Checklist FS1

FIELD STUDY 1
OBSERVATION OF TEACHING-
LEARNING IN ACTUAL SCHOOL
ENVIRONMENT
SUBMITTED TO:
MRS. NORMA C. DRIZ
PREPARED BY:
BUHAY, LARA A.
VILLAREAL , MYJELA V.
LEARNING EPISODE 1: THE SCHOOL ENVIRONMENT
Activity 1.1 Exploring the School Campus
Resource Teacher: Teacher’s signature: ______________
School: Grade/Year level:
Subject area: Date:
Facilities / Description Will it contribute to the students’

learning and development. Why?
Office of the A place where a Having an office of the principal in

Principal privately seperated and the school could contribute to the
clean and organized. student’s learning and
There are so many development because if students
tables, a table for can see that the office of the
secretary and receiving principal is cleaned and organized
area, a cashier and you it could be their model to also have
can see a screen tv for a cleaned and organized room.
the cctv, certificates
and achievements,
trophies of thr school.
Also there have a sofa
for visitors, aircon, and
Library electricfan.
Having a good and complete
A place where students
furniture in the library, the
may study, rest and
students will enjoy to study in the
read books,
school library. Because this will be
researches, and
a valuable source of knowledge and
different literary
information for students.
pieces. There are huge
space/area, proper
ventillation, computer
Counseling Room
and book shelves. A clean sorrounding of the
A place where the counseling room could provide a
guidance office you can good result during student’s
found in the consultations were taken care of it,
counseling room. There it will no longer affect their stuies.
are chairs for
Canteen/Cafeteria student/teacher and
school counsellor. A clean cafeteria and healthy foods
A place where students they sell can help the students to
eat and have their be healthy so that can help them
lunch. There are foods boost their energy to study.
and drinks, tables,
Medical Clinic chairs, proper
ventillation, small If the clinic can accommodate the
space. sick students and give medicine
A place where it that help them in their health, so
provides first aid, that they will be easy to them to
medicine, and medical study.
purposes to handle the
needs of students and
staff concerning
Science health. There are
Laboratory. medicines, beds,
health equipment, It is very important in students’ to
clean area/facility. having a science laboratory
A place where especially in their science subject
experiments and other because science is more
activities concerning experiments and hand on learning,
science happen. There students could learn science
are laboratory concepts easily as they were enjoy
Gymnasium
equipment, fire their studies.
extinguisher, properly
sealed room, air vent, As the gumnasium could
electricfan. accommodate a hundred of
A place where physical students, students could easily
activities, sports or gather there. As their gymnasium
school program is open air, the environment is not
happens. There are suffocating even there were lots of
Auditorium huge area, proper students.
Outdoor/Garden ventillation, differewnt
sports equipment and
materials ( Ball, racket,Gardens can contribute to refresh
etc.,) the minds of the students when
A place where students they were studying. Having a fresh
may spend their free air and healthy plants on the
Home Economics
time relaxing and garden could help the students to
Room
studying as well. have refreshing environment when
they were stres.
Having a home economics room
Industrial could help the students to
A place where have experience and have a hands-on
Workshop Area
industrial works. There learning.
PTA Office are electricfan, tables,
sofa, kitchen materials.
Comfort Room For
Boys
Comfort room are very important

in a school because students tend
Comfort Room For A place where all the to urinate everyday. By having a
Girls students taking a bath. clean and a good smell it could
There have cubicles, help them to feel comfortable.
and sink. Comfort room are very important
in a school because students tend
A place where all the to urinate everyday. By having a
Others students taking a bath. clean and a good smell it could
(please specify.) There have cubicles, help the student feel comfortable.
sink, and washing
Students’ Area area.
Aside from classroom there were

tables were students could study
A place where the with their classmates and conduct
students are a brainstorming relative to their
refreshing. There are school works. It could be the place
tables and each table was they can make their projects
has a set of chairs, and or even their performance tasks.
it found on the side of
the playground or
court.
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on
the space provided.
Guide Questions Classroom Observation Report

1. Describe the community or The school found the roadside of the Camp
neighborhood where the school Avejar Lumbangan Nasugbu, Batangas. In
is found. front of the school across the road, there is a
near canteen, café, and a street food vendor.
From the school there is a walking distance
market.
2. Describe the school campus. The campus is huge, there are seperated
What color do you see? What is building for each year level. There is a
the condition of the buildings? basketball court, volleyball court and a
spacious playground. The major color I can
see is brown, white and nude color because
the buildings and green for the plants and
trees. There are 2 storey building. Buildings
were good , the cleanliness was maintained
and the facilities were taken care of.
3. Pass by the offices. What The offices were well organized and the staffs
impression do you have of these and heads were seems to be very
offices? accomodating. It is wellprotected because of
the installed CCTV camera, important
documents and files were much secured for
any outsider/trespassers.
4. Walk through the school halls, There are students’ corner in front of the
the library, and the cafeteria. office. Each floor on the 2 storey building
Look around and find out the has emergency fire hose and exits. Along the
other facilities that the school corridor you can find a sink for hand
has washing.
An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the
matrix to record your data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description

(Location, number, arrangement,
condition)
1. Wall Displays There are many wall displays in the
classroom. It is very informative yet easy for
the students to understand. It has activity
chart, and subject schedules. They are very
organized.
Location: upper portion of the blackboard,
and at the right side of the room.
Number: 3
Arrangement: 1 in the upper of blackboard
and 2 in the right side of the room.
2. Teacher’s table Condition: it is good as new.
The teacher’s table was made from wood.
Location: 2 in left side of the room and 1 at
the back
Number: 3
Arrangement: it is a positioned at the left
side and back of the room and has 1 chair
with it.
3. Learner’s Desks
Condition: it has no damage and clean.
Learner’s desk was small table with chair.
On the elementary classroom it was made
from wood but on the HS it was made from
plastic.
Location: at the center of the room
Number: 4
Arrangement: it is arrange at 2 by 2 table
chairs with proper distancing.
Condition: most of the wooden chairs were
4. Blackboard old but it is still usable, the plastic chirs
were still good.
The blackboard seems wide. Location: it is
placed at the front.
Number: 1
Arrangement: built in front were all students
could see the writings on the board.
5. Learning Materials/Visual Aids Condition: there is no damage, its texture
was furnish and the green pigment is still
good.
There is a flat screen tv each classroom and
bulletin boards displays as well as subject
related information.
Location: the tv is found above the
blackboard and the bulletin boards were the
left and ride side of the blackboard.
Number: 1 tv and 10 bulletin boards
6. Ventillation Arrangement: the tv is hanging above the
blackboard and the visual aid were
arranged.
Condition: no damage
There are ceiling fans.
Location: at the classroom’s ceiling.
7. Lights Number: 4
Arrangement: 2 on the left and 2 on the right
side.
Condition: well functioned.
The room well-lit because of the light bulbs.
Location: at the classroom’s ceiling.
Number: 4
Arrangement: 2 on the front and 2 on the
back side
Condition: all lights are working.
Write your observation here.
Name of the School Observed:

