of practice
Collaborates with peers, colleagues,  Did not observe
and stakeholders to access
information in support of
professional learning.
Domain 7: Teacher Disposition
Demonstrates social, ethical, and  Did not observe
legal responsibilities in the use of
technology tools and resources
Shows positive attitude towards the  She used her laptop as her
use of technology tools teaching and learning tool for
her learners to make her lessons
more knowledgeable

Processing

Read carefully and answer the following question based on what you have observed in class.
1. What are the problem or challenges in integrating ICT in teaching and learning?
 Teacher education in ICT integration in education has been proven to be one of the
biggest barriers today. This is something that I solely agree on. While there are many
other challenges integrating ICT in school education that can contribute to its lack of
user education is the answer to all of them.
2. What are the challenges encountered by students in using ICT tools and other forms
for digital technologies?
 I did not observe yet
3. In what domain/s of ICT competency standards for teachers do teachers need
improvement? Why?
 Domain 1: Understanding ICT in Education this ICT competency should have to be
improved and undergo different seminars about ICT.
4. How will you promote the positive use of ICT to your students?
 I will promote the positive use of ICT to the students by giving them the correct
information, advantages, and disadvantages. As we know ICTs can improve educational
quality in a variety of ways, including boosting student motivation and engagement,
aiding the acquisition of fundamental skills, and improving teacher training. ICT may
also be a transformative instrument, promoting the move to a learner-centered
environment when utilized correctly.

FIELD STUDY 1
LESSON – IV
 Strategies for
Promoting Literacy
and Numeracy

Observation

A. For each given domain, write down the literacy strategies used by the cooperating
teacher during your class observation.

Observation Strategies
1. Oral Language Choral reading, sharing oral stories, and singing and
playing rhyming games
2. Phonological Awareness Teach the learners nursery rhymes and practice saying
them together.
3. Book and Print Knowledge Presentation of images and big books

4. Alphabet Knowledge Using flashcards and reading charts

5. Phonics and Word Make syllables easier to understand by clapping the

Recognition “beats” so that the learners hear in words.
 6. Fluency Have them read the same thing several times.

7. Spelling Practice sight words so kids can automatically recognize

words.

8. Writing and Composition Orally rehearsing sentences and then writing them down

9. Grammar awareness and Use simpler words and phrases, also write shorter
structure sentences, but avoid choppiness

10. Vocabulary Development Make word cards and create vocabulary notebooks

11. Reading Comprehension Reading short stories with questions

12. Listening Comprehension Reading short stories with questions

B. Write down the numeracy strategies used by the cooperating teacher during your class
observation in the following subjects

Subjects Strategies
1. Language (English/Filipino/mother Presenting flashcards, reading charts, and
tongue) reading short stories
2. Mathematics Showing images and models by counting
numbers.
3. Science Showing videos and pictures
4. History/Araling panlipunan/Social Showing videos and pictures
Studies
5. Values education/Conduct education Modeling, storytelling, and questioning
6. Computer / ICT I did not observe yet
7. Music, Arts, Physical Education, and Showing videos and pictures
Health (MAPEH)
8. Technology and Livelihood Education I did not observe yet
9. Others:

Processing
Read carefully and answer the following questions based on what you have
observed in class.

1. How can literacy affect one’s life?

 Literacy has a great impact on one's life since the ability to read and write protects a
person from being deceived by those foolish people. Aside from that, it will serve as a
stepping stone for her or him to achieve his or her goals in life, such as having a stable
job of his or her dreams and establishing a successful career. Learning to read and write
has a big impact on people's ability to see themselves starting from scratch and
achieving their goals.

2. How important is numeracy in our daily life?

 Numeracy is important in our daily lives. Daily activities like telling the time, cooking and
setting the table for more difficult tasks such as understanding mobile phone plans,
planning a trip, reading a map, and understanding timetables. Calculating prices per
unit, weighing food and calculating discounts are just a few examples of how math is
used to make your shopping experience more. Aside from that, when we go to a fast-
food restaurant, we have to figure out how much the bill will be. As a result, numeracy is
an essential skill that individuals should learn in order to communicate and do business
on their own.
3. How can literacy and numeracy improve the learner’s academic performance?

