FS 1 Module Content 2

FIELD STUDY 1: OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL
ENVIRONMENT
Holy Cross College

Sta. Lucia, Sta. Ana, Pampanga
College of Arts, Sciences and Education
S.Y. 2021-2022: Second Semester
Module in Field Study 1: Observations of Teaching-

Learning in Actual School Environment
for
Bachelor of Elementary Education (BEEd)
Picture source: https://www.pinterest.ph/
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ENVIRONMENT
INTRODUCTION
Field Study 1: Observations of Teaching-Learning in Actual School Environment is
the first experiential course which will immerse a future teacher to actual/virtual classroom
situation and learning environment where direct observation of teaching learning episodes that
focus on the application of educational theories learned in content and pedagogy courses will be
made. Observations on learners’ behavior, motivation, teacher’s strategies of teaching, classroom
management, assessment in learning among others shall be given emphasis. A portfolio shall be
required in the course. (CMO 74 s. 2017)
This course is followed by Filed Study 2 where the future teacher assists and participates
in guided actual teaching-learning process. The conduct of action research begins in this course
and concludes during teaching internship.
As a Field Study student, you are expected to learn and develop the “Intended learning
Outcomes which refer to what you can do, accomplish, achieve, or become as a result of a
learning experience,” Learning Outcome is the heart of Outcome-Based Education or OBE. It
neatly organizes or aligns what you will learn, the activities you and teachers will work on and
how you will be assessed, while focusing on you as the learner and the ultimate outcome of what
you are expected to be-a world class teacher!
To determine the intended learning outcomes for Field Study, the following sources were
used. What kind of teacher should you be? Learn more about these three sources to find out!
A. Teaching Competency Standards

The CFSAT 21 tells you what an ideal ASEAN teacher should know and be
able to do
It has 11 General Areas of Responsibility/Competencies
-Seameo Innotech Regional Education Program, 2010
B. Department of Education (DepEd)
Content Knowledge and Pedagogy

Learning Environment
Diversity of Learners
Curriculum and Planning
Assessing and Reporting
Community Linkages and Professional Engagement
Personal Growth and Professional Development
C. Professional Regulation Commission (PRC)

Competencies on which you will be tested in the LET
Strive to learn more about these. Do well in the LET. Be ready for the Philippines. Be ready for
ASEAN. Be ready for the world.
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ENVIRONMENT
ACKNOWLEDGMENT
First and foremost, praises and thanks to God, our Almighty Father for His guidance and blessings
throughout the writing of this module.
I would like to express my deepest and sincerest gratitude to our President, Atty. Dennis C. Pangan for
the trust and confidence he has given me in writing this module which shall be utilized by our Education
Students in this Pandemic Time. Thank you for the provision of the resources which were made available
for us that helped me to complete this module.
Likewise, I am extremely grateful to our Vice President for Academic Affairs Dr. Leticia D. Flores for
the assistance and patience in guiding us to come up with this module. Thank you Dr. Flores for
simplifying the task for us to easily come up with an output like this module. The inspiration and trust
you have given me made me even more motivated.
I also wish to thank my colleagues in the College Department for the guidance and support that they have
shared in the creation of this module. Your ideas made this output even more comprehensive and
informative.
I wish to thank in advance my Education Students who are our future teachers and agents of change. In
your hands lies the future of your students, so delight yourselves in learning and understanding the nature
of children which will lead you to better address their needs and secure their welfare.
I am also thankful to my family and friends who understood that they were robbed of many precious
moments as I sit and worked on this module which they considered my utmost priority at that time.
Once again, I am greatly indebted to each and everyone who have encouraged and helped me in preparing
this module which will be utilized by my dear Education Students.
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ENVIRONMENT
TABLE OF CONTENTS
Introduction.....................................................................................................................................................i
Acknowledgement……………………………………………………………………………..........ii
Table of Contents…………………………………………………………………………………...iii
Learning Episode 1: The School Environment……………………………………………………..1
Learning Episode 2: Learner Diversity: Development Characteristics, Needs, and

Interests……………………………………………………………………………………………..22
Learning Episode 3: Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,
Religion, Socio-Economic Status, Difficult Circumstances, and Indigenous
Peoples………………………………………………………………………………………………..33
Learning Episode 4: Learner Diversity: The Community and Home

Environment…………………………………………………………………………………………..54
Learning Episode 5: Creating an Appropriate Learning

Environment…………………………………………………………………………………………..67
Learning Episode 6: Classroom Management and Classroom

Routines……………………………………………………………………………………………….75
Learning Episode 7: Physical and Personal Aspects of Classroom Management

………………………………………..……………………………………………………………….82
Learning Episode 8: Understanding the School Curriculum, Close Encounter with the School
Curriculum…………………………………………………………….………………………………92
Learning Episode 9: Preparing for Teaching and

Learning………………………………………………………………………………………………104
Learning Episode 10: The Instructional

Cycle……….……………………………………………………………………………………...….115
Learning Episode 11: Utilizing Teaching-Learning Resources and

ICT……............................................................................................................................................................ 124
Learning Episode 12: Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)…………………………………………………………………………………………..147
Learning Episode 13: Assessment of Learning (Summative

Assessment)…………………………………………………………………………………………..160
Learning Episode 14: Knowing the Quality Teacher: The Teacher as a PERSON and a
PROFESSIONAL……………………………………………………………………………………..211
Learning Episode 15: Towards Teacher Quality: Developing Glocal Teacher of the 21 st
Century………………………………………………………………………………………………224
Learning Episode 16: On Teacher’s Philosophy of Education……………………………………. .236
References……………………………………………………………………………………….......248
Appendices…………………………………………………………………………………………..250
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FIELD STUDY 1: OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL
SCHOOL ENVIRONMENT
Learning Episode 1: The School Environment
SPARK YOUR INTEREST:
This Episode 1 provides an opportunity for students to examine and reflect on a school environment
that promotes learning and development
TARGET- Intended Learning Outcome
At the end of this Episode 1, the students must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (PPST 2.1.1) through virtual
observation (video conferencing/pictures)
REVISIT the Learning Essentials

1. A Physical environment conducive for learning is one that has consistent practices that:
Keep the school safe, clean, orderly and free from distraction;
Maintain facilities that provide challenging activities; and
Address the physical, social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning environment.
They help in building and establishing the school culture. These boards become one way for
everyone to learn about the vision-mission, goals, and values that the school upholds.
3. As a basic part of the school’s visual environment, display boards have four general purposes:
Decorative- They offer visual stimulation and appeal aesthetics. They set the social
and psychological atmosphere of the school.
Motivational- They encourage students to perform better and have greater confidence.
One good example would be the display of students’ outputs that show that each output
is recognized and valued. The bulletin boards help celebrate the learners’ growth and
progress.
Informational-They are used as a strategy to readily disseminate information.
Instructional- They move students to respond and participate through interactive
displays. They get students to respond and participate through interactive displays. They
get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective communication,
attractiveness, balance, unity, interactivity, legibility, correctness and durability.
OBSERVE, ANALYZE, REFLECT (OAR)
Activity 1.1 Exploring the School Campus
Resource Teacher: _______________________ Teacher’s Signature: ___________ School: ________
Grade/Year Level: _______________ Subject Area: _________________________ Date: _________
To realize the Intended Learning Outcome, each student must follow these steps:
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ENVIRONMENT
1. Visit a school (virtual observation or following the IATF standards). Look into facilities and
support learning areas in the campus, then in the classroom. Note: an interview with a teacher
can be an alternative for this.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph
b. Photo essay
c. Sketch or drawing
d. Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site (can be
virtually done or observing the IATF standards). A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Facilities Description Will it contribute to the

students’ learning and
development? Why?
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
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ENVIRONMENT
Medical Clinic
Audio
Visual/Learning
Resource Center
Science Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics
Room
Industrial Workshop
Area
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ENVIRONMENT
PTA Office
Comfort Room for

Boys
Comfort Room for

Girls
Others
(Please specify)
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space provided.
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SCHOOL ENVIRONMENT
Guide Questions Classroom Observation Report

1. Describe the community or
neighborhood where the school is found.
2. Describe the school campus. What

colors do you see? What is the condition
of the buildings?
3. Pass by the offices. What impression

do you have of these offices?
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ENVIRONMENT
4. Walk through the school halls, the library,

the cafeteria. Look around and find out the
other facilities that the school has.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How
are the tables and chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?
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.
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SCHOOL ENVIRONMENT
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description

(location, number, arrangement,
condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials/Visual Aids
6.
7.
8.
9.
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FIELD STUDY 1: OBSERVATIONS OF TEACHING-LEARNING IN
ACTUAL SCHOOL ENVIRONMENT
10.
Write your observation report here.
Name of School Observed: _______________________________________
Location of the School: __________________________________________
Date of Visit: __________________________________________________
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 child and adolescent development/How does
this relate to your knowledge of facilitating learning?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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ENVIRONMENT
2. What kind of school campus is conducive to learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What kind of classroom is conducive to learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. In the future, how can you accomplish your answer in number 3?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Write your additional learnings and insights here.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 1.2 Observing bulletin board displays
The display board, or what we more commonly refer to as bulletin board, is one of the
most readily available and versatile learning resources.
To Achieve the Intended Learning outcomes, the students must be able to follow these
steps:
1. Examine for bulletin board displays. Include samples of those found at the entrance,
lobby, hallways and classrooms
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ENVIRONMENT
2. Pick one and evaluate the display

3. Propose enhancements to make the display more effective
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
An Observation Guide for BOARD