Location of the School:
Date of observation:
When we started our first actual observation, I was so excited and nervous. The
principal assigned us to certain classroom and observe everything. The class started,
I jotted down the observation in my notebook and fill everything that corresponds to
our target. And I can say that the classroom here in DFLCMCFI were really conducive
for learning. Wall displays are decorative, and informational. Each room can
accommodate 30-40 students with proper distance. Rooms are ventilated. The chairs
of the students looks good even it is old. If you were inside the room you can see
what’s on the outside which is the trees, a court and other students walking. We
observe the school 3 times and I observed that almost grade levels are now using
smart tv and it helps students to make pupils more engaged and also helps the
students and teachers in their learning and teaching process.
ANALYZE
How do the school campus and the classroom in particular impact the
learning of the students going to school? What are your conclusions?
 How does this relate to your knowledge of your knowledge of child and
adolescent development/ How does this related to your knowledge of
facilitating learning.
REFLECT
1. Would you like to teach in the school environment you just observed?
Why? or Why not?
 Yes, aside from I came from that environment, I think I can share
how to be more productive, competitive, and innovative. And we
concluded that this school is an interactive school for the learners which
is ideal for us as a future teacher.
2. What kind of school campus is conducive to learning?
 The school campus is conducive to learning. School buildings

and offices were maintained clean and teachers, staffs, faculty were child
friendly which they are tend to be more motivating the students.
3. What kind of classroom is conducive to learning?
 The classroom is conducive to learning. Having a learning

materials and spacious, were students could not be irritated with their
spaces. The teacher should help the students to improve by lifting the
mood in their studies.
4. In the future, how can you accomplish your answer in number 3?
 As a future teacher I will not make my students feel that they

were not good enough because I know that every students have their own
strengths and weaknessess. And in I encounter the room with no
ventilation I will asks help for the parents of my students to contribute
for the ventilation of the classroom. I and my students will cooperate to
decorate the bulletin boards, instructional poster and informational
posters to it. And if most of my students are not catching up on my
lessons I will repeat the lesson with new teaching strategy.
5. Write your additional learning and insights here.
 Learning environment is not just about physical environment but

also on how you handle your students in different situation. And during
our observation I realized that the learning environment is very
important to the students. Maintaining the cleanliness and making an
environment friendly for students could help them feel comfortable when
studying. As a future teacher we need to provide a better environment for
students and give them a learning process.
Activity 1.2 OBSERVING BULLETIN BOARD DISPLAYS
Resource Teacher: Teacher’s signature: ______________
School: Grade/Year Level: 1-3
Subject Area: English Date: 10-12-2022
OBSERVE
An Observation Guide for BOARD DISPLAYS
1. Go around the school and examine the board displays. How many board
displays do you see?
2. Where are the display boards found? Are they in places where target viewers
can see them? 3. What are the displays about? What key messages do they
convey? What images and colors do you see? How are the pieces of information
and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies
and the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write your observations

report:
Observation REPORT
There are many boards display around the school. They were display near the
gate, school administration office, elementary students and high school
student area. It is all about the reminders to the teacher’s students. The
boards are made of printed bond paper, and boarders. I can see that they put
an effort to their bulletin boards because the message is clear and there are
no misspilled words, grammar can found.
BOARD DISPLAYS EVALUATION FORM’

Topic of the Board Display __________________________________________
Location of the Board Displays in School ______________________________
Check the column that indicates your rating. Write comments to back up your
ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement
Criteria NI S VS O Comments
1 2 3 4
Effective
Communication
It conveys the
message quickly
and pearly.
Attractiveness
Colors and
arrangement
catch and hold
interest.
Unity
Repeated shapes
or colors or use
of borders hold
display together.
Legibility
Letters and
illustrations can
be seen from a
good distance.
Correctness
It is free from
grammar errors,
misspelled
words,
ambiguity.
Durability
It is
wellconstructed
items are
securely
attached.
Bulletin board Evaluated by:
Location:
Brief Description of the Bulletin Board:

EVALUATION
Strengths Weaknesses
Description of the
Bulletin Board layout
Evaluation of the
educational content
and other aspects
Recommendations or Suggestions for improvement
Signature of Evaluator over Printed Name:
My Board Display Lay-out

ANALYZE
What do you think was the purpose of board display?
 I think the purpose of board display is to remind the teachers, students

and school employees to be aware about the celebrations and reminders.
Did the board display design reflect the likes/interests of its target audience?
Why? Why not?
 Yes, because the board display was appropriate on the interest of the
students, teachers, and the school employees.
Was the language used clear and simple for the target audience to understand?
Why? Why not?
 Yes, because everyone understand the langauge on the board display.
Was the board display effective? Why? Why not?
 Yes, because of this, students and teachers quickly and immediately

see what the written announcements are.
What suggestions can you make?
 I suggest that they need to put more bulletin board around the school
so the students will be aware on the important information on their school
My Proposed Board Display
Theme:
Board Title: Rationale (Purpose):

Objectives:
Best features of my proposed bulletin enhancement:
Content Resource (Name each needed resource and give each a brief
description):
Materials for aesthetic enhancement:
REFLECT
Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
 Responsibility
 Patience
 Creativity
 Motivated
 Artistic
Which of the skills you named in #1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
 One skill that I had is responsibility. When I was making board display
I am responsible in doing it so I can easily finished it.
Which skills do you still need to develop? What concrete steps will you take on
how you can improve on or acruire these skills?
 I think one of skill that I need to improve is creativity. To improve or

develop this skill I will watch some videos on how to make bulletin boards so I
will have ideas when I make a bulletin board again.
SHOW you Learning Artifacts
My Personal Illustration of an Effective School Environment

School and students must be competitive and every corner of school. We
need to follow thw flows of innovation, so we can assure that we are also in
the same system and we are competitive in all form of learning. School
must be updated in their equipment and facilities for the good of their
teachers and learners. School should have mandated on what mission and
vision they want to achieve. Always expect the high quality of education for
everyone.
LEARNING EPISODE 2: LEARNER

DIVERSITY: DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND
INTERESTS
Activity 2.1 OBSERVING LEARNER CHARACTERISTICS AT
DIFFERENT STAGES
Resource Teacher: Teacher’s Signature ____________
School: Grade/Year Level: ____
Subject Area: Date: 10-12-2022
OBSERVE
Learners’ Development Matrix
Development Domain Elementary High School Indicate

Indicate age range age range of children
of children observed: ______
observed: _______
Physical
Social
Emotional
Cognitive
ANALYZE
Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think the implications for the
teachers.
Level Salient Implications to the

Characteristics Teaching-Learning
Observed Process
Elementary Kids love to have some Therefore, teachers
Indicate age range of time playing sports must help in
children observed: such as basketball. promoting the value
_______ of playing sports to
the students.
High School High school students Therefore, teachers
Indicate age range of like to talk and should remember to
children observed: manage with others. have some activities
_______ that will help the
students in sicializing
with others.
REFLECT
While you are observing the learners, did you recall your own experiences when
you were their age? What similarities and differences do you have with the
learners you observed?
 While we observing the learners, I remembered those days whwn I was at

theiir age. There’s a lot of similarities and differences I remembered. The
similarities are playing with my classmates, sometimes not listening to
the teacher, and running inside the classroom. The differences is when I
was a child, when I got warned by the teacher I behave unlike the kids
nowadays who are so stubborn and not listening to what their teacher
says.
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, mental, social, and
cognitive)? How did it affect you?
Share your other insights here.
Children are still developing and constructing knowledge so in terms of

teaching we should discuss topics that are relevant to their cognitive level.
Learners must not force to perform talks that are beyond their current
cognitive capabilities. This learning will be applied to my teaching profession
someday in facilitating learning of the children soon.
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.
 We choose Erickson’s Theory because it is indeed true that personality is

determined by experiences during childhood and adulthood.
Development has a series or stages where it is determined by crisis. As a
person growns up, she/he will construct knowledge and different
characteristics that fit on her/his age depending on the stage she/he
belongs.
LEARNING EPISODE 3: FOCUS ON GENDER, NEEDS,