 In many ways literacy and numeracy can improve a student's academic performance in
the sense that when you allow him or her to perform well in the classroom, like asking
him/her to communicate or explain in the class what he or she has learned because he
or she knows that his or her speaking skills are already developed. In addition, the
learner will not hesitate to solve the issues presented to them by their teacher in front of
the class. That is why literacy and numeracy encourage students to participate more
actively in class.

4. In the absence of digital technologies and printed materials, what do you think are
the strategies you can use to promote literacy and numeracy?

 Teachers may utilize any available resources found in his/her surroundings, such as
pebbles and sticks to count numbers in the absence of digital technology and printed
materials. Aside from that, teachers may ask students to go outside to let them observe
and learn about the stages of life of a butterfly. I mean, teachers just need to come up
with and use workarounds in the absence of technology tools and printed materials so
that classes run as usual.
 FIELD STUDY 1
LESSON – V

Strategies for
Developing Critical
 and Creative
Thinking as well as
Higher-Order
Thinking Skills
Observation

A. Ask the cooperating teacher to show his or her lesson plan to you. Review the
objectives of each lesson in the lesson plan. Provide examples of educational objectives
based on the following HOTS:

1. Creating  By the end of the lesson, students will be able to

summarize the story of "The Lion and The Mouse.”
 By the end of the lesson, students will be able to
perform role-playing about the story of " The Ant and
The Grasshopper."

 By the end of this lesson, students will be able to

write different Kinds of Lines.

2. Evaluating  By the end of this lesson, students will be able to

assess the environmental impact of cutting trees.
 By the end of this lesson, students will be able to
 explain which kinds of lines are difficult to draw and
why?
 By the end of this lesson, students will be able to
value the importance of personal hygiene.

3. Analyzing  By the end of this lesson, students will be able to

analyze how leaves change colors during the hot
season.
 By the end of this lesson, students will be able to
distinguish what color to apply to a rainbow.
 By the end of this lesson, students will be able to
differentiate between primary and secondary colors.

B. Indicate whether the following HOTS strategies are applied during your class
observation by checking the appropriate box. Write your remarks in the last column.

HOTS Strategies Observed Not Remarks

1. Teaches the concepts of
HOTS
2. Promotes the use of
HOTS when
communicating
3. Encourages questions
and answers during
discussion
4. Uses visuals and
graphic organizers to
connect concepts
Observed
 The teacher read a story and asked
questions about how the story
ended
 The teacher throws questions using
Wh questions
 The teacher throws questions using
Wh questions
 The teacher uses graphic organizers
in teaching to help visualize and
construct ideas, organize and/or
sequence information, plan what to
 write, increase reading
comprehension, brainstorm,
organize problems and solutions,
compare and contrast ideas, show
cause, and effect
5. Uses problems- solving  Learners who learn how to solve
to foster critical thinking problems have a deeper
understanding of cause and effect
6. Promotes collaborative  The teacher allows the learners to
learning to generate have group work activity
new ideas
7. Encourages students to  The teacher asks to follow- up
elaborate their questions to the learners, it can be
answers a form of elaborating answers.
8. Promotes inquiry-  The teachers use questions,
based learning to problems, and scenarios to help
validate ideas learners learn through individual
thought
9. Uses Educational  Higher-order thinking is usually
objectives that foster HOTS easier to encourage in-class plans
based on clearly identified learning
objectives.
10. Uses assessment that  Project-based assessment may be
promotes HOTS more suited to assessing higher
order thinking in the classroom.

Processing
Read carefully and answer the following questions based on what you have
observed in class.