DISPLAYS Read the following carefully before you observe.
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).
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SCHOOL ENVIRONMENT
Based on the questions on the observation guide, write your observation report:
Observation Report
(You may paste pictures of the Board displays here.)
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ENVIRONMENT
From among the board displays that you saw, pick the one that you got most interested in. Evaluate
it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display ______________________________________
Location of the Board Display 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 clearly.
Attractiveness
Colors and arrangement
catch and hold interest.
Balance
Objects are arranged, so
stability is perceived.
Unity
Repeated shapes or
colors or use of borders
hold display together
Interactivity
The style and approach
entice learners to be
involved and engaged.
Legibility
Letters and illustration
can be seen from a good
distance.
Correctness
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ENVIRONMENT
It is free from grammar

errors, misspelled
words, ambiguity.
Durability
It is well-constructed,
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 educational
content and other aspects.
Recommendations or Suggestions for Improvement
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ENVIRONMENT
Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display lay-out. You may present your output through
any of these:
A hand-made drawing or lay-out
An electronic (computer) drawing/illustration or layout
A collage
My Board Display Lay-out
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ENVIRONMENT
ANALYZE:
What do you think was the purpose of the board display?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Did the board display design reflect the likes/interests of its target audience? Why? Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Was the language used clear and simple for the target audience to understand? Why? Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Was the board display effective? Why? Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What suggestions can you make?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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ENVIRONMENT
Based on your suggestions, propose an enhanced version of the display board. Use the form below.
My Proposed Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:
Content Resources (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:
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SCHOOL ENVIRONMENT
REFLECT:
1. 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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Which of the skills you named in # 1 do you already have? Recall your past experience in
making board displays. How do you practice these skills?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Which skills do you still need to develop? What concrete steps will you take on how you
can improve on or acquire these skills?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SCHOOL ENVIRONMENT
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT _____________________.
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professional linkages
D. establishes and maintains consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II

B. I, II, III and IV D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
(from thenpics.com)
5. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A.
Instructional-interactive
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ENVIRONMENT
B. Informative, decorative
C. Motivational, decorative
D. Instructional, informational
SHOW Your Learning Artifacts
Inside the box, present an illustration showing your idea of an effective school
environment through any of these:
A Descriptive Paragraph
A Photo Essay
A Sketch or Drawing
A Poem, song or rap
My Personal Illustration of an Effective School Environment
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ENVIRONMENT
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 1-The School as a Learning
Environment
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive to
learning
Name of FS Student: _____________________________________ Date Submitted: _______________
Year & Section: _________________________________________ Program: ______________________
Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All observation One (1) to two Three(3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
answered/
Sheet completely questions/tasks not accomplished questions/tasks not
answered/
answered/accomplished answered/accomplished accomplished
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are not
answers are with depth answers are clearly clearly were not answered;
answers not
and are thoroughly connected to theories; connected to theories; connected
grounded on theories; grammar and spelling one (1) to three (3) to theories; more than
grammar and spelling are free from errors grammatical/spelling four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Portfolio is not Portfolio is not

Learning Portfolio is reflected on Portfolio is reflected on reflected reflected
on in the context of on in the context of
Artifacts in the context of the in the context of the the the
learning outcomes;
learning outcomes. learning outcomes. learning outcomes. not
Complete, well- Complete; well- Complete; not complete; not
organized, not
organized, highly organized, very relevant organized. Relevant to relevant.
relevant to the learning to the learning the learning outcome.
outcome. outcome.
Submitted two (2)

Submission Submitted before the Submitted on the Submitted a day after days
deadline deadline the deadline or more after the
deadline
COMMENTS Over-all Score Rating:

(Based on transmutation)
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ENVIRONMENT
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72 below
____________________________________ ___________________
Signature of FS Teacher above Printed Name Date
Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests
Episode 2 provides me with an opportunity to observe learners of different ages and grade levels. It
highlights the differences in their characteristics and needs. As a future teacher, it is important for me to
determine my learners’ characteristics and needs so that I will be able to plan and implement learning
activities and assessment that are all developmentally appropriate.
 Atfromthedifferent
end of this Episode, I must be able to describe the characteristics, needs and interest of learners
developmental levels. (3.1.1).

Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns such as, from the
head to the toe (cephalocaudal), and from the center of the body then outwards (proximodistal)
2. Development takes place gradually.
3. All domains of development and learning-physical, social and emotional, and cognitive- are
important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC, 2009)
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ENVIRONMENT
Activity 2.1 Observing learner characteristics at different stages
To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation checklist if a more detailed
observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up
the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries,
mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem solving
abilities.
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ENVIRONMENT
Learners’ Development Matrix

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

Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
_________ _________ _________
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interests
Others
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
Cognitive
Communication Skills
Thinking Skills
Problem-solving
Others
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ENVIRONMENT
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool Preschoolers like to move Therefore, the teacher should
Age ranged of learners observed around a lot. remember to use music and
3-4 movement activities not just
in PE but in all subject areas.
Therefore, teachers should
not expect preschoolers to
stay seated for a long period
of time.
Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool
Age range of learners observed
________
Elementary
________
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SCHOOL ENVIRONMENT
High School
________
REFLECT
1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities or differences do you have with the learners you observed?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not
help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Share your other insights here.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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ENVIRONMENT
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to
accept is because __________________.
A. she thinks what she feels is too special and unique, that no one has felt like this before
B. the teenager’s favorite word is “no,” and she will simply reject everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds.
Which of the following should he best consider?
A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class: “What
happens to the egg if I add three-tablespoon salt to the glass of water?” This is hypothesis
formulation. What can you infer about the cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
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.
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity: Developmental Characteristics,
Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interest of learners from different
developmental levels.
Name of FS Student _______________________________ Date Submitted: __________________
Year & Section: ____________________________ Course: _________________________________

Episode 4 3 2 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Sheet completely questions/tasks not answered/accomplished questions/tasks not
answered/accomplished answered/accomplished answered/accomplished
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answers not connected
errors.
analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the context of the on in the context of the
learning outcomes. learning outcomes. learning outcomes. learning outcomes; not
organized, highly organized, very relevant organized. Relevant to organized, not relevant.
outcome. outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline
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ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
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SCHOOL ENVIRONMENT
Learning Episode 3: Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous Peoples
Episode 3 provides an opportunity to observe how differences in gender, racial, cultural and religious
backgrounds, including coming from indigenous groups influence learner behavior, interaction, and
performance in school. One will also analyze and reflect on practices that teachers use in leveraging
diversity in the classroom. It also provides an opportunity to observe how differences in abilities affect
interaction in school and learn about strategies that teachers use in addressing the learners’ needs toward
effective teaching and learning.
TARGET Your Intended Learning Outcomes
At the end of this episode, I must be able to:

describe the characteristics and needs of learners from diverse backgrounds;
 identify the needs of students with different levels of abilities in the classroom;
 identify best practices in differentiated teaching to suit the varying learner needs in a diverse class
(PPST 3.1.1); and
 demonstrate openness, understanding, and acceptance of the learners’ diverse needs and backgrounds.

Here are principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at a
level just above their current level of mastery, and also when they have many opportunities
to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, interests and
need of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
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ENVIRONMENT
d. Learners under challenging circumstances which include geographic isolation, chronic

illness, displacement due to armed conflict, urban resettlement or disasters, child abuse,
and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned affect learners. The
teachers develop in them sensitivity and empathy. They remember that the learners respond and perform at
different levels. The teachers assure the students that their gender identity, culture and religion are
respected, their strengths are recognized, and their needs will be met. These teachers declare to all that
everyone has the change to learn and succeed. They create a learning community where everyone can work
together and contribute regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:

use strategies to build a caring community in the classroom
model respect and acceptance of different cultures and religions
bring each of the student’s home culture and language into the shared culture of the school
provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen awareness of one’s own
identity, including one’s beliefs and cultural practices. Through serious reflection one may
realize that the self is a product of all the influences of key people in one’s life and the
community, real and virtual. Similarly, learners from indigenous groups carry with them their
beliefs, views and cultural practices. One’s attitude needs to be that of openness and respect.
Come in not with the view that one’s own culture is superior, We approach with the sincere
willingness and deep interest to know and understand that indigenous people’s culture. We aim
to make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110 ethno-
linguistic groups, majority of which is in Mindanao, some in Northern Luzon and fewer in
the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of our total
population. There are two big indigenous people’s groups which have several smaller
ethnic groups within them, the non-muslim groups called the Lumads in Mindanao, and
the Igorots in Northern Luzon. Among others, we have the Badjaos, Ati and Tumandok,
Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and protects
the rights of indigenous cultural communities (ICC) and indigenous peoples (IP). Our
country was admired by other nations for enacting this law. However, years later, so much
still has to be done to improve the lives of millions of people from indigenous groups.
(Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. Most useful for you as a future
teacher to remember are the 5 Key Element of an Indigenous Peoples Education
Curriculum (DO 32, s.2015 enclosure, pp.15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national curriculum

with Indigenous Knowledge systems and practices (IKSPs) and Indigenous Learning
systems (ILS) the design of a culturally appropriate and responsive curriculum has the
following features:
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ENVIRONMENT
a. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to
the community’s cultural integrity while enabling meaningful relations with the
broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen, enrich, and
complement the community’s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are experienced, lived,
and learned is the primary learning environment and learning space of the indigenous
learners.
4. Learning Resources. Instructional materials, and other learning resources shall be
developed and utilized in line with the described curriculum content and teaching
learning processes
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills, and concepts being covered, their design and use shall
address the needs and concerns of the community and shall be developed with their
participation.
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.
Resource Teacher: _______________________ Teacher’s Signature: ___________ School: _________
The learners’ differences and the type of interaction they bring surely affect the quality of teaching and
learning. This activity is about observing and gathering data to find out how student diversity affects
learnings.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
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ENVIRONMENT
Step 4. Interview your Resource Teacher about the principles and practices that she uses in dealing with
diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
OBSERVE
Read the following carefully before you begin to observe. Then write your observation report on the
space provided on the next page.
1. 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 actively? 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
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ENVIRONMENT
Language and cultural differences

Differences in religion
Socio-economic status
OBSERVATION REPORT
Name of the School Observed ____________________________________________________

School Address ___________________________________________________________________
Date of Visit ______________________________________________________________________
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ENVIRONMENT
ANALYZE
1. 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?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Is there anyone you observed 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?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. How does the teacher influence the class interaction considering the individual differences of the
students?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How
does the teacher leverage diversity?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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SCHOOL ENVIRONMENT
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learner?
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents
To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on you experience.
OBSERVE
Use the observation guide provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your observation report on the
space provided.
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background and needs of the learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her
class.
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ENVIRONMENT
OBSERVATION REPORT

School Address ___________________________________________________________________
Date of Visit ______________________________________________________________________
ANALYZE
1. Did your observation match the information given by the teacher?
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ENVIRONMENT
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Describe the differences in ability levels of the students in the class? What practices or strategies are
done or should be done to differentiate instructions to meet the needs of the learners?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the
students respond to the teacher? Did the teacher use differentiated instruction? If yes, describe how.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low achievers in
your class. How did your teacher deal with differences in abilities? Was your teacher effective?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning essentials of
Episode 3.
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ENVIRONMENT
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao.
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac.
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose Occidental
Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy. Garangan and Brgy. Agcalaga, Calinog,
Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from these
schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if still not
feasible consider a “virtual” field study through watching Indigenous Peoples in the Philippine
videos. There are several available at YouTube. You can start with this video by Dep Ed”
DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013.
Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE
Use the observation guide for you to document your observations.
An Observation Guide for Indigenous Peoples Education
Read the following carefully before you begin to observe. Then write your observation report on
the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these question
in mind as you are watching the videos. You can try to get in touch with the creator of the videos
and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know their
norms and customary greetings. This will help you blend in the school community and interact
with respect.
2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?
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ENVIRONMENT
3. What activities do they do in these different areas of the school?