STRENGTHS, INTERESTS, EXPERIENCES LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS,
DIFFICULT CIRCUMTANCES, AND INDIGENOUS PEOPLE
ACTIVITY 3.1 OBSERVING DIFFERENCES AMONG LEARNERS’
GENDER, NEEDS STRENGTHS, INTERESTS, AND EXPERIENCES;
AND DIFFERENCES AMONG LEARNERS’ LINGUISTIC, CULTURAL,
SOCIO-ECONOMIC, RELIGIOUS BACKGROUNDS, AND DIFFICULT
CIRCUMSTANCES.
School: Grade/Year Level:
OBSERVE
An Observation Guide for the Learners' Characteristic
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teacher. Are there groups
that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate
with or compete against each other?
4. Who among the students participate activity who among them ask for most
help?
5. When a student is called and cannot answer the teacher's question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by
age? by gender? by racial or ethnic groups? By their interests? Or are the
students in mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe
their behavior. Interview the teachers and ask about their experience about
learners in difficult circumstances. Request them to describe these
circumstances and how it has affected the learners. Ask about the strategies
they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status.
OBSERVATION REPORT
Name of the School Observed

__________________________________________________________________
Location of the School
________________________________________________________________________
Date to Visit
ANALYZE
Identify the persons who play key roles in the relationships and interactions in
the classrooms. What roles do they play? Is there somebody who appears to be
the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
What makes the learners assume these roles? What factors affect their
behavior?
Is there anyone you observe who appear left out? Are students who appear
―different‖? Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
What does the teacher do to address issues like this?

How does the teacher influence the class interaction considering the individual
differences of the students?
What strategies does the teacher use to maximize the benefits of diversity in
the classroom?
Hoe does the teacher leverage diversity?
REFLECT
How did you feel being in the classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher or the learner?
LEARNING EPISODE 5: CREATING AN

APPROPRIATE LEARNING ENVIRONMENT
ACTIVITY 5.1 MANAGING TIME, SPACE AND LEARNING
RESOURCES
Resource Teacher: Teacher’s Signature ___________
Subject Area: Date:
OBSERVE
Observe and use the observation sheet provided for you to document
your observation.
As you observe the class, look into the characteristics of the learners. Note
their ages.
 The ages of students is 6-9 years old.
How many boys are there? How many girls?

 They have 1 boy and 3 girls.
Focus on their behavior. Are they already able to manage their own behavior?
 Yes, because at their age they already manage their behavior.
Can the learners work independently?

 I think yes
Describe their span of attention
ANALYZE
Are there areas in the classroom for specific purposes (Storage for teaching
aids books, students, belongings supply etc.)? Describe these areas. Will it
make a difference if these areas for specific purposes are not present?
Are there rules and procedures posted in the room? List them down. Do these
rules reinforce positive behavior?
Did these students participate in making the classroom rules? If there is

Resource Teacher is available, ask him or her to describe the process. What’s
the effect of student’s participation in rule-making on student’s behavior?
What are the daily routines done by the Resource Teacher? (Prayer attendance
assignment of monitors, warm up activities and cetera. ) How are they done?
Is there a seating arrangement? What is the basis of this arrangement? Does

this help in managing the class?
Observe the noise level in the classroom. How is this manage?
If a learner is not following instruction or is off task, what does the resource
teacher do? Describe the behavior is strategies used?
What does the resource teacher do to reinforce positive behaviors? (behavior
strategies).
REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?
LEARNING EPISODE 6: CLASSROOM

MANAGEMENT AND CLASSROOM
ROUTINES
ACTIVITY 6.1 OBSERVING CLASSROOM MANAGEMENT
AND ROUTINES
OBSERVE
Checklist on Classroom Routines Check Yes (/) if observed and (X) if not
observed.
Not Observed
Classroom Routines Observed (x)
(/)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of laboratories/ comfort room/ washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/ Collection of materials
11. Submission of projects

12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/ emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
ANALYZE
Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
Which of those routines were systematic and consistently implemented?

Explain your answer.
REFLECT
Which of the routines will you most likely apply in your class? Why? Why not?
Activity 6.2 LISTING DOWN CLASROOM RULES


OBSERVE
Observe a class and list down the classroom rules formulated by the
Resource Teacher. Cite the importance of these rules.
Classroom Rules Importance
1.
2.
3.
4.
5.
6.
ANALYZE
Analyze each given rule. What circumstances led to formulation of the rule?
Are classroom rules really important?
REFLECT
Reflect on the various classroom rules set up set by the Resource Teacher. Will
you have the same rules? If not, what rules are you going to employ? Explain
your answer.
SHOW your Learning Artifacts
Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. tell something about the pictures.
LEARNING EPISODE 7: PHYSICAL AND
PERSONAL ASPECTS OF CLASSROOM
MANAGEMENT
Activity 7.1 IDENTIFYING PERSONAL AND PHYSICAL
ASPECTS OF CLASSROOM

OBSERVE
Observe the class and interview the Resource Teacher. Ask how the
personal and physical aspects of classroom management ensure proper
classroom management and discipline.
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 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?
1.5. Does the teacher exude a positive attitude
towards teaching?
2. Physical Classroom Management
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 sitting 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
How does the voice of the teacher affect classroom instruction?

How does the punctually of the teacher affect classroom discipline?
3. Why do we need the check on the physical aspects of classroom

management?
REFLECT
1. What does this statement mean to you as a future teacher? Explain. ―No
amount of good instruction will come out without effective classroom
management?
What are your plans an ensuring effective classroom management?
Activity 7.2 DEMONSTRATING KNOWLEDGE OF POSITIVE

AND NONVIOLENT DISCIPLINE IN THE MANAGEMENTOF
LEARNER BEHAVIOR
OBSERVE
Check (/) observed, out an (x) if not observed, and (o) for no opportunity
to observe.
Effective Classroom Observed Not Observed No

Management Opportunity
Strategies to Observed
1. Model to the
students how to act
in different
situations.
2. Establish
classroom guidelines.
3. Document the
rules.
4. Refrain from
punishing the entire
class.
5. Encourage
initiative from class.
6. Offer praise and
rewards.
7. Use non-verbal
communications.
8. Take time to
celebrate group
report.
9. Let student’s work
in progress.
10. Interview
students to assess
their needs.
11. Address bad
behavior quickly.
12. Consider peer
teaching.
13. Continuously
engage the students.
14. Assign open-
ended project.
15. Write group
contracts.
ANALYZE
How many strategies where you employed by the resource teacher? Did these
contribute to better classroom management? Explain.
What were not used by the resource teacher? Were these important? What
should have been used instead? Explain.
REFLECT
1. What classroom management strategies do I need to employ to respond to

diverse types of learners?
TYPE OF CURRICULUM WHERE FOUND DESCRIPTION
Recommended
Curriculum (K to 12
Guidelines)
Written Curriculum
(Teachers Lesson Plan)
Taught Curriculum
(Teaching Learning
Process)
Supported Curriculum
(Subject Textbook)
Assessed Curriculum
(Assessment Process)
Learned Curriculum
(Achieved
Learning Outcomes)
Hidden Curriculum
(Media)
LEARNING EPISODE 8: CLOSE ENCOUNTER

WITH THE SCHOOL CURRICULUM
Activity 8.1 CURRICULA IN THE SCHOOL SETTING
OBSERVE
Locate where you can find the following curriculum in the school setting.
Secure a copy, make observations of the process and record your information
in the matrix below. Describe your observations.
ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one
another?
Draw a diagram to show a relationship of one curriculum to the other.