1. In what part of the instructional plan can teachers apply HOTS?

 I think all parts of the instructional plan can teacher apply HOTS By asking divergent
questions to the students, using group discussions, informing learning objectives to the
students, and giving feedback to invite the students to review, refine, and improve their
understanding of the lesson
 2. How can HOTS improve the students’ learning?
 Students with HOTS are able to learn, improve their performance and reduce their
weaknesses. HOTS are the ability to think that not only requires the ability to remember,
but also higher capabilities. The concept concentrates on student understanding in the
learning process based on their own methods. Through the HOTS questions are able to
train students to think creatively, critic, and innovative

3. How important is creative and critical thinking in the 21 st-century workplace?

What are the things that teachers need to improve on to enrich the students’ HOTS?
 Critical thinking and creative thinking were both important and correlated. Critical
thinking in the 21st-century workplace is the key to students and employees
coming to logical and well-reasoned conclusions. Well-developed critical thinking
skills help us objectively analyze a situation, weigh options and identify potential
outcomes of any decision. While creativity is key for many industries and positions
in the 21st century. With the ability to think creatively and outside of the box,
employees are more likely to come up with unique and innovative solutions to
obstacles they encounter. This eagerness to solve problems can lead to new ways
to accomplish tasks and adds to a more efficiently run business.

4. What are the things that teachers need to improve on to enrich the students’ HOTS?
 These are the things that teachers need to improve on to enrich the HOTS.
Teachers should provide lesson plans that include analytical, practical, and
creative thinking activities. By posing provocative questions, statements, or
scenarios to generate discussion (for example, the use of 'what if' questions),
requiring students to explain concepts using analogies, similes, and metaphors,
posing problems with no single solution, or that have multiple pathways to a
solution, modeling a range of problem-solving strategies, using concept mapping
to assist students to make connections between and within ideas and many more.
 FIELD STUDY 1
LESSON – VI

Mother Tongue,
Filipino, and English
 in Teaching and
Learning
Observation

A. Conduct a survey of languages used by students and teachers at home and school.

Language/s used at home Language/s used at school

Student English and Bisayan English and Bisayan
Teacher English and Bisayan English and Bisayan

B. Answer the following questions:

1. Do the teachers of kindergarten and elementary students have a copy of the teacher’s
guide and learning materials for mother tongue, Filipino, and English?
 Yes, teachers of kindergarten and elementary students have a copy of the teacher’s
guide and learning materials for mother tongue, Filipino, and English.

2. Are the teacher’s guide and learning materials translated in mother tongue?
 Yes, the teacher’s guide and learning materials are translated into the mother
tongue for easy delivery of the subject matter.

3. Are there sufficient references for the teaching of the mother tongue, Filipino, and
English?
 Yes, there are sufficient references for the teaching of the mother tongue, Filipino,
and English.

4. Are teacher’s well-informed on and trained in the teaching of mother tongue, Filipino,
and English?
 Yes, they were informed.

5. Do the teachers speak or understand the identified regional language of instruction?

  Yes, teachers speak or understand the identified regional language of instruction.
6. Do the learners speak or understand the language of instruction used by teachers in the
implementation of MTB-MLE?
 Yes, the learners speak or understand the language of instruction used by teachers in
the implementation of MTB-MLE

7. Do the learners have access to learning resources and materials?

 Yes, they have access to it.

C. Conduct an observation of teachers in mother tongue, Filipino, and English classes.

Identify the strategies used to motivate or arouse the interest of learners in the following
language literacy domains. Write your observations in the remark’s column.