4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they have
and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can
use the questions found on the Analysis part of this activity.
Write your observation report here.
OBSERVATION REPORT
(You may include photos here.)

School Address ___________________________________________________________________
Date of Visit ______________________________________________________________________
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SCHOOL ENVIRONMENT
OBSERVATION REPORT
(You may include photos here.)
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ENVIRONMENT
ANALYZE
Curriculum Design, Answer each question based on your observation and interview
Competencies, and Content data.
1. Does the school foster a sense
of belonging to one’s ancestral
domain, a deep understanding
of the community’s beliefs and
practices? Cite examples
2. Does the school show respect
of the community’s expression
of spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach
skills and competencies in the
indigenous learners that will
help them develop and protect
their ancestral domain and
culture?
5. Does the curriculum link new
concepts and competencies to
the life experience of the
community?
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ENVIRONMENT
6. Do the teaching strategies help

strengthen, enrich, and
complement the community’s
indigenous teaching-process?
7. Does the curriculum maximize
the use of the ancestral domain
and activities of the community
as relevant settings for learning
in combination with classroom-
based sessions? Cite examples.
8. Is cultural sensitivity to uphold
culture, beliefs and practices,
observed and applied in the
development and use of
instructional materials and
learning resources? How? (For
example, Culture bearers of the
Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community values
and culture? How?
10. Do assessment processes
include application of higher
order thinking skills?
What do you think can still be done to promote and uphold the indigenous peoples knowledge systems
and practices and rights in schools?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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ENVIRONMENT
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What did you appreciate most from experience in visiting the school with indigenous learners? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3.2 Uphold and celebrate their culture, beliefs and practices by

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3.3 Advocate for indigenous peoples education by

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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ENVIRONMENT
With the principle of individual differences in mind, what methods and strategies will you remember in
the future to ensure that you will be able to meet the needs of both the high and low achievers in your
class? Make a collection of strategies on how to address the students’ different ability levels.
Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.
3. What is teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different student groups.
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT ___________
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s world view, and its
indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners, EXCEPT _____
A. Culturally generated learning resources only include indigenous group’s artifcats, stories,
dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which highlight
mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of instructional materials
D. The indigenous community’s property rights are upheld in publishing learning resources.
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ENVIRONMENT
6. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT
____________
A. Including the practice of competencies in actual community and family situations
B. Applying higher-order thinking skills and integrative understanding across subject areas
C. Using international context in the assessment standards and content faithfully without
modification
D. Including community-generated assessment processes that are part of indigenous learning system.
7. Read the following comments by the teacher. Which of these comments will most likely make a
child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos
mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with the same
topic but assigns a different task appropriate for each group to accomplish
B. The teacher divides the class into three heterogenous groups and assigns the same activity for
each group to work on.
C. The teacher groups the learners by their ability level and assigns different content topics for the
groups to work on
D. The teacher groups the learners by ability levels and assigns each group a different task on the
same topic, and then requests three different teachers, each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the slow
learners.
D. Applying two sets of different standards
Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult Circumstances,
and Indigenous Peoples
Learning Outcomes: describe the characteristics and needs of learners from diverse backgrounds, identify
the needs of students with different levels of abilities in the classroom, identify best practices in
differentiated teaching to suit the varying learner needs in a diverse class (PPST 3.1.1), demonstrate
openness, understanding, and acceptance of the leaners’ diverse needs and backgrounds
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ENVIRONMENT

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Page | 50
SCHOOL ENVIRONMENT
______________________________________________ _______________________
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SCHOOL ENVIRONMENT
Learning Episode 4: Learner Diversity: The Community and Home Environment
SPARK Your Interest
Episode 4 provides opportunities for you to have a more in-depth look into the factors that affect the
development of a learner. Focus will be on the early experiences and characteristics of the learner as
described by the family and other significant others. You will also focus how the teacher links with the
community to maximize the learning and development of students.
At the end of this Episode, I must be able to:

 describe the influencing factors in the home environment that affect the students’ learning;
 seek advice concerning strategies that build relationships with parents/guardians and the wider
community (6.2.1); and
 identify effective strategies on how teachers can work together with the family.

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner’s environment. The layers are:
Microsystem – Mesosystem – Exosystem – Macrosystem – Chronosystem –
includes the the connection the bigger Outermost layer the element of
structure such as between the social system which includes time, patterns of
one’s family, structures in the which includes cultural values, stability and
school and microsystem the city customs and laws pacing of the
neighborhood government, child’s everyday
the workplace life
and the mass
media
The model helps the teacher look into every aspect in the learner’s environment to understand his
behavior. The teacher’s important role is not to replace what is missing at home (if any), but to work
so that the school becomes an environment that welcomes and nurtures families. The teacher works
to create a partnership with the family and the community to bring out the best in every learner.
2. Baumrind’s Parenting Styles
Authorization. Parents are very firm with their children and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection, physical
punishment or threats
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor responsive to
children. Provide no structure, supervision, support or guidance.
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ENVIRONMENT
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children
understand consequence of their behavior.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive and lack self-control; may they have low levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning and
adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock, 2004
Activity 4.1 Observing the learner’s community and home environment
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implemented at home concerning their child’s schooling.
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write your observation
report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of development:
Physical-body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active, etc.)
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ENVIRONMENT
Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into
fights, liked by others, etc.)
Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows
reasoning skills, turns in assignments and requirements, etc.)
Interview the teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility, study habits, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with parents? How often? What do they discuss? How do
they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?
Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures
in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if
necessary.
Name of Learner:
Date of Birth: _________________________________________ Age: ________
Grade/Year Level: ____________________________________ Gender: ____________
Number of Siblings: ________________________
Birth Order: ________________________________________
Parents: ____________________________________________________________________
Mother: ________________________________________________________________________
Age: ________ Occupation: ________________ Educational Attainment: _______________
Father: _____________ Occupation: _____________ Educational Attainment: ____________
Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
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ENVIRONMENT
5. Who took care of him/her as a child?

Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
1. What are your expectations of your child?

2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
4. What do you do when he/she is not successful in something?
1. Do you have rules in the house? What are they?

2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interest?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habitats?
6. What are these rules? How are they implemented?
After you gathered all the necessary data. Write the learner’s development profile using the outline below.
Type the profile on a separate sheet and attached it to this learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learner’s Development Profile

Name of the Learner ______________________________________________________________
School ____________________________________________________________________________
Date of Home Visit _________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:
Family’s Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
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ENVIRONMENT
Physical Development
In paragraph form, describe the physical development of the learner. Combine
the teacher’s parent’s responses, and your own observations.
Social Development
In paragraph from, describe the social development of the learner. Combine
Emotional-Moral Development
In paragraph from, describe the emotional-moral development of the learner.
Combine the teacher’s parent’s responses, and your own observations.
Cognitive Development
In paragraph from, describe the cognitive development of the learner. Combine
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on
the learner’s development. The questions in the Your Analysis portion of this
Recommendations
Write your recommendations.
Page | 56
SCHOOL ENVIRONMENT
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer the
questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Relating your data with what you learned from child development, what family factors do you think
contribute to the development and over-all adjustment of the learner in school?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If yes, what are
these effects?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. How can the teacher partner with the community to contribute to the development and learning of
the students? Who are the people or which institutions can the teacher tap to seek regarding the
development and learning of students
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How did it
affect you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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ENVIRONMENT
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration? How can you work
well the parents? How can you help them? How can they help you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile IV.
Withdrawn
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ENVIRONMENT
A. I and II
B. I, II and III
C. II and III
D. I, II, III, and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
1. Make an artistic colorful, and creative visual expression of your insights or feelings about the
influence of the home and school and community to the learner.
Then, write a few statements on the space below about your visual art
Stick with acrostic…
2. Make a reflection acrostic about the home, school and community link.
1.
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ENVIRONMENT
2.
H- C-
O- O-
M- M-
E- M-
U-
S- N-
C- I-
H- T-
O- Y-
O-
L- L-
I-
N-
K-
Evaluate Your Work Task Field Study 1, Episode 4 – Learner Diversity: The Community and Home
Environment
Learning Outcomes: Describe the influencing factors in the home environment that affect the students’
learning, seek advice concerning strategies that build relationships with parents/ guardians and the wider
community (6.2.1); and, identify effective strategies on how teachers can work together with family

Episode 4 3 2 1
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ENVIRONMENT
errors.
analyzed.
outcome. outcome.
deadline

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 61
ENVIRONMENT
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer the
questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Relating your data with what you learned from child development, what family factors do you think
contribute to the development and over-all adjustment of the learner in school?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Page | 62
SCHOOL ENVIRONMENT
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If yes, what are
these effects?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How did it
affect you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration? How can you work
well the parents? How can you help them? How can they help you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Page | 63
SCHOOL ENVIRONMENT
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Learning Episode 5: Creating an Appropriate Learning Environment
SPARK Your Interest
This learning Episode provides an opportunity to examine how classrooms are structured or designed to
allow everyone’s maximum participation for effective learning. You should be able to examine how
classroom management practices affect learning. This Episode enhances the application of the theories
learned in the following professional subject such as Facilitating Learner-Centered Teaching and The
Child and Adolescent Learners and Learning Principles.
TARGET Your Intended Learning Outcome

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.