REFLECT
Make a reflection on the diagram that you have drawn?
Activity 8.2 THE MINISCULE SCHOOL CURRICULM: THE

LESSON, A CLOSER LOOK
OBSERVE
Observe and Record Observation on the Following Aspects
Major Curriculum Key Guides for Observation (carefully look for the
Components indicators/behavior of the teacher along the key
points. Write your observation and description in
your notebook.
A. Planning 1. Borrow the teacher’s lesson plan for the day. What
major parts to you see? Request a copy for your use.
Answer the following questions: a. What are the
lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now its time to observe how the teacher implement
the prepared a lesson plan. Observe closely the
procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was a teacher a guide at the side?
e. Where the learners on the task/or were they
participating in the class activity?
f. Was the lesson finished within the class period?
C. Evaluating/ Did learning occur in the lesson taught? Here you
Assessing make observations to find evidenced of learning.
a. Where the objectives as learned outcomes
achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidenc
ANALYZE
How does the teacher whom you observed compare to the ideal characteristics
or competencies of global quality teachers?
Was the lesson implemented as planned? Describe.
Can you describe the disposition of a teacher after the lesson was taught?
Happy and eager? Satisfied and contended? Disappointed or exhausted?
Can you describe the majority of students’ reactions after the lesson was
taught? Confused? Happy and eager? No reaction at all
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.
Activity 8.3 CONTRCTIVE ALIGNMENT OF THE
COMPONENTS OF A LESSON PLAN
OBSERVE
Using diagram below fill up the component parts of a lesson plan.
Title of the lesson: __________________________________________________________
II. Subject area: ________________________________________________

III. Grade level: ___________________________________
Outline TEACHING METHODS ASSESSMENT
ANALYZE
Are the three components constructively aligned? Explain.
Will the outcome be achieved with the teaching methods used? Why?
What components would tell the outcomes have been achieved?
REFLECT
What lesson have you learned in developing or writing a lesson plan? What
value will it gave to the teacher if the three components are aligned?
Activity 1: Artifact
Present evidence for each kind of curriculum operating in the school setting.
This can be in pictures, realia, documents and others.
Present sample curriculum in a form of Lesson Plan

Present a matrix to show the constructive alignment of the three components

of a lesson plan.
Lesson Title:
Subject Area:
Grade Level:
Lesson Outcomes Teaching Methods Evaluation

LEARNING EPISODE 9: PREPARING FOR
TEACHING AND LEARNING
ACTIVITY 9.1 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 of learning. I can cite more than one evidence per principle of
learning.
Principles of Learning What did the Teacher do to

apply the principle of learning
1.Effective learning begins with the
setting of clear and high expectations
of learning outcomes.
2.Learning is an active process.
3.Learning is the discovery of

personal meaning and relevance of
ideas.
4. Learning is cooperative and a
collaboration process, Learning is
enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
What principles or learning were most applied? Least applied?
Most
applied
Least
applied
Give instances where this/these principle/s could have been applied?
REFLECT
From among the principles of learning, which one do you think is the most
important?
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.
Learning Outcomes (SMART Achieved

Objectives?)
Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
Do SMART objectives make the lesson more focused?

REFLECT
Lessons learned in the determine SMART learning outcomes.
Reflect on the
Activity 9.3 DISTINGUISHING BETWEEN INDUCTIVE AND

DEDUCTIVE METHODS OF TEACHING
OBSERVE
I will observe one Resource teacher with the use of this observation sheet.
Using the guide questions, I shall reflect on my observations and analysis.
Teacher- Centered Student- Centered
Did teacher lecture all the time? Where students involved in the
teaching-learning process? How?
Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery Was the emphasis on the student’s
of the lesson or on the test? Prove. application of the lesson in real
life? Give proofs
Was class atmosphere competitive? Was class atmosphere

Why? collaboration? Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
Constructivist- connected to past experience of learners: learners
construct new lesson meanings.
Inquiry-based
Developmentally appropriate- learning activities fit thee developmental

stage of children
Reflective
Inclusive- No learners was included; teacher taught everyday.
Collaborative-Students worked together
Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts

were taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter mastery

and for the test?
2. If you were to reteach the classes you observed, would you be
teachercentered or student-centered? Why?
REFLECT
Principles of teaching worth applying
Reflect on
LEARNING EPISODE 10: THE
INSTRUCTIONAL CYCLE
Activity 10.1 APPLYING THE GUIDING PRINCIPLES IN THE
SELECTION AND USE OF STRATEGIES
OBSERVE
Observe one class with the use of the observation sheet for greater focus than
analyze my observations with the help of the guide questions.
1. The more senses that are involved, . e.g. Teacher used video on how
the more and the better the learning. digestion takes place and a
model of the human digestive
system.
Learning is an active process
A non-threating atmosphere enhances

learning.
Emotion has the power to increase

retention and learning.
Good teaching goes beyond recall of

information
Learning is meaningful when it is

connected to students’ everyday life.
An integrated teaching approach is far

more effective than teaching isolated
bits of information.
ANALYZE
What is the best method of teaching? Is there such a thing?

REFLECT
Reflect in this question.
How do we select the appropriate strategy for you.
Name of Center Observed: _____________________________

Date of Observation: __________________________________
Name of Observer: ___________________________________
Course/Year/School: _________________________________
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches

Resources Unique Capabilities where the Resources is
(Enumerate in bullet Most Useful
form)
Print Resources Because it serves as a This is a significant

 books reference, these printed source of information
 dictionary resources aid students that aids in the
 Story book in their studies.There development of reading
may be additional comprehension and
information. vocabulary. This
resource can be used in
a lecture or linguistic
approach.This will
eventually be helpful
when searching for ideas
or facts, ambiguous
terms, and even past
events that are related to
the subject
Audio Resources It might help you listen When music is played (or
 speaker better. These materials even when lectures are
 microphone make noise.It makes it being given), these
easy to spread ideas. resources are especially
helpful for increasing
volume.
Non-electronic Visual The fundamental When the teacher
Resources resources available are employs both direct and
 Chalk this traditional indirect methods of
 Whiteboard pen materials.Teachers can instruction, these
 Blackboard rely on these as resources are extremely
 Whiteboard constant partners helpful.
 Pictures during instruction
because they are simple
to obtain.
ICT Resources It can show a movie or Because this resources is
 laptop video about their a novel method of
 Tv subject to the students teaching students
 projector and it is capable of information, these
 Printer surfing the internet. resources can
 Online page be used in flipped
classrooms.
Impression about the LRC:

The LRC of the school is complete and wellmaintained.
Name and Signature of Observer:
Name and Signature of the Learning Resources Center In-charge:

LEARNING EPISODE 11: UTILIZING
TEACHING- LEARNING RESOURCES AND
ICT
Activity 11.1 VISITING THE LEARNING RESOURCE
CENTER
Resource Teacher: Teacher’s Signature _________
OBSERVE
As you visit and observe Learning Resources Center, use the observation guide
provided. ask the assistance of the Center staff courteously.
An Observation Guide for a LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these

guidelines/procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photo of the
center (if allowed).
After you are through with your observation, classify the resources available
that you believe are more useful. Use the activity form provided for you.
ICT Competencies Standards for Teacher (CHED Teacher Education Programs

(2017)
ANALYZE
Are the learning resources/materials arranged properly according to their

functions and characteristics?
 Yes, all of the materials and resources were properly arranged according to
their function, and they are all well-maintained.
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
 Yes, because the facility was maintained by teachers, and because teachers
taught students how to use it, it was easy to access.
What are the strengths of the Learning Resources Center?
 The Learning Resource Center is comprehensive, neat, well-kept, and packed

with information.
What are the weaknesses?
 Due to the pandemic, it is currently inoperable, and face-to-face classes have

not yet begun.
What suggestions can you make?
 I don't have any suggestions because they did everything a student could
have asked for. For example, they already have a LRC and created an online
page where students can access it because of the pandemic.
REFLECT
Which of the materials in the Learning Resources Center caught your interest
the most? Why?
 The materials in the Learning Resource Center that caught my attention were
coloring books and storybooks. It's great that the school provides resources
that draw students, especially elementary students, because I was more into
coloring books and storybooks when I was younger than I was into movies.
Which gadgets/materials are you already confident to use/operate?
 We were taught how to use and operate those in high school, I could say that
I am confident in operating the majority of the gadgets. However, I would be
more comfortable using a computer, laptop, and television.
Which one do you feel you need to learn more about?