Domains Strat Remarks

egies
1. Oral Language Model and guide sentence Teachers often used reading to
construction develop oral language.
 Reading
 Questioning
2. Phonological Demonstration The teacher identifies the syllables
Awareness  Carry a tune in a word and blending and
 Allow students to listen to segments onset rimes.
sounds
3. Book and Print Visualization Print awareness represents a
Knowledge Use “big books" and draw group of skills that are necessary
attention to words and letters for children to become successful
readers.
4. Alphabet Showing flashcards like the Teachers allow students to
Knowledge alphabet, CVC, VOWEL, and identify the letter sound and letter
basic sight words. name.
5. Phonics and Presenting videos of letter Instruction in phonics and word
Word sounds. recognition is important because
Recognition reading with fluency and
comprehension is dependent on
the ability of a learner to
recognize printed words quickly
 and then link the words with their
meanings.
6. Fluency Re-reading, reading a short Some of the students in grade
story, reading at home two are non-readers. That is why
teachers ask parents to practice
reading at home.
7. Spelling phonetic, visual, and The teacher gave an educational
morphemic game to the learners. Fill in the
missing letter.
8. Writing and DEMONSTRATION Grade two is still in reading basic
Composition  orally rehearsing sentences sight words.
and then writing them down
 rereading and editing
writing
 brainstorming topics to
write about
9. Grammar Reading more English books Learners do not execute grammar
Awareness and Writing journals awareness
Structure
10. Vocabulary Visualization The teacher gave meaning to the
Development  Create vocabulary words right after reading.
notebooks
11. Reading Using Prior Through questioning, students
Comprehension Knowledge/Previewing were able to answer the questions
 Questioning regarding the story.
12. Listening Questioning Teachers evaluate the listening
Comprehension  Reinforce by paraphrasing skill of the learners by giving them
and giving feedback at the short quiz to test whether the
right time students had listened to the
teacher.

Processing

A. Based on what you have observed in class, identify the benefits of using mother
tongue, Filipino, and English as MOIs.
 1. Mother Tongue - The benefits of using mother tongue in the classroom is they enjoy
school more and feel at home being surrounded by pupil and teachers speaking a
familiar language. Mother tongue education refers to education that uses language that
children are most familiar with. Children are most familiar with the language they speak
at home. This language, if taught in school, makes comprehension, understanding and
learning easier.

2. Filipino - As Filipino is used as the medium of instruction, students learn the Language,
and at the same time get to know the richness of their own culture the soul of Filipino
nationhood. The government's dream of a strong republic can come true when people
know and love their own culture.

3. English - The teacher uses the English language as the medium of instruction in the
class. I observed that learners were actively learning. English enables children to learn
other languages more easily and it improves the reading comprehension of the learners.
It also improves communication and writing skills.

B. Based on what you have observed in class, identify the strategies to improve the
teacher’s ability to help students understand mother tongue, Filipino, and English.

 Based on my observations the teacher gave children opportunities to talk, she read often
stories using mother tongue and English. The teacher acts as a language model and
describe children's actions. I think that the strategies she was using were effective because
students have improved their understanding of mother tongue, Filipino, and English.

C. Explain how mother tongue can enrich the cultural awareness of both teachers and
students.

 Mother tongue is also the key to our culture, identity, and our beliefs. There is a strong
connection between the mother tongue and the culture, and because of that children who
don't know their own mother tongue have a difficult time finding a connection to their
culture and the start of it.
 FIELD STUDY 1
LESSON – VII

Classroom
Communication
Strategies
Observation

A. Identify the verbal and non-verbal forms of communication used by teachers and
students in the classroom.

Verbal Non - Verbal Remarks

Teachers eye contact, gesture, She uses verbal and non-

Written posture, clothing, and verbal cues to
Oral environments, as well as communicate effectively
facial expressions. with students.
Students Written Eye contact, gesture, Students also used verbal
Oral posture, clothing, and and non-verbal cues as a
environments, as well as form of communication to
facial expressions make the response to their
teacher.