The classroom climate that is conductive for learning is one that is non-threatening yet business-like. It is
a classroom where, when creating audio-visual presentations, the following are observed:
Specific classrooms rules and procedures are clear.
Classroom rules and procedures are discussed within the first few days of the
school. Students are involved in the design of rules and procedures.
Techniques to acknowledge and reinforce acceptable behavior are employed.
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ENVIRONMENT
Clear limits for unacceptable behavior are established and negative consequences for such are
communicated.
Classroom processes are democratic.
Activity 5.1 Managing Time, Space and Learning Resources
OBSERVE
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
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ENVIRONMENT
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good to ask
the teacher for additional information, so you can validate your observation. Write your notes below; and
then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for
specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher is available,
ask him/her to describe the process. What’s the effect of students’ participation in rule-making on
student’s behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing
the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
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SCHOOL ENVIRONMENT
REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Activity 5.2 Identifying the Different Aspects of Classroom Management
OBSERVE
CLASSROOM MANAGEMENT
MATRIX Observe a class and accomplish the given matrix.
Effect on the Learners

Aspects of Classroom (to be filled out after you answer the
Management Description analysis questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
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SCHOOL ENVIRONMENT
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What should the teacher have in mind when she/he designs the classroom organization and routines?
What theories and principles should you have in mind?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Which behavior strategies were effective in managing the behavior of the learners? In motivating
students? Why were they effective?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Should learners be involved in making the class rules? Why?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
LINK to Theory Practice
Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-regulation in the

students. Which of the following teacher statements demonstrates focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play games in the
computer later.”
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ENVIRONMENT
B. “If it takes you longer to finish the seatwork because time is wasted with chatting, then we
won’t have time to go to the playground anymore.”
C. “Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. “If you get a grade of 95 or higher in the first two assignments, you will be exempted from
the 3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when ______________
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners’ behavior, they should do all
EXCEPT _________________________.
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners’ rights
Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the physical
space and learning stations which contribute to the effective implementation of classroom management.
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ENVIRONMENT
EVALUATE Performance task
Evaluate Your Work Task Field Study 1, Episode 5 – Creating an Appropriate Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources provide a learning environment
appropriate to the learners and conducive to learning.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
Page | 70
ENVIRONMENT
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 71
SCHOOL ENVIRONMENT
Learning Episode 6: Classroom Management and Classroom Routines
SPARK Your Interest
This episode focuses on the classroom structure and routines performed by teachers in class to provide a
safe, friendly non-threatening and caring environment. Effective classroom routines ensure order and
discipline to help the students to stay calm and focused in their daily tasks.

identify the classroom routines set by the teacher; and
 observe how the students execute the various classroom routines.

Routines are the backbone of daily classroom life. They facilitate teaching and learning Routines don’t
just make the life of the teacher easier. They save valuable classroom time. Efficient routines make it
easier for students to learn and achieve more.
Establishing routines early in the school year:
enables you to run your daily activities run

smoothly; ensures you to manage time effectively;
helps you maintain order in the classroom;
makes you more focused in teaching because you spend less time in giving
directions/instructions; and
enables you to explain to the learners what are expected of them.
Activity 6.1 Observing Classroom Management and Routines
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ENVIRONMENT
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.
Checklist on Classroom Routines
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed (√) Not observed (x)

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room / washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. 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
Others, please specify.
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
Page | 73
SCHOOL ENVIRONMENT
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Which of those routines were systematic and consistently implemented? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Wy? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 6.2 Listing Down Classroom Rules
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and security. Rules also teach
discipline and self-control. Rules eliminate stress and will provide a more pleasant, secured and non-
threatening environment. Rules ensure the students’ engagement and focus in their classroom activities.
Classroom Rules Importance

1. E.g. Read directions well. Ensures less error in answering the activity
2.
3.
4.
5.
6.
Page | 74
SCHOOL ENVIRONMENT
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Are classroom rules really important?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules? If not,
what rules are you going to employ? Explain your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Take some snapshots of the classroom routines employed by the Resource Teacher which are worth
emulating. Tell something about the pictures.
Page | 75
ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and Observe how the students
execute the various classroom routines.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
Page | 76
ENVIRONMENT
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
1. What term applies to the established ways of managing a classroom into a more organized and
systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routines?

A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually.
D. Set the do’s and don’ts in every activity.
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SCHOOL ENVIRONMENT
Learning Episode 7: Physical and Personal Aspects of Classroom Management
SPARK Your Interest
This Episode tackles classroom management and discipline. It focuses on the personal and physical aspects of
classroom management which are central to teaching and therefore must be consistently implemented.

identify the two (2) aspects of classroom management; and
 determine the classroom management strategies that the Resource Teacher employed in his/her class.

Classroom management refers to the wide variety of skills and techniques that teachers use to keep
students organized, orderly, focused, attentive on tasks and academically productive in class.
Ref: edglossary.org
Importance of Effective Classroom Management
increases chance of student success

paves the way for the teacher to engage students in
learning helps create an organized classroom environment
increases instructional time
creates consistency in the employment of rules and regulations
aligns management strategies with school wide standards
decreases misbehavior in the classroom
gives student boundaries as well as consequences
Ref: http//www.ehow.com
Two Aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure order and
discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
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ENVIRONMENT
2. Physical Classroom Management consists of managing the learning environment. Attending to

these physical elements of the learning environment ensures the safety, security and order in the
class. It includes:
3.1 ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure / design of the classroom
3.6 physical square / learning stations
Some Effective Classroom Management Strategies
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 communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
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.
Ref. prodigygame.com
Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management
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ENVIRONMENT
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical aspects of
classroom management ensure proper classroom management and discipline. Check if these aspects were
observed in the classroom.
Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom fee from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space / learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the following
questions?
1. How does the voice of the teacher affect classroom instruction?

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

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

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SCHOOL ENVIRONMENT
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain. “No amount of good
instruction will come out without effective classroom management.”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are your plans in ensuring effective classroom management?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the management of
learner behavior.
Grade/Year Level: ____________________ Subject Area: _________________________ Date:

_________
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the classroom.
You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (√) observed, put an (x) if not observed and Ο for no opportunity to observe.
Not No opportunity
Effective Classroom Management Strategies Observed observed to observe
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 communication.
8. Take time to celebrate group effort.
Page | 81
SCHOOL ENVIRONMENT
9. Let students work in groups.

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.
Others (Please specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What were not used by the Resource Teacher? Were these important? What should have been
used instead? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
As a future teacher, reflect on the observation then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse types of learners?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Page | 82
ENVIRONMENT
Show piece(s) of evidence of learning to capture the classroom management strategies used by your
Resource Teacher.
Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal Aspects of Classroom
Management
Learning Outcomes: Identify the two (2) aspects of classroom management and determine the classroom
management strategies that the Resource Teacher employed in his/her class.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
Page | 83
ENVIRONMENT
deadline

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 84
ENVIRONMENT
1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students “Remember I am the
person in authority here. I have the power to pass or fail you.” Do you agree with Teacher
Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
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SCHOOL ENVIRONMENT
Learning Episode 8: Understanding the School Curriculum, Close Encounter with the School
Curriculum
SPARK Your Interest
Formal education begins in school. Schools are institutions established to design total learning activities
appropriate for each learner in each grade level. Thus, schools have recommended curriculum which is
the enhanced K to 12 curriculum. The recommended curriculum was translated into written curriculum
like books, modules, teachers’ guides and lessons plans which are the basis of the taught curriculum. A
teacher who implements the curricula needs support materials (support curriculum) to enhance teaching
and learning so that the written and the taught curricula can be assed (assessed curriculum) in order to
determine if learning took place (learned curriculum). However, there are so many activities that happen
in schools but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by preparing a miniscule
curriculum called a lesson plan or a learning plan. The teacher then puts life to a lesson plan by using it as
a guide in the teaching-learning process where different strategies can be used to achieve the learning
objectives or outcomes. There are many styles of writing a lesson plan, but the necessary parts or
elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching-Learning Strategies, and (d)
Evaluation or Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode, learning will
be achieved with the classroom teacher as a guide.

identify the different curricula that prevail in school setting;
 describe how the teacher manages the school curriculum by planning, implementing lessons through
different strategies and assessment of learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment.

School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process and outcomes as in lifelong
learning. However, school curriculum in this course limits such definition of total learning outcomes to
confine to a specific learning space called school. Schools are formal institutions of learning where the
two major stakeholders are the learners and the teachers.
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ENVIRONMENT
Basic education in the Philippines is under the Department of Education or DepEd and the recommended
curriculum is the K-12 or Enhanced Basic Education Curricula of 2013. All basic education schools
offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High School
and Grades 11 to 12, Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized lessons and addition of
issues like disaster preparedness, climate change and information and communication technology
(ICT) are included in the curriculum. Thus, in-depth knowledge, skills and values, attituded
through continuity and consistency across every level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills.
4. ensures unified and seamless learning. The curriculum is designed in s spiral progression where
the students learn first the basic concepts, while they study the complex ones in the next grade
level. The progression of topics matches with the developmental and cognitive skills. This
process strengthens the mastery and retention.
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will be
ready for college or tech voc careers. Their choice of careers will be defined when they go to
Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready to
embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to Grade 12 in the
country.
The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to be

used nationwide as mandated by Republic Act 10533.
When the curriculum writes began to write the content and competency standards of the K to
12 Curriculum it became a Written Curriculum. It reflects the substance of RA 10533 or the
Enhanced Basic Education Act of 2013. In the teacher’s class it is the lesson plan. A lesson
plan is a written curriculum in miniscule.
What has been written in a lesson plan has to be implemented. It is putting life to the written
curriculum, which is referred to as the Taught Curriculum. The guidance of the teacher is
very crucial.
A curriculum that has been planned, and taught needs materials, objects, gadgets, laboratory
and many more that will help the teacher implement the curriculum. This is referred to as the
Supported Curriculum.
In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The curriculum is
now called the Assessed Curriculum.
The result of the assessment when successful is termed as Learned Curriculum, learned
curriculum whether small or big indicates accomplishment of learning outcomes.
However, there are unplanned curriculum in schools. These are not written, nor deliberately
taught but they influence learning. These include peer influence, the media, school
environment, the culture and tradition, natural calamities and many more. This curriculum is
called Hidden Curriculum or Implicit Curriculum.
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ENVIRONMENT
So what will be the roles and responsibilities of the teacher in the relations with the school curriculum,
specifically in the K to 12 or the enhanced curriculum for basic education? Teachers then should be multi-
talented professionals who:
know and understand the curriculum as enumerated

above; write the curriculum to be taught;
plan the curriculum to be implemented;
initiate the curriculum which is being introduced;
innovate the curriculum to make it current and updated;
implement the curriculum that has been written and planned;
and evaluate the written, planned and learned curriculum.
Activity 8.1 Curricula in the School Setting
It’s time to look around. Discover what curriculum is operating in the school setting. Recall the types of
curriculum mentioned earlier. Can you spot where these are found? Let’s do a hunting game!
OBSERVE