 I believe I must acquire additional printer knowledge. I know how to use it,
but there are some specific features and functions I need to know how to use.
Activity 11.2 OBSERVING TECHNOLOGY INTEGRATION IN

THE CLASSROOM
OBSERVE
As you observe the class, use the observation sheets provided for you to
document your observations.
Class Observation Guide
Read the following questions and instruction carefully before you observe.
1. What the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learners’ response to the teacher’s use of learning
resources. Listen to their verbal responses. What do their responses indicate?
Do their response show attentiveness, eagerness, and understanding?
5. Focus on their non-verbal response. Are they learning and are they showing
their interest in the lesson and in the materials? Are they looking towards the
direction of the teacher and the materials? Do their actions show attentiveness,
eagerness, and understanding?
OBSERVATION SHEET NO. REPORT
Date of Observation____________________________________________________
School______________________________________________________
Subject____________________________ Topic_____________________________
Grade/Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year of Class observed:

Grade 7
Date of Observation:
October 13, 2022
Subject Matter:
Brief Description of Technology Approach Used by the Teacher:

The instructor took the students-centered and lipped classroom
approaches because he or she believes that doing so will make learning
engaging and less monotonous.
Teaching Strengths Weaknesses Appropriateness

Aids Used of the Teaching
(Enumerate Aids used
in bullet
form)
Pictures It can assist The student The Use more than
students in might interpret one image for a
visualizing the the image single subject.
discussion's incorrectly.
key points.
Laptop and It's a novel The presentation When using a
projector approach to will not be computer as a
(power point imparting properly seen by teaching tool, it
presentation) knowledge to the students at makes perfect
students it's a the back of the sense to use a
modernized class. projector as a
book. partner so that the
students in the
back can see the
presentation
clearly as well.
Use the Technology Integration Form to analyze the class you observed. Refer
to the technology integration Matrix on p. 123, In which level of the technology
integration do you think the teacher you observed operated? Why?
 The class's level of technology integration, according to my

observations, is at level 5, or the "transformation" stage. During the
transformation stage, the instructor creates a rich learning environment in
which students frequently participate in activities that would be impossible
without technology. I noticed that the instructor demonstrated the lesson to
the class using a projector. Additionally, the instructor used slide
presentations and distributed handouts to her students. I believe that the
teacher may not have been able to achieve the class goals if she or he only uses
the conventional method.
Based on the Technology Integration Matrix, what is the characteristics of the

Learning environment in the class that you observe? Point your observations
that justify your answer.
 "Goal-directed" would be the characteristic of the classroom's learning

environment. Instead of simply completing assessments without reflecting on
their work, the students set goals, planned activities, used technology tools
(projector, slide presentation), monitored progress, and evaluated results. I've
noticed that after each individual activity, the teacher gives immediate
feedback, which the students respond to by defending and explaining how they
came up with their answers. Even if the students' original ideas are not based
on the class discussion, the instructor is open to them. The instructor
challenges her students to think creatively and imaginatively outside the box.
Over-all, were the learning resources used effectively? Why/ why not? Give
your suggestions.
 Overall, the educational resources are excellent. Integrating technology

into the classroom is important to the teacher. She presented the online data
during the actual discussion and utilized it. The majority of the class got a
perfect score, and there were no students who received a failing score on the
assessment, indicating that the teacher used all of her resources effectively.
This allowed the students to enjoy, listen to, and enjoy the discussion.
REFLECT
Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach same lesson to the same group of
students? Why?
 To be honest, I attribute the smooth flow of her lesson to her

enthusiasm and proficiency with the laptop and projector in the classroom. Her
strategy of providing the students with handouts during class discussion is one
that I appreciate and enjoy. Her method is modern, quick, and accurate to the
sweep; It helps students learn at their highest level. The overall performance of
the teacher is excellent, making it ideal for an education student like me. Her
approach to her class is based on the idea that the students are the center of
the curriculum.
LEARNING EPISODE 12: ASSESSMENT FOR
LEARNING AND ASSESSMENT AS LEARNING
(FORMATIVE ASSESSMENT)
Activity 12.1 OBSERVING ASSESSMENT FOR LEARNING
PRACTICES (FORMATIVE ASSESSMENT)
OBSERVE
Observe what Teacher does or listen to what Teacher says to find out if the
students understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total

What is verb and adverb? II II
What is noun and pronoun? I I
Do you understand the IIII IIII

lesson?
II II
Give me an example of verb
What Teacher Did Tally Total
answering the questions II II
Did the teacher ask the class ―Did you understand‖? if she did, what was the
class response?
 The class response is ―Yes we understand teacher what was the lesson
about‖ and when the children say this they understand what the teacher
taught.
Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
 Yes, I think some students did not understand what they teacher says
even in the lesson. Because some of the teachers are so quick to speak and
also have a weak voice that some of the students don't understand what's
taught. And I think the best way to teach a part of a lesson is you can tell
stories to them related to the lesson. Your students can learn and as well as It
will get very interesting for them too. So there are various methods to explain
the lesson and make your students understand. A teacher must be able to read
the mind of his/her students like a book to get to know which method is the
best for them.
If they did, how did the teacher respond?
 The teacher may response that it’s a clear and nothing to say.
Were the students given the opportunity to ask questions for classification?
How was this done?
 When the discussion is over because there may be things the child
doesn't yet understand about the topic and it ends with the teacher's correct
response about the clarification of the students.
If she found out the her/his lesson was not clearly understood, what did
teacher do? Did you observe any of these activities? Please check.
___ Peer tutoring (tutors were assigned by teacher to each one or two
classmates
___ Each- one- teach-one (Students paired with one another)
___ Teacher gave a Module for more exercises for lesson mastery
/ Teacher did -reteaching Others, please specify

_________________________________________________________
If she engaged himself/herself in re-teaching. How did she do it? Did she/use
the same teaching strategy? Describe.
 I see her reteach her students, and in order for the students to have a
better understanding of the lesson, the instructor employed the same strategy
but added a newer, simpler one. Additionally, the instructor provided better
scenarios and examples to them.
While re-teaching by himself/herself and/ or with other studentsturned tutors,
did teacher check on students’ progress? If yes, how?
 To determine whether or not the students have made progress, the

teacher offered them a quiz.
ANALYZE
Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and -for-all assessment at
the completion of the entire lesson?
 When the teacher is in the middle of a discussion, it is preferable to

determine whether or not the students comprehend the lesson. This way, it will
not take long for the teacher to repeat information once the lesson is over just
to confirm that the students did not comprehend the material. Knowing that
they comprehended the discussion indicates that the instructor is effectively
instructing.
Why is not enough for a teacher to ask ―Did you understand, class?‖ when
he/she intends to check on learners’ progress?
 This is because, despite not comprehending anything, the majority of

students simply answer "yes" to continue the lesson. Additionally, some of
them are reluctant to admit and inquire about the lesson.
Should teacher record results of formative assessment for grading purposes?
Why or why not?
 Yes, the teacher should keep track of the students' progress and, if they
have any, their achievements. She will also identify those who are having
difficulty comprehending the material.
Base on your observations, what formative assessment practice worked?
 The teacher is aware of whether the students were listening or able to

comprehend the portion of the lesson that they are currently discussing, so it
is best to ask a question about it.
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?
 The majority of students are more comfortable learning with their

classmates than with their teachers, so peer touring also works better. Also,
the tutors or their classmates understand how frustrated the tutee is and see
the situation from the tutee's perspective.
Could an unreasonable number of failures at the end of the term/grading