B. Check (✓) the box that corresponds to what you have observed in class. Write your
remarks in the last column.

Communication Not Remarks

Strategies for Observed
Observed
Teachers
Communication ✓ The teacher always keeps a calm and
with a friendly tone friendly voice, as a result, students have
confidence in dealing with their teacher.
Thinks before ✓ The teacher avoids speaking bad words
speaking to avoid and keeps on reminding students not to
utterance of say irrelevant word/s.
irrelevant words
 Speaks clearly and ✓ She has a clear voice with an accent and
articulately delivers confidently delivers the message well so
the message he or that students can understand the subject
she is trying to matter.
convey
Speaks with ✓ She speaks with confidence knowing she
confidence is ready for the lesson of the day.
Demonstrates ✓
ability to produce Her vast intelligence allows her to have
intelligent and fluent discourse. Language gives us the
fluent discourse ability to communicate our intelligence to
others by talking, reading, and writing.
Demonstrates skills ✓ She clearly identifies and states her goal
in written and stays on the topic.
communication
Demonstrates ✓ She speaks clearly and concisely. She
proficiency in oral often asks questions to gain insights.
communication
Manifests positive ✓ She always manifests a positive attitude
attitude towards toward her students, she was helping and
students guides the students throughout the day.
She was using humor to engage students
but put limits.

Processing

Read carefully and answer the following questions based on what you have
observed in class.

1. How important are the verbal and non-verbal forms of communication to the
teachers?
 Verbal and non-verbal forms of communication are both important to the
teachers because these forms of communication were used for effective
communication with their students. Teachers' verbal and nonverbal
communication has a major role in supporting educational success. Teachers
who understand the importance of this communication will be able to become
 qualified educators and create meaningful learning.
2. How do verbal and non-verbal forms of communication affect the students
learning?
 Verbal and non-verbal communication between teacher and students in the
classroom can extend language communication and as a result influence
language learning. The successful teacher blends both verbal and nonverbal
communication skills in establishing a good rapport with students and this has
a direct correlation to student achievement. A teacher discusses her lessons
with a clear voice and understands their students in teaching by observing
students’ nonverbal communication, such as facial expressions that either all
the students are understanding the lesson or not.

3. What forms of communication do the teachers and the students need to improve on?
 I observed that verbal and non- verbal communications of both students and
teacher were already improved
 REFLECTION

FIELD STUDY 1
Chapter I

Content Knowledge
and Pedagogy

REFLECTION

I realized that being a teacher is not an easy job, it should achieve this by being kind,
caring, empathic, passionate, and funny. These are great qualities that a teacher should
possess. A teacher that has a positive, inspiring impact on children's lives. Moreover, being a
teacher is not just standing in front of a board and reading the material off a piece of paper,
making a lesson plan that aligns with the K-12 curriculum, and using different strategies in
teaching. But most of it takes time, effort, patience, dedication, passion, and the ability to do
more with less. Also, I’ve realized that learning this different pedagogical content knowledge is
very significant to all teachers to make their lessons more meaningful.

I believe that teachers must address and build upon prior knowledge to promote
learners learning. In order to develop understanding and effectively retrieve and apply
knowledge in real-world contexts. Learners learn more effectively when they are aware of how
they learn and know how to monitor and reflect on their own learning. To help students learn
for mastery the teacher must ensure mastery by seeing to it that he/she creates a positive
learning environment that develops through the understanding of the lesson not only memory
or recall and that he/she gives opportunities to students to extend and apply their learning.

I feel that creating a positive environment for learning, helps students develop
understanding and helps studs extend and apply knowledge. The effective ways of creating a
positive environment are setting learning objectives and providing specific feedback in relation
to the objectives. Also, reinforcing the learner’s individual effort is the most reliable way to
achieve and provide genuine recognition and employ cooperative learning.

When I become a teacher, I will apply the Research-based Teaching and Learning by
collecting evidence of gains in student knowledge and problem-solving capability in the
specific curriculum content; and evidence of the opportunities provided by the design for
learners to experience collaboration, self-regulation, and skilled communication. Teaching and
learning knowledge and skills by knowledge construction and real-world problem solving and
innovation supported through collaboration, self-regulation, use of and skilled communication.
DOCUMENTATION

FIELD STUDY 1
Chapter I

Content Knowledge
and Pedagogy
 Mrs. Conception C. Olaer

The Teacher used a chalkboard to discuss her lesson.

The Teacher used a chart to show pictures during her discussion.

The learners participated during their performance task.

ICT classroom

During my first day of observation at Iponan Elementary School.