_________
1. 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.
Type of Curriculum Where Found Description

1. Recommended Curriculum
(K to 12 Guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
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ENVIRONMENT
3. Taught Curriculum
(Teaching Learning
Process)
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum (Media)
ANALYZE
Which of the seven types of 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 the relationship of one curriculum to the other.
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SCHOOL ENVIRONMENT
REFLECT
Make a reflection on the diagram that you have drawn.
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Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

_________
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular grade/year
level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects
Major Curriculum Components Key Guide for Observation (Carefully look for the
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
do 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 it’s time to observe how the teacher implemented the prepared
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 the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in the
class activity?
f. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
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SCHOOL ENVIRONMENT
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics of competencies
of global quality teachers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Was the lesson implemented as planned? Describe.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager?
Satisfied and contented? Disappointed and exhausted?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Can you describe the majority of students’ reactions after the lesson was taught? Confused?
Happy and eager? Contended? No reactions 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 Constructive Alignment of the Components of a Lesson Plan

_________
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SCHOOL ENVIRONMENT
OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: _____________________________________________________________

II. Subject area: _________________________________________________________________
III. Grade Level: _________________________________________________________________
Outcomes Teaching Method Assessment
ANALYZE
Answer the following questions based on the diagram.
1. Are the three components consecutively aligned? Explain.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SCHOOL ENVIRONMENT
2. Will the outcomes be achieved with the teaching methods used? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What component would tell if the outcomes have been achieved?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the three components are aligned?
Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This can be in
pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a from of a Lesson Plan.
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ENVIRONMENT
Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan.
a. Example:
Lesson Title: ______________________________________________________
Subject Area: ____________________________________________________
Grade Level: ____________________________________________________
Lesson Outcomes Teaching Methods Evaluation
Evaluate Your Work Task Field Study 1, Episode 8 – Close Encounter with the School Curriculum
Learning Outcomes: Identify the different curricula that prevail in the school setting. Describe how the
teacher manages the school curriculum by planning, implementing lessons through different strategies
and assessment of learning outcomes. Analyze if the teacher aligns the objectives to subject matter, to
teaching strategies and assessment.

Episode 4 3 2 1
Page | 95
ENVIRONMENT
errors.
analyzed.
outcome. outcome.
deadline

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
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ENVIRONMENT
Choose the correct answer from the options give.
1. When we say school curriculum it refers only to the K to 12 curriculum.

A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a curricularist
EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in technology, though not
deliberately taught in the lesson, will influence the curriculum. This is referred to as
______________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only
B. II only
C. III only
D. I, II and III
5. What is the most important reason why there should be constructive alignment of the components
of the curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lessons plans written and published.
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SCHOOL ENVIRONMENT
Learning Episode 9: Preparing for Teaching and Learning
SPARK Your Interest
This episode gives emphasis on the principles of learning which must be applied to ensure quality
instruction. It also focuses on the intended learning outcomes which set the direction of the lesson. They
must be (SMART) Specific, Measurable, Attainable, Realistic and Time-Bound) and formulated in
accordance with time-tested principles. It also determines the teaching method used by the Resource
Teacher whether (inductive or deductive) which is the practical realization or application of an approach.
This episode dovetails with the course on Facilitating Learner-Centered Teaching.

identify the teaching-learning practices that apply or violate the principles of teaching learning;
 determine the guiding principles on lesson objectives/learning outcomes applied in instruction;
 judge if lesson objectives/intended learning outcomes are SMART.
 Determine whether or not the intended learning outcomes are achieved at the end of the lesson;
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.

These are the time-tested principles of teaching and learning:
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I do, I
understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the opportunity to
connect what they learn with other concepts learned, with real world experiences and with their
own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning process. It is the
practical realization or application of an approach. All methods of teaching can be classified either as
deductive (direct) or inductive (indirect).
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ENVIRONMENT
DEDUCTIVE INDUCTIVE
Begins with a rule, Methods Begins with the concrete,
generalization abstraction and of experience, details, examples
ends with concrete, Teaching and ends with a rule,
experience, details, exampls. generalization, abstraction.
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 applications/violations of the principles of learning. I can cite more than one
evidence per principle of learning.
Principles of Learning What did the Resource 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 a cooperative and a collaborative
process. Learning is enhanced in an
atmosphere of cooperation and collaboration.
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SCHOOL ENVIRONMENT
ANALYZE
1. What principles of 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
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SCHOOL ENVIRONMENT
Observe a class, this time focusing on how the learning outcomes were stated. Determine if the learning
outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
(SMART Objectives) Achieved

Learning Outcomes
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
1. Do SMART objectives make the lesson more focused?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
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ENVIRONMENT
Reflect on the
Lessons learned in determining SMART learning outcomes.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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
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ENVIRONMENT
Did teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive
recipients of instruction?
Was the emphasis on the mastery of the lesson or Was the emphasis on the students’ application of
on the test? Prove. the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one discipline/subject? Didteacherconnectlessonto other

disciplines/subject?
What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed new lesson
meanings.
b) Inquiry-based
c) Developmentally appropriate – learning activities fit the developmental stage of children
d) Reflective
e) Inclusive – No learner was excluded; teacher taught everybody.
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SCHOOL ENVIRONMENT
f) Collaborative – Students work together.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were taught.
ANALYZE
1. What are possibly consequences of teaching purely subject matter for mastery and for the test?
______________________________________________________________________________
______________________________________________________________________________
2. If you were to reteach the class you observed, would you be teacher-centered or student-centered?
Why?
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on Principles of teaching worth applying
_____________________________________________________________________________________
_____________________________________________________________________________________
Direction: Encircle the letter of the correct answer.
1. Teacher Rose believes that students need not know the intended learning outcome of her lesson.
She proceeds to her learning activities at once without letting them know what they are supposed
to learn for the day. Which principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill
on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives / intended learning outcomes must integrate 2 or 3 domains –
cognitive, skill and affective or cognitive and affective or skill and affective.
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ENVIRONMENT
B. Begin with the end in mind.

C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom’s
taxonomy, in which level of cognitive processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your own philosophy of education in the course, the Teaching
Profession. Based on Bloom’s revised taxonomy, in which level of cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson plan (s) used
by your Resource Teacher to show the intended learning outcomes and the method used in class.
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 9 – Preparing for Teaching and Learning
Learning Outcomes: identify the teaching-learning practices that apply or violate the principles of
teaching learning. Determine the guiding principles on lesson objectives/learning outcomes applied in
instruction. Judge if lesson objectives/intended learning outcomes are SMART. Determine whether or not
the intended learning outcomes are achieved at the end of the lesson. Observe the teaching methods used
by the Resource Teacher. Differentiate the different methods of teaching.

Episode 4 3 2 1
errors.
analyzed.
Page | 106
ENVIRONMENT

outcome. outcome.
deadline

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
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SCHOOL ENVIRONMENT
Learning Episode 10: The Instructional Cycle
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching methods. It will also tackle
lesson development in the OBTL way. The K to 12 curriculum and teacher education curriculum are focused
on outcomes, standards and competencies. This means that lessons must be delivered with focus on outcomes.
Likewise, this Episode dwells on types of questions, questioning and reacting techniques that teachers make
use of. The type of questions that teachers ask and their manner of questioning and reacting to student
responses have a bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subjects in Education.

identify the application of some guiding principles in the selection and use of teaching strategies.
 determine whether or not the lesson development was in accordance with outcome-based teaching and
learning.
 identify the Resource Teacher’s questioning and reacting techniques.
 outline a lesson in accordance with outcome-based teaching-learning.

These are the guiding principles in the selection and use of teaching methods:

2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of information.
Realizing the importance of these guiding principles in teaching and learning, the Department of
Education promotes Standards-and Competency-Based teaching with its K to 12 Curriculum Guide. The
Technical Education Skills Development Authority (TESDA) has been ahead of DepEd and the
Commission on Higher Education (CHED) in the practice of Competency Standards-Based teaching and
Assessment. CHED requires all higher education institutions in the country to go outcome-based
education (OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is OBE
applied in the teaching-learning process. It is equivalent to competency-based and standards-based
teaching and learning in the K to 12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn the Assessment
Tasks (ATs) are aligned with the intended learning outcomes. In other words, in OBTL you first establish your
intended learning outcomes (lesson objective). Then you determine which teaching-learning activities (TLAs)
and also the assessment tasks (ATs) you will have to use to find out if you attained you ILO’s.
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ENVIRONMENT
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we use to teach and the
AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning of Benjamin
Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the art of questioning and
reacting techniques to ensure the effective delivery of instruction.
These are types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Closed/Low-level Who, What, Where, When questions with one

acceptable answer
2. Divergent/Open-ended/High-level/Higher- Open-ended; has more than one acceptable answer
order/Conceptual
a. evaluation
b. inference e.g. When the phone range and Liz pick it up, she
was all smiles. What can you infer about Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies.