period be attributed to the non-application of formative assessment? Why?
Why not?
 Yes, because it indicates that the students were unable to comprehend the
lesson and that the methods used to teach it were either repetitive or ineffective
overall.
REFLECT
Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
Because it makes a clear distinction between formative and summative

assessment, this analogy is fantastic. When a cook tastes a soup, her primary
goal is to determine if it must be altered before it is finished or if it cannot be
altered. By the time the customer tastes or eats the soup, it is finished, and the
cook cannot make any changes that might alter the customer's taste. The fact
that they are both tasting the soup for different reasons is essential to keep in
mind.
Should you record results of formative assessment? Why or why not?
Formative assessments should be scored, graded, and recorded, in my

opinion. Keep in mind that there are two ways students can be motivated.
Some people are born with a strong desire to succeed. As a result, individuals
are not motivated to work harder to improve their performance when they
receive a satisfactory grade or score. On the other hand, some students are
motivated by external factors. To work hard and do their best, they need
external encouragement in the form of a good grade or score. Consequently, I
believe that teachers should regularly score, grade, and record formative
assessments. We need to do everything in our power to educate, reach, and
inspire each and every one of our students.
Activity 12.2 OBSERVING ASSESSMENT AS LEARNING

PRACTICES (SELF- ASSESSMENT)
OBSERVE
Observe a class and find out practices that reflect assessment as learning.
Record your observation.
Teacher My Observation
1.Did teacher provide opportunities for Yes, the instructor allowed the
the learners to monitor and reflect on students to monitor and consider their
their own learning? own understanding.
2.What are proofs that students were After the discussion, students are
engaged in self-reflection, given tasks to complete, and they are
selfmonitoring and self-adjustment? allowed to upload their answers online
in teams.
3.Did students record and report No, there were no assignments for the
their own learning? students to record and report on their
own learning.
4.Did teacher create criteria with the Yes, the teacher has established
students for tasks to be completed or guidelines that the students will
skill to learned? adhere to during their activities.
ANALYZE
If the students is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why? Why not?
 Yes, because of the assessment the students will learn more and by the
use of assessment tool that can enhancing their learning and their education.
Does assessment as learning have the same ultimate purpose as assessment

for learning?
 The ultimate goal of assessment for learning is to develop selfregulated

learners who can continue their education throughout their lives with
confidence and competence after graduation.
REFLECT
The primary purpose of assessment is not to measure but to further learning.

Reflect on your personal experiences of assessments in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your
learning?
 My personal assessment as a university student Learning is the

objective of education, and teaching serves as the vehicle for achieving this
objective. Assessment is the fundamental component of the learning-teaching
process that determines the degree of achievement of learner outcomes. The
explicit goal of assessment is to determine whether students have learned what
they are supposed to learn. This reflective essay on assessment examines,
among other topics, what assessment is, what it shouldn't be, how to align
assessment with learning outcomes in a constructive way, and valid
assessment practices. Based on my own observations in elementary and
secondary schools, it emphasizes that assessment should be done carefully to
provide an accurate picture of student learning because it should convey the
right messages to students.
SHOW Your Learning artifacts
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
LEARNING EPISODE 13: ASSESSMENT OF
LEARNING (SUMMATIVE ASSESSMENT)
Activity 13.2 OBSERVING THE USE OF TRADITIONAL
ASSESSMENT TOOLS
OBSERVE
 Observe classes and pay particular attention to the assessment 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 Learning Sample test Item Comments (Is the

traditional a Outcome of Resource assessment tool
Assessment Chec Assessed Teacher constructed in
Tool / k () accordance with
Paper- and Here established
Pencil Test guidelines?) Explain
your answer.
Selected
Response
type
Alternate Not Not observed Not observed
response observed
Matching Not Not observed Not observed

type observed
Multiple / Remembe lisa's father bought Yes, it is established

choice ring him 4 pair of shoes. in accordance with
The cost of each the aforementioned
shoe is 150. Choose guidelines because
the correct equation students will simply
to find out the total recall what has been
cost of all the shoes. discussed and select
a. 150×4= the appropriate
b. 150+4= ressult.
c. 150+4=
Type of Put a Learning d. 150 + 150 =
Chec Outcome Sample test Item of Comments (Is the
traditional
k () Resource Teacher assessment tool
Assessment Assessed
Here constructed in
Tool /
accordance with
Paperand
established
Pencil Test
guidelines?) Explain
Selected your answer.
Response
type
Not
Completion Not observed Not observed
observed
Analyzing
Short answer The highest It was constructed in
type temperature during accordance with the
the day is 18.88 guidelines because it
degree Celsius, The is an open-ended
lowest is 13 degree question that requires
celsius. Find the students to analyze
difference between the situation and
these two provide the necessary
Applying temperature.
Problem response.
/ Aunt Loraine bought
solving Because the students
Evaluatin
g some pasalubong for must apply and
her relatives. She evaluate their
bought 3 big bars of knowledge to solve
chocolate at 209.25 the problem, it is
per bar, 5 packs of constructed in
biscuits at 34.50 per accordance with the
pack, 15 apples at guidelines.
28.75 each box, and
2 boxes of
doughnuts at
Not 380.40 per box. How
Essay - observed much did she spend
restricted for the pasalubong?
Not observed
Not Not observed
Essay- observed
nonrestricted Not observed
Not observed
ANALYZE
What assessment tools/tasks were most commonly used by teacher? Which

ones were rarely used? Why were they rarely used?
 Teachers typically use multiple-choice questions because they are

more reliable at testing knowledge. The fact that students can respond to it
quickly also saves time. The matching type and essay of test is the rarest to
use because for teachers it is the most easy for children and it's not used too
much in a math subject.
Based on your answer found in the Tables above which type of assessment
tools and tasks were the Resource Teacher most skilled in test construction?
Least skilled?
 According to the table above, my resource teacher constructed the
problem-solving and essay-restriction tests with the most skill because the
statements are well-constructed, relevant, and concise, and they tested
students' analysis and comprehension skills. The completion is also the least
skilled, as I did not observe her using this kind of assessment tool.
Can n essay or other written requirements, even if it is a written paper-paper-

and-pencil test, be considered an authentic form of assessment? Explain your
answer.
 Although it is a written test, the paper and pencil test also uses
creative learning experiences to test students' skills and knowledge in a real-
world setting. As a result, the test can be considered an authentic assessment.
Activity 13.5 Determining the level of Teacher’s Questions
OBSERVE
Observe a teacher in the classroom.
Note his/her questions both oral and written.
Score him/her according to the level of questions that he/she asks from
remembering To creating and metacognitions and self-system thinking. You
may also refer to written tests for samples of questions in the various levels.
Make tally, the get the total. Use Table 1 and Table 2 separately.
Table 1. Number of questions per level.
Cognitive Rank Cognitive Rank Tally of Total

Processes Processes (And Assessment
(Bloom as Kendall and Tasks/Questions
revised by Marzano)
Anderson and
Krathwohl
Self-system 6
Thinking 5
Creating 6- Metacognition
Highest
Evaluating 5
Analyzing/An 4 3 /
Applying 3 3 Analysis 4
Understanding 2 Knowledge 2 /
////- examples 4
/ 1- Comprehension 1
Remembering/ lowest Retrieval
Table 2: Examples of Assessment Questions / Assessment Tasks
Tally and Total Rank Tally and Total Rank Example of Rank
Score of Score of assessment Based
Cognitive cognitive Tasks/ on
processes Processes (and questions given Use
(Bloom as Kendall and by Resource
revised by Marzano) Teacher
Anderson and
Kwathwohl)
Self-system 6- e.g.teacher
thinking highest asked students
why is the
lesson
important to
you?
Metacognition 5
Example: 6-
Creating= 1 highest
Evaluating= 1 5
Analyzing/ An= 4 Analysis 3