_________
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SCHOOL ENVIRONMENT
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more e.g. Teacher used video on how digestion takes
and the better the learning. place and a model of the human digestive system.
3. A non-threatening atmosphere enhances

learning.
4. Emotion has the power to increase retention

and learning.
5. Good teaching goes beyond recall of

information.
6. Learning is meaningful when it is

connected to students’ everyday life.
7. 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 on this question.
How do we select the appropriate strategy for our lessons?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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SCHOOL ENVIRONMENT
Activity 10.2 Determining Outcome-Based Teaching and Learning

_________
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOS) at the beginning
of the class? Did he/she share them with the class? How?
______________________________________________________________________________
______________________________________________________________________________
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain
his/her lesson objectives/ ILOs? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ILOs?
______________________________________________________________________________
______________________________________________________________________________
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on the use of OBTL.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Activity 10.3 Applying Effective Questioning Techniques

_________
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SCHOOL ENVIRONMENT
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the
classroom discussion. Write the questions raised and identify the level of questioning.
Types of Questions Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent
Closed / Low level
2. Divergent / Higher –
order / Open-ended /
Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as periods!”
Does this have something to do with the type of questions that teachers ask and the questioning
and reacting techniques that they employ?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on
The importance of using various reacting techniques
_____________________________________________________________________________________
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ENVIRONMENT
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
Show proofs of learning that you were able to gain in this Episode by interviewing at least two teachers
on their thoughts on OBTL.
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 10 – The Instructional Cycle
Learning Outcomes: identify the application of some guiding principles in the selection and use of
teaching strategies. Determine whether or not the lesson development was in accordance with outcome-
based teaching and learning. Identify the Resource Teacher’s questioning and reacting techniques.
Outline a lesson in accordance with outcome-based teaching-learning.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
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ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.
2. The more senses that are involved, the more and the better the learning. Which practice is aligned
with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to filed trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?

A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?

A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought-out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
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SCHOOL ENVIRONMENT
Learning Episode 11: Utilizing Teaching-Learning Resources and ICT
SPARK Your Interest
With the lightning speed by which technology is evolving, and now with 4.0, technology continues to be
an ever-significant part of the learning environment. This episode provides an opportunity for students to
examine a Learning Resource Center or Multi-Media Center and learn about its collection, services,
equipment, observe how a teacher utilizes technology for instruction, and explore resources in the virtual
learning environment. Students will analyze and reflect on how technology, including artificial
intelligence, supports the teaching-learning process.
At the end of this Episode, I must be able to;

identify and classify learning resource materials in the multi-media center;
 show skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1);
 show skills in the evaluation, selection, development, and use of a variety learning resources,
including ICT to address learning goals (PPST 4.5.1);
 analyze the level of technology integration in the classroom; and
 demonstrate
7.5.1).
motivation to utilize ICT for professional development goals based on the PPST (PPST

UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The information and Communications Technology Competency Framework for Teachers (ICT CFT)
version 3 is a comprehensive framework guide teachers’ development on the effective and appropriate
use of ICT in education. It highlights what teachers should know and do clustered in six aspects, namely:
1. Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4. Application of
Digital Skills, 5. Organization and administration, and 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide teachers as they
develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2, Knowledge Deepening, and
Level 3, Knowledge Creation. The Commission on Higher Education Teacher Education Curricula (2017)
includes the UNESCO ICT CFT so most likely you have tackled this in your Technology for Teaching
and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this episode. The activities here
are meant for you to observe, analyze and reflect about the competencies discussed in the framework.
(Access it at https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/
UNESCO%20ICT %20Competency%20Framework%20V3.pdf)
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ENVIRONMENT
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching -learning
process. Over the years the name of this center has evolved. Some of the names are Audiovisual
Center, Media and Technology Resource Center, Teaching-Learning Technology Department, or
Simply Learning Resource Center.
2. With the swift development of ICT, the natural outcome was the ever-expanding interface between the
traditional library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library. LRC, and Audio Visual
or Media Center. Some only have the LRC both for teachers and students. Still, some have
combined their learnings resource centers with maker spaces.
4. The common purpose among these centers is to provide print, audio-visual and ICT resources to
support the teaching-learning process
5. The goals of the Center may include orienting and training teachers in the use of audiovisual and
ICT resources, working with teachers and administrators in producing instructional materials,
making available useful resources to the students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the following
functions: center of resources, laboratory of learning, agent of teaching, service agency,
coordinating agency, recreational reading center, and a link to other community resources
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ENVIRONMENT
Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you to define and
evaluate technology integration. It will provide you direction and guide you in the process of achieving
effective teaching with technology. The teacher’s integration of technology in instruction can be
described as progressing in 5 levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables quality technology
integration. The interdependent characteristics of the learning environment are being active, collaborative,
constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the levels of technology Integration and the Characteristics
of the Learning Environment. Examine the matrix below. To make you understand how integration is
done in each of the levels and environment, explore the TIM website and learn from the many interesting
videos showing technology integration. Go to http://fcit.usf.edu/matrix/matrix.php
Observing technology integration in the classroom
(Reproduced with permission of the Florida Center for Instructional Technology, College of
Education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The world wide web is like an endless network of information, ever-expanding and almost
limitless. Electronic resources come in different forms like websites, WebQuests, blogs, social network
sites, on-line courses, a wide range of tools, and so many forms of apps.
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ENVIRONMENT
As a future teacher, one of the skills that will be most useful for you is the ability not to only to
search for information but to make decisions, as to which ones you will take and use and which ones you
will put aside. Aim to develop your skills in evaluating internet resources. you will be able to choose the
best resources that will help you attain your teaching-learning objectives.
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is accurate, free from error
and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches what is needed
by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will encourage the active
participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which steps should be
taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald. Mary Ann, Lovin, Vicki, & Branch, Robert Maribe (2003). A
Gateway to Educational Materials: An Evaluation of an Online Resource for Teachers and an
Exploration of User Behaviors. Journal of Technology and Teacher Education. 11 (1), 21-51).
Education 4.0
th
Shwab described the 4 wave of the industrial revolution. The unprecedented speed at which
technology is evolving has disrupted many vital processes that involve how we run production, business
and consequently how we teach and learn. The following Technology trends have huge potential to
transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for teaching and
learning that do not require payment of royalties nor license fees. There is abundance of OERs in
the form of textbooks course materials, curriculum maps, streaming videos, multimedia apps
podcasts, and many others. They can have a significant impact on education as they are made
available and easily accessible in the internet. Be sure to explore them to help you work on this
episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about things
and share information. Sites and apps such as Facebook, twitter, Instagram provide a virtual
venue for teachers and learners to work together interact among themselves and with other
classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one who
sends the most number of text messages per day. This indicates the high number of mobile
device users. These devices can also be used as a learning tool by allowing teachers and students
more opportunities to learn inside and even outside the classroom.
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ENVIRONMENT
4. The Internet of Things. IoT is a system of computing mechanisms that become built-in into
many everyday things, that allow sending and receiving data through the internet. A lot of things
have turned “smart.” We have smart cars that can navigate on its own. Smart houses that monitor
temperature and light. Smart TVs that interface with the internet. Watches that send our vital
signs to our doctors. All of these developments can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or

machine simulate thinking and behaviors of humans such as talking, learning and solving
problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are near samples of
AI. Among others, uses of AI in education can be in the areas of gamification and adaptive
instructions for learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a computer

program that allows a person to visit and experience the environment virtually. In AR, images
from computer programs interlay with the actual views of the real-world, resulting in an
extended, expanded, or altered view of a real-world environment. In education, among others,
VR and AR programs and apps allow more exciting ways of seeing and experiencing things that
add to the motivation and engagement of learners
7. Big Data. Through the billions of interactions and transactions are done electronically, and
through the internet, an enormous amount of data is generated and stored. The challenge is how
to make sense of this data, through analytics and research, possibly answer pertinent questions
about how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computers software, apps, and websites. Today,
there are learning programs that introduce coding activities as early as kindergarten. Robotics
program in the elementary and secondary programs introduce and hone the skills of young
learners. Coding helps learners develop novel ways of exploring and trying out ideas, especially
when done with problem or project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly technology is
changing and impacting our lives. Trough all this, it is crucial to ensure that human values and
principles govern or guide our use of technology. Ethical practices that protect the rights of every
person need to be upheld.
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of people.
Below are the basic information about MOOCS. Let us focus on each word:
Massive
MOOCS are on-line courses designed for large number of participants, usually larger
than the number of students that can fit a regular classroom. There can be hundreds or
even be a thousand students or more.
Open
There is mostly freedom of place, pace and time.
Courses can be accessed by anyone anywhere as long as they have internet connection.
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ENVIRONMENT
Courses are open to everyone without entry

qualifications. Some courses are for free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
Educational content. May include video, audio, text, games, simulations, social media
and animation
Facilitation interaction among peers. Builds a learning community through opportunities
to interact
Some interaction with the teacher or academic staff
Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback from peers or the
teacher.
Some kind of (non-formal) recognition options. It includes some kind of recognition like
badges or certificate of completion. A formal certificate is optional and most likely has to
be paid for.
A study guide/syllabus. This includes instructions as to how you may learn from the
materials and interactions presented.
Based on Definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You will have a
chance to explore them as you go through this episode.
Activity 11.1 Visiting the Learning Resource Center

_________
To realize the Intended Learning Outcomes, work through these steps:
1. Visit a school’s Learning Resource Center. Look around and see what resources and facilities are
available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or facilities are used.
3. Make an inventory of its available resources and classify them according to their characteristics
and functions.
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ENVIRONMENT
OBSERVE
As you visit and observe the Learning Resource 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 and 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 photos of the center (if allowed).
After you through with your observation, classify the resources available that you believe are most useful.
Use the activity form provided for you.
Name of Center Observed: ____________________________________

Date of Observation: __________________________________________
Name of observer:
Course / Year / School:
List of Available Learning Resources

Available Learning Resources Characteristics and Unique Teaching Approaches where
(Enumerate in bullet form) Capabilities the Resource is Most Useful
1. Print Resources
2. Audio Resources
3. Non-electronic Visual
Resources
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ENVIRONMENT
4. ICT Resources
Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-Charge:
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
ANALYZE
Are the learning resources/materials arranged properly according to their functions and characteristics?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What are the strengths of this Learning Resource Center?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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SCHOOL ENVIRONMENT
What are its weaknesses?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What suggestions can you make?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Which gadgets/materials are you already confident to use/operate?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Which ones do you feel you need to learn more about?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
Activity 11.2 Observing Technology Integration in the Classroom

_________
To realize my Intended Learning Outcomes, I will work my way through these steps: Observe a class
for three meetings. Video-tape, if allowed. Step 2. Describe how technology was integrated in the lessons
and how the students were involved. Step 3. Use the Technology Integration Matrix to analyze the
technology integration done by the teacher. Step 4. Reflect on what you have learned.
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 instructions carefully before you observe.
1. What is the lesson about?

2. What visual aids/materials/learning resources is the teaching 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 responses 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 __________________________________ Teacher ________________________________
Grade / Year / Level ______________________________________________________________
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SCHOOL ENVIRONMENT
ANALYZE
UTILIZATION OF TEACHING AIDS
FORM Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids used Strengths Weaknesses Appropriateness of

(Enumerate in bullet the Teaching Aids
form) used
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p.123, in which level of technology integration do you think the teacher you
observed operated? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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SCHOOL ENVIRONMENT
Based on the Technology Integration Matrix, what is the characteristics of the learning environment in
the class the you observed? Point your observations that justify your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you do
differently if you would teach the same lesson to the same group of students? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 11.3 Exploring Education 4.0

_________
OBSERVE
Explore the Education 4.0 through these steps: 1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive programs (web quests/games)
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ENVIRONMENT
on the topic. Try to ask Siri, Alexa; 3. List and describe at least 5 sites/interactive programs; 4. Evaluate
the materials or programs; 5. Reflect on your FS experience.
Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Note the important concepts that the teacher is emphasizing.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Note the skills that the teacher is developing in the learners.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
ANALYZE
Analyzing the information you got form observing the class, surf the internet to select electronic resources,
including OERs, social networking sites, and apps with virtual or augmented reality that will be useful in
teaching the same lesson. Evaluate the resources you found, using the set of criteria discussed in the Revisit the
Learning Essentials part of this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade / Year Level

Subject Matter/Topic
(Based on the class
you observed)
Lesson
Objectives/Learning
Outcomes
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SCHOOL ENVIRONMENT
Name Describe Put a check if the resource satisfies the criterion. Describe
and type the how you
of electroni can use
electroni c it if you
c resource were to
resource (include teach in
author/ the class
publisher Accurat Appropriat Clea Complet Motivatin organize you
/ source). e e r e g d observed
.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the class?
What made it easy? Difficult?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How did you choose which electronic resources to include here? What did you consider? Explain.
Which of the new trends in Education 4.0 would you like to explore more for your work as a
teacher? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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ENVIRONMENT
3. Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 11.4 Professional Development Through MOOCS

_________
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites of MOOC provides and explore the courses offered that are relevant to PPST domains I
want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identified. You
may try these sites:
http://www.teachthought.com/technology/list-75-moocs-teachers-students/
http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.shtml
http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/
https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-
joins-mooc-madness/
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ENVIRONMENT
4. Indicate the MOOC provider. You night need to create an account in the different MOOC
providers to explore their MOOCs.
PPST Domain Competencies I want to MOOCs related to the MOOC Provider

work on competency/ies
(Include a short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most appropriate for
you. Describe the MOOCs below.
1. MOOC Title ___________________________________________________________________
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
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SCHOOL ENVIRONMENT
2. MOOC Title ___________________________________________________________________
Provider:
Content Outline
3. MOOC Title ___________________________________________________________________
Provider:
Content Outline
Page | 132
ENVIRONMENT
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCS?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday
teach a MOOC?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SCHOOL ENVIRONMENT
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual pieces
of information found on the site are well-documented, and pictures and diagrams are properly
labeled. She is also checking that there are no misspelled words nor grammar errors. Which
criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the app
is uncluttered in appearance, is arranged in some order of difficulty, and that icons represent what
they were intended to represent. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out whether the
app taps the skills found in the Grade 8 standards to ensure that this app will help meet her
objectives. She wants to make sure it is not too easy nor too difficult for her students. Which
criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in kingdom

Animalia. The teacher then teaches them how to use a software in making graphic organizers.
Students then use this to create their own graphic organizers to classify animals. This shows
technology integration which is ________.
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in adding mixed
fractions. The students then work independently with the app to provide them sufficient practice
in adding mixed fractions. This shows technology integration which is _____________.
A. entry-active
B. adoption-active
C. infusion-active
D. transformation-active
6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work together with
other Grade 7 classes in their school campuses in Visayas and Mindanao. They will create posters and
a video clip to communicate a message about peace. They will use social media to spread their peace
campaign. This project involves technology integration which is _______________.
A. entry-active
B. adoption-constructive
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SCHOOL ENVIRONMENT
C. transformation-constructive
D. adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational Technology Center
of a school EXCEPT ___________.
A. make available technology equipment for the use of teachers and students.
B. conduct training for teachers on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students’ technology project for them
8. The Learning Resource / Audio-visual / Educational Technology Center regularly provides the
teachers a list of websites, apps and instructional materials available in the city which are relevant
to the different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
9. The Learning Resource / Audio-visual / Educational Technology Center sponsors a seminar

workshop for teachers and administrators on the use of the latest presenter applications. This
fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because _______________.

A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts
11. MOOCs are open because ___________________.

A. all courses are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected to the internet
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester
12. MOOCs are considered as a course because ___________________.

A. they have a guide or a syllabus that indicates content, objectives, activities, and assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor’s degree
D. they are graded
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ENVIRONMENT
1. Include here pictures/illustration of the materials used by teacher. Put your comments/annotations
about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional

materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate how
they might be useful considering your major or area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and
share how these tools can be helpful to you as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 11 – Utilizing Teaching-Learning Resources and ICT
Learning Outcomes: Identify and classify learning resource materials in the multi-media center. Show
skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1); Show skills in the
evaluation, selection, development, and use of a variety learning resources, including ICT to address
learning goals (PPST 4.5.1); Analyze the level of technology integration in the classroom. Demonstrate
motivation to utilize ICT for professional development goals based on the PPST (PPST 7.5.1)

Episode 4 3 2 1
are free from errors four (4)
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ENVIRONMENT
grammar and spelling grammatical/spelling grammatical/spelling

are free from error. errors. errors.
analyzed.
outcome. outcome.
deadline

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
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SCHOOL ENVIRONMENT
Learning Episode 12: Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)
SPARK Your Interest
Assessment is an essential part of the instructional cycle. The instruction cycle consists of: 1) setting the
intended learning outcome/s, 2) selecting a teaching methodology, strategy and activity that are aligned to
the learning outcome and topic which are developmentally-appropriate to the learners and 3) assessment
itself. Assessment is the part of the instructional cycle that determines whether or not the intended
learning outcome has been attained and so necessarily, the assessment task must be aligned to the
intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of learning and
assessment as learning.
This episode will dwell on assessment for learning and assessment as learning. Assessment for learning is
referred to as formative assessment while assessment as learning is referred to as self-assessment.

Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment.
DISCOVER the Learning Essentials

In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by Objective, we
ensure that the intended outcome/competency/objective is attained at the end of the lesson and so
while we are still in the process of teaching, we do check learners’ understanding and progress.
If we find out that the learners failed to understand prerequisite knowledge and skills, we reteach
until learners’ master them. This is called FORMATIVE assessment, assessment while the
learners are being formed or taught. It is assessment in the midst of instruction.
Formative assessment is also referred to as assessment for learning. Assessment for learning
simply means we do assessment to ensure learning.
We do not wait for the end of the lesson to find out if learners understood the lesson or not
because if it is only at the end of the lesson that we discover that the learners did not understand
the lesson, we have wasted so much time and energy teaching presume that everything was clear,
only to find out at the end of the lesson that the learners did not understand the lesson at all. This
means that we have to reteach from the very beginning, something that we could have saved
ourselves from doing had we given time to find out if the lesson was understood while teaching.
Assessment for learning encourages peer assessment.
Page | 139
Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

_________
OBSERVE
1. 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 teacher did Tally Total
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SCHOOL ENVIRONMENT
3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the
lesson? How?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. If they did, how did the teacher respond?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Were the students given the opportunity to ask questions for clarification? How was this done?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. If she found out that 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 teach 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 re-teaching
Others, Please specify

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching
strategy? Describe.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. While re-teaching by himself/herself and / or with other students-turned tutors, did teacher check
on students’ progress?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
If yes how?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SCHOOL ENVIRONMENT
ANALYZE
1. 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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to
check on learners’ progress?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Should teacher record results of formative assessment for grading purposes? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Based on your observations, what formative assessment practice worked?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective than
teacher himself/herself doing the re-teaching or tutoring?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Could an unreasonable number of failures at the end of the term/grading period be attributed to
the non-application of formative assessment? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections. Should you record results of formative assessment? Why or why not?
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SCHOOL ENVIRONMENT
1. My Accomplished Observation Sheet
2. My analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

_________

demonstrate knowledge of the design and use of self-assessment; and
 explain the importance of self-assessment.

Assessment as learning means assessment is a way of learning
It is the use of an ongoing self-assessment by the learners in order to monitor their own learning.
This is manifested when learners reflect on their own learning and make necessary adjustments so
that they achieve deeper understanding.
Assessment as learning encourages students to take responsibility for their own
learning. It requires students to ask questions about their learning.
It provides ways for students to use formal and informal feedback and self-assessment to help
them understand the next steps in learning.
It encourages self-assessment and reflection.
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ENVIRONMENT
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide opportunities for the
learners to monitor and reflect on their own
learning?
2. What are proofs that students were engaged in

self-reflection, self-monitoring and self-
adjustment
3. Did students record and report their own

learning?
4. Did teacher create criteria with the students

for tasks to be completed or skill to learned
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SCHOOL ENVIRONMENT
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student learning.
Do you agree? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your personal
experiences of assessment in school. Were you given opportunities for self-assessment? If yes, what was
its impact on your learning?
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 12 – Assessment FOR Learning and Assessment AS
Learning (Formative Assessment)
Learning Outcomes: Demonstrate Knowledge of the design and use of formative assessment. Explain the
importance of formative assessment.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
Page | 146
ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
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ENVIRONMENT
1. The primary purpose of assessment is to ensure learning. Which assessments are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an assessment, and have a deeper
understanding of what they are expected to learn before they take the assessment they take a
greater responsibility of their own learning. Which assessment is referred to?
A. Assessment as Learning
B. Assessment of Learning
C. Assessment for Learning
D. Assessment in Learning
3. DepEd Order No. 8 s. 2015 states, “Assessment is a process that is used to keep track of learners’
progress in relation to learning standards…, to promote self-reflection and personal
accountability among students about their own learning…
Which assessments are referred to by the DepEd memo?