II
Applying= III 3 Knowledge 4

Utilization
Understanding= 2 Comprehension 2
II
Remembering= 1- Retievel= III 1-
|||| lowest lowest
\ I
Rank Rank
ANALYZE
Which cognitive skill had the highest number of assessment questions? Lowest
number?
 The cognitive skills of remembering, evaluating, and analyzing receive the

most assessment questions because the instructor will determine whether the
students can recall and comprehend something that is appropriate for the time
allotted for answering these assessment questions. Because it takes longer to
answer questions and create something to assess the students, the lower
number is for creating.
What do these (lowest and highest number of assessment questions) reveal

about Resource Teacher’s level of questions?
 Based on the lowest and highest number of assessments given by the source
teacher, the level of the questions is easy low. This is because the majority of
the questions require students to remember and analyze what was said, and
students will only remember what they learned.
Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills- metacognitive skills and self-system thinking.
 The most important cognitive skills are metacognitive and self-system

thinking, in which the teacher asks the students questions that reflect what
they have learned and what they have learned. Additionally, the students will
explain the benefits of learning. For instance, why is it important to know or
learn anything?
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5
(5 as highest) where will you be?
 I suppose I would classify myself as a creative student on a scale of one to

three. Although I admit that I am not perfect, I do know a lot. Even though I
may be able to acquire additional knowledge, I am aware that it will not be to
my full potential. I still have a lot to learn in order to improve myself. I must
master a new obstacle each day in order to fit in.
As the future Teacher, reflect on how will you contribute to the development of
learners. HOTS?
 As a future innovative educator in our society, I want to be able to help

learners develop. I will be able to contribute in the future by creating examples
and questions based on real-world situations, which will undoubtedly enhance
students' learning and benefit the school and society as a whole.
Activity 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 contents.
3. Ask permission from your Resource Teacher for an interview him/her and
with a group student regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?
 The new K–12 grading system has a minimum grade of 60, but the
report card will have a converted rating of 75.A student can only receive a
grade of 60 for their quarterly and final grades. To achieve transparency, newly
implemented systems like this require a thorough understanding of the new
grading and assessment procedure.
Which do you prefer – the old or the new grading system? Why?
 When we interview a teacher they must prefer the new grading system
because of high academic standards: A better system would set and keep high
standards for student work, restoring grades' integrity.
C. Interview of 5 students
1. What do you like in the new grading system?
 Based on the Junior High School, The aim of the New Grading Scheme
is to prevent students from being misclassified based on their grades. It will
put an end to high-achieving individuals' unhealthy competition. It will give the
student more freedom and alleviate cultural pressures. The student is eligible
for promotion to the next grade level if they achieve a final grade of 75 or higher
in all learning areas. Most of our student interviews are the same answers.
2. Do you have problems with the new grading system. If there is, what?
 Yes, they do, but not all of them make sense. Additionally, traditional
grading scales reveal that zeros don't really make any sense. The majority of
grading scales roughly follow a 10-point increment, moving from A (100-90) to
B (89-80) and so on down the scale.
Does the new grading system give you a better picture of your performance?
Why or why not?
 Letter grades are based on a student's cumulative score over a

semester or academic year, so they reflect their performance as a whole rather
than just one instance. In this way, it provides a more precise picture of their
capabilities over time. A bad day does not necessarily mean a wasted semester
or year.
Which do you prefer – the old or the new grading system? Why?
 The new it embodied all perspectives, high standards for student work
would be established and maintained by a better system, restoring grade
integrity and reflecting professional judgment and see the motivation of
students to excel criterion. In addition, it would not affect an instructor's
ratings or the learning outcomes of students. They prefer to make their grading
system easier.
D. Review or DepEd Order # 8, s. 2015
Read DepEd Order # s. 2015. You may refer to Appendix A. Based on DepEd
Order 8, s. 2015, answer the following.
What are the bases for grading?
 Grading system that is based on standards and skills. The report card
changes the minimum grade required to pass a specific learning area from 60
to 75.60 is the lowest possible score for the final grades and quarterly grades
on the report card.
How do you compute grades per quarter for grade 1 to 10 and Grades 11 to 12.
Give An example.
 Take the total score for each component and add it up. Convert each
component's total to a percentage score. Multiply the quotient by 100 percent
after dividing the total raw score by the highest possible score. Convert the
percentage scores into weighted scores.
How do you compute grades at the end of the school year?

 By taking the total of all final grades and dividing it by the number of
grades given. A mathematical mean or average of all final grades is produced
by this calculation.
What descriptions and grading scale are used in reporting progress of learners?
 Fairly Satisfactory: 75-79Satisfactory: 80-84Very Satisfactory: 85-89

Exceeded Expectations: Below 75
What are the bases for learners’ promotion and retention at the end of the
school year?
 To be allowed to enroll in the following semester, students must pass

remedial classes for failed competencies in the subjects or learning areas.
Otherwise, the student must retake the failed subjects. After the Final Grades
have been calculated, remedial classes are held.
What is the report on learners observed values?
 We are taught to love God (Maka-Diyos), others (Makatao), nature

(Maka-kalikasan), and our country (Makabansa) in accordance with the Core
Values.These principles must guide every school program, co-curricular, and
extracurricular activity.
E. Grades Computation
Show sample computation of a grade:
 In a subject of your choice from Grade 1 to 6 (if you are a future

elementary teacher)
 In your specialization if you are high school teacher)

 Show the percentage contributions of written work, performance tasks
and quarterly assessment. Then give the description. Refer to DepEd Order # 8.
S.2015
ANALYZE
Analyze data and information gathered from the interview and from the review
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, because this new grading system contains the necessary data for fairness.
2. What are the good points of the new grading system according to teachers?
According to students? It received a fair grade, according to students and
teachers alike.
3. What are teachers challenged to do by this new grading system? The

methods by which students can excel or perform well, as this was necessary for
receiving high grades.
4. Do you favor the distribution of percentage of written work, performance

tasks and quarterly assessment? Yes
5. Did you like the experience computing grades? Why or why not? Yes, as a
potential educator, it would be an honor to
REFLECT
In an era where emphasis is self-directed learning and demonstration of

competencies. Knowledge, skills, and values learned (outcomes-based
education) do grades really matter?
-NO
LEARNING EPISODE 15: TOWARDS TEACHER
QUALITY: DEVELOPING A GLOCAL
TEACHER OF THE 21ST CENTURY
Activity 15.1 A DAY IN THE SCHOOL LIFE OF A QUALITY
TEACHER
OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher's Major Responsibility Key guide for Observation (Carefully

look for the indicators /behaviors of
the teacher along the key points.
Write your observations and
description in your notebook. This
will be one of your artifacts.)
A. Actual Teaching. This teacher
1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter.
4. sees to it that learning outcomes
are achieved. 5.is pleasant and fair in
dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in
the lesson. 2.considers the needs of
the learners in the seating
arrangement.
3.uses instructional support materials
to help learners understand the
lesson.
4.sees to it that learning is achieved
within the period of time.
5. dismisses the class on time.
C. Administrative Work This teacher
1. keeps records of learners’
attendance every day. 2.keeps record
of formative and summative tests. 3.
submits reports and other documents
on time. 4. does other tasks as
requested by superiors.
5. cooperates with peers and staff in
the cleanliness and safety of the
school
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being

practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative work?
2. Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
 Our teachers need to show leadership qualities in order to improve

education. These include being approachable and easy to talk to, being
passionate, committed, and creative.
3. Which of the major responsibilities does this teacher find difficult to comply
with? What are the reason?
 In general, teachers' job is to help students learn by teaching them new

things and creating an environment where they can and will learn well.
However, there are many different roles that teachers play, and these
roles vary by society and educational level.
4. From your perspective, would you consider this teacher as quality teacher?
Why?
 Skills in communication, listening, collaboration, adaptability, empathy,

and patience are among the qualities of a good teacher. An engaging
classroom presence, a belief in real-world learning, the sharing of best
practices, and a lifelong passion for learning are additional
characteristics of effective teaching.
REFLECT
Now that you have spent one school day to observe this teacher, it would be
good for you to reflect on all your observations by answering reflective question
below.
Are you inspired to become a teacher after your observation? If yes, why? If No,
why not?
 Yes, it would be an excellent job.
When you become a teacher in the future, how else would you do better as a
professional teacher?
 I would be a professional educator, but I maintained high student

morale.
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.
 All ideas are welcome.
 Students with no voices should be heard

In what aspects of the teacher’s day, would you like to congratulate the teacher
you observed? Can you show your appreciation to this teacher by sending a
Thank you card? (Include this in your artifact)
 We appreciate you allowing us to observe your current class.
Activity 15.2 THE CREATION AND MANAGEMENT OF THE

NEW LEARNING ENVIRONMENT AS A SKILL OF THE 21ST
CENTURY QUALITY TEACHER
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside
including these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc. f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
Current Classroom I am Observing
Grade level______
B. My Classroom for the 21st Century
ANALYZE
Make comparison of your drawings A and B. Describe the similarities and

differences explain why.
Features of the My Vision of the Why the similarity?

Present Classroom Future Classroom Why the difference?
Components
Expectations and rules space and furniture Students are given

are clear. adaptability. priority. The
- All students should -areas for independent enhancement of
be aware of the study as well as group requirements is the
classroom's instruction. difference.
expectations. - Facilitation of
-Repeated and fruitful movement
assessments - Stimulation of
-Excellent student creativity and
involvement and inspiration
engagement -Learning - Technology
with a real purpose. - - Bright colors and
Effective Cleaning light
REFLECT
Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you
prepare yourself to respond to 21st teaching-learning and become a global
teacher?
Make a short paragraph on how will you will manage teachinglearning in the
21st century classroom.
 I would manage them according to how they see it because, as we all

know, in this new era, students are surrounded by technology, so
teachers and students need to have good relationships and communicate
well.
LEARNING EPISODE 16: ON TEACHER’S
PHILOSOPHY OF EDUCATION
Activity 16.1 ANALYZING DEPED’S 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 values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kto12 Curriculum

Framework and Guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies

are expressed?
 Cite relevant statements to back up an identified philosophy of education.

You are given an example.
Philosophies of Which philosophies are Which philosophies are

Education expressed in the DepEd expressed in the K to
Vision, Mission 12 Curriculum
Statements, Core Framework and Guide
Values, Mandate? Give and Sec 5 of RA
proof. 10533? Give proof.
1.Essentialism - teach Essentialism - The core Essentialism - List of
mastery of the basics, values of makaDiyos, standards and
curriculum is maka-tao, maka- competencies that
prescribed; subject kalikasan and maka- learners are expected to
matter-centered there bansa show that DepEd attain is the subject
are universal, objective is essentialist. DepEd matter that students are
values; inculcate values believes in unchanging expected to learn.
in subject matter. values that need to be - Essentialist
inculcated.
2.Perennialism - teach Any proof of
those that last, the Perennialism?
classics; there are
universal values;
inculcate these
universal, objective
values.
3.Progressivism - very Any proof of
childcentered; teach Progressivism?
those that interest the
child; one learns by
experience; learners
learn by doing so teacher
teacher's teaching is
experiential, values are
subjective; no
inculcation of values
since they are subjective;
instead teachers help
students clarify their
values.
4. Reconstructionism - Any proof of
school is agent of Reconstructionism?
change; schooling is
preparing students for
the social changes;
teaching is involving the
students in discussions
of moral dilemmas.
5. Existentialism - Any proof of
Teachers teach learners Existentialism?
to make a choice, to
make decisions and not
merely to follow the
crowd; one who does not
make a choice and so
simply follow others do
not leave meaningful life.
6. Pragmatism - That Any proof of
which is useful, that Pragmatism?
which is practical and
that which works is what
is good; that which is
efficient and effective is
that which good. e.g.
showing a video clip on
mitosis is more efficient
and more effective and
therefore more practical
than teacher coming up
with a visual id by
drawing mitosis on a
cartolina illustration
board.
7. Rationalism - Any proof of
emphasizes the Rationalism?
development of the
learners reasoning
powers; knowledge
comes though reason;
teacher must develop the
reasoning power of the
learner.
8. Utilitarianism - what Any proof of
is good is that which is Existentialism?
most useful (that which
brings happiness) to the
greatest number of
peoples;
9. Empiricism - source of Any proof of Empiricism?
knowledge is through the
senses; teacher must
involve the senses in
teachinglearning
10. Behaviorism - Any proof of
behavior is shaped Behaviorism?
deliberately by forces in
the environment and
that the type of person
and actions desired can
be the product of design;
behavior is determined
by others, rather than by
person's own free will;
teacher must carefully
shape desirable
behavior, drills are
commonly used to
enhance learning
11. Constructivism - Any proof of
Learners are capable of Constructivism?
constructing knowledge
and meaning,
teachinglearning
therefore is constructing
knowledge and meaning;
teacher does not just
"tell" or dictate but asks
learners for knowledge
they construct and
meaning of lesson
12. Other Philosophies

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FIELD STUDY 1

MRS. NORMA C. DRIZ

School: Grade/Year level:

Subject area: Date:

Facilities / Description Will it contribute to the students’

Office of the A place where a Having an office of the principal in

Comfort room are very important

Aside from classroom there were

An Observation Guide for the CLASSROOM VISIT

Guide Questions Classroom Observation Report

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

Write your observation here.

Name of the School Observed:

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

 The school campus is conducive to learning. School buildings

3. What kind of classroom is conducive to learning?

 The classroom is conducive to learning. Having a learning

 As a future teacher I will not make my students feel that they

5. Write your additional learning and insights here.

 Learning environment is not just about physical environment but

School: Grade/Year Level: 1-3

Subject Area: English Date: 10-12-2022

An Observation Guide for BOARD DISPLAYS

Based on the questions on the observation guide, write your observations

BOARD DISPLAYS EVALUATION FORM’

Bulletin board Evaluated by:

Brief Description of the Bulletin Board:

Recommendations or Suggestions for improvement

Signature of Evaluator over Printed Name:

My Board Display Lay-out

What do you think was the purpose of board display?

 I think the purpose of board display is to remind the teachers, students

 Yes, because everyone understand the langauge on the board display.

Was the board display effective? Why? Why not?

 Yes, because of this, students and teachers quickly and immediately

What suggestions can you make?

My Proposed Board Display

Board Title: Rationale (Purpose):

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

 I think one of skill that I need to improve is creativity. To improve or

SHOW you Learning Artifacts

My Personal Illustration of an Effective School Environment

LEARNING EPISODE 2: LEARNER

Resource Teacher: Teacher’s Signature ____________

School: Grade/Year Level: ____

Subject Area: Date: 10-12-2022

Learners’ Development Matrix

Development Domain Elementary High School Indicate

Write the most salient developmental characteristics of the learners you

Level Salient Implications to the

 While we observing the learners, I remembered those days whwn I was at

Share your other insights here.

Children are still developing and constructing knowledge so in terms of

SHOW Your Learning Artifacts

 We choose Erickson’s Theory because it is indeed true that personality is

LEARNING EPISODE 3: FOCUS ON GENDER, NEEDS,

Resource Teacher: Teacher’s Signature ____________

School: Grade/Year Level:

Subject Area: Date: 10-12-2022