I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form /s of assessment are you
engaged?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on a
day-to-day basis and modify their teaching based on what the students need to be successful. Is
this statement TRUE?
A. Yes
B. No
C. Somewhat
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SCHOOL ENVIRONMENT
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to

D. Assessment in learning
7. Which form of assessment is crucial in helping students to become lifelong learners?

A. Assessment of learning
C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and making adjustments so
that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed and/or
skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help them
monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet or fully
meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV, and V
C. III, IV and V
D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the tasks assigned to
them by their teacher and so students move from the passive learners to active owners of their
own learning?
11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
C. Assessment in learning
D. Assessment as learning
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ENVIRONMENT
Learning Episode 13; Assessment of Learning (Summative Assessment)
SPARK Your Interest
Episode # 12 dwelt on Assessment for Learning (formative assessment) and Assessment as

Learning (self-assessment). These refer to assessment that teachers do while still teaching and students’
assessing their own learning. Episode # 13 will be focused on Assessment of Learning. When teachers
have done everything they can to help learners attain the intended learning outcome/s, teachers subject
their students to assessment for grading purposes. This is referred to as assessment of learning which is
also known as summative assessment,
Episode # 13 will be focused on 1) assessment of learning in the cognitive, psychomotor and

affective domains with use of traditional and non-traditional assessment tasks and tools, 2) assessment of
learning outcomes in the different levels of cognitive taxonomy, 3) construction of assessment items with
Page | 150
ENVIRONMENT
content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 7) The K to 12 Grading

System and 8) Reporting Students’ Performance.
At the end of this Episode, I must be able to demonstrate understanding of the design, selection,
organization and use of summative assessment strategies consistent with curriculum requirements by
being able to:
determine the alignment of assessment tools and tasks with intended learning outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
 evaluate no-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student learning;
 distinguish among the 3 types of learners’ portfolio
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s and Marzano’s taxonomy
 explain the function of a Table of Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd grading policy;
 state the reason(s) why grades must be reported to parents; and
 describe what must be done to make grade reporting meaningful.
Page | 151
SCHOOL ENVIRONMENT
OBSERVE, ANALYZE, REFLECT
Activity 13.1 Aligning Assessment Task with the Learning Outcome

Determine alignment od assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome

In accordance with Outcome-Based Teaching-Learning, the learning outcome determines
assessment task.
Therefore, the assessment task must necessarily be aligned to the learning outcome.
OBSERVE
Observe at least 3 classes – Physical or Biological Science or Math, English, Filipino; 1 Social
Science or Literature/Panitikan, EsP and 1 P. E/ Computer /EPP/ TLE.
Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned to improve on it.
assess the learning the learning
outcome/s? Specify outcome/s?
P.E/EPP/TLE To dance tango Written quiz- No Performance
Enumerate the steps of test- Let
tango in order. students dance
tango.
Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned to improve on it.
assess the learning the learning
outcome/s? Specify outcome/s?
Page | 152
Social Science,
Literature/Panitikan,
EsP
Physical/ Biological
Science/ Math/
English/ Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

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

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Page | 153
SCHOOL ENVIRONMENT
REFLECT
Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught (with learning outcomes?)?
How did this affect your performance? As a future teacher, what lesson do you learn from this
past experience and from this observation?
Page | 154
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.
Is the test item aligned to the learning outcome?
i. No C. Yes
ii. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own
food. Test Item: Can plants manufacture their own food? Explain your answer.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching

Test: Outline the steps of the inductive method of teaching.

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome: Compute the mean if the scores are 50,
50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the meant of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40
D. Is mean the same as average?
5. Learning Outcome: To observe subject-verb agreement as one speaks.
1. Dogs (howl).
2. A cat (meow).
3. Birds (fly).

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
6. Here is a lesson objective / intended learning outcome: “illustrate the law of supply and demand with
your original concrete example”. For content validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supple and demand with a drawing.
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ENVIRONMENT
C. Illustrate the law of supple and demand with a concrete, original example.
D. Explain the law of supple and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content validity which
should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with almost
any how.”
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost
any how.”
D. Nietzsche was an atheist. Do you believe he can give this statement? “He who has a why to
live for can bear with almost any how.”
8. After teaching them to process of experimenting, Teacher J wanted his students to be able to set up
an experiment to find an answer to a scientific problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted. Present your
finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and present
them in class.
D. Research on the answers to this scientific problem: Can aerial plants survive when transferred
in soil?
9. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness and activities
suitable for the individual”. Does her test item measure this particular outcome and therefore has
content validity?
1. Identify the components of Physical Fitness under the skill-related activities.

A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.
B. Yes, because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities.
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SCHOOL ENVIRONMENT
Activity 13.2 observing the Use of Traditional Assessment Tools
 Critique traditional assessment tools and tasks for learning in the context of established guidelines on
test construction

Traditional assessment tools are also called paper-and-pencil tests.
Traditional assessment tools usually measure learning in the cognitive domain.
Traditional or paper-and-pencil tests can be classified either as selected-response tests or
constructed-response/supply type of tests.
Common examples of selected-response type of tests are alternate response test (True-False,
yes-no), multiple choice and matching type of test.
Common examples of constructed-response type of test are short answer, problem solving and
essay.
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.
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ENVIRONMENT
Direction: Put a check (√) on the test which teacher used. From your teacher’s test items, give
an example.
Type of Traditional Put a Learning Outcome Sample Test Item of Comments (is the
Assessment Tool/ Check Assessed Resource Teacher assessment tool
Paper-and-Pencil Test (√) Here constructed in
accordance with
established
guidelines?)
Explain your
answer.
Selected Response
Type
1. Alternate Response
2. Matching Type
3. Multiple Choice
4. Others
Page | 158
ENVIRONMENT
Type of Traditional Put a Learning Outcome Sample Test Item Comments (is the
Assessment Tool/ Check (√) Assessed of Resource assessment tool
Paper-and-Pencil Test If Resource Teacher constructed in
Teacher accordance with
used it. established
guidelines?) Explain
your answer.
Constructed-Response
Type
1.Completion
2. Short answer Type
3. Problem Solving
4.Essay-restricted
5. Essay-non-restricted
6. Others
Page | 159
SCHOOL ENVIRONMENT
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely
used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools and tasks
were the Resource Teachers most skilled in test construction? least skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
Page | 160
ENVIRONMENT
Here is the learning outcome of this activity: Critique traditional tools and tasks for learning in
the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks. Determine
alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test construction
D. Is an essay more reliable than a multiple choice test?
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters B. Premises D. Jokers
5. In a multiple choice type of test, one option among 4 was not chosen by any examinee. What is
TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since there were
so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated B. Unattractive D. Implausible
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SCHOOL ENVIRONMENT
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

 Evaluate non-traditional assessment tools including scoring rubrics

There are learning outcomes that cannot be assessed by traditional assessment tools.
Authentic/ non-traditional/ alternative assessment tools measure learning outcomes like
performance and product.
These performance task and product are assessed by the use of scoring rubric.
A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
The main purpose of rubrics is to assess performances and products.
There are two types of rubrics- analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assesses a student work as a whole.
For diagnostic purposes, the analytic rubric is more appropriate.
For a holistic view of a product or performance, the holistic rubric will do.
A good scoring rubric contains the criteria against which the product or performance is rated, the
rating scale and a description of the levels of performance.
OBSERVE
Observe classes in at least 3 different subjects and pay particular attention to the assessment tool
used by the teacher.
With teacher’s permission, secure a copy of the assessment tool.
Study the assessment tool then accomplish Observation Sheet.
Did your Resource Teacher explain the rubric to the students?
Which type of rubric did the Resource Teacher use – analytic or holistic?
Page | 162
AuthenticAssessment/ Learning Sample of Product/ How a product/ Comment/s (is

Non-Traditional/ Outcome Performance performance was the scoring
Alternative Assessed Assessed assessed rubric
constructed
according to
One example of a Describe how/ standards?
product assessed. the product/
(Put a photo of the performance
product/ was assessed.
documented Which was used
performance in My analytic rubric
Teaching Artifacts. or holistic
INCLUDE THE rubric?
RUBRIC IN MY INCLUDE
TEACHING THE RUBRIC
ARTIFACTS IN MY
TEACHING
ARTIFACTS
1. Product-
2. Performance
Page | 163
ENVIRONMENT
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Based on your answer in # 1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. If you were to improve on one scoring rubric used, which one and how?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
______________________________________________________________________________
______________________________________________________________________________
Page | 164
SCHOOL ENVIRONMENT
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
Page | 165
ENVIRONMENT
Accomplished Observation
Sheet Observations
Reflection
A photo of a product assessed and a documented performance test
Samples of scoring rubrics used by Resource Teachers – one rubric to assess a particular product
and another rubric to assess a particular performance together with your comment/s and improved
version/s, if necessary.
Page | 166
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B.I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment task
will be valid?
A. Make students defend research report before a panel.
B. Make the students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and Holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
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SCHOOL ENVIRONMENT
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio
DISCOVER the Learning Essentials

A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection of
student’s work. The student’s reflection must accompany each output or work.
A portfolio different from a work folder, which is simply a receptacle for all work, with no purpose to
the collection. A portfolio is an intentional collection of work guided by learning objectives.
Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to define
quality performance as a basis for communication, and self-reflection through which students
share what they think and feel about their work, their learning and about themselves.
There are several types of portfolio depending on purpose. They are: 1) development or growth or
growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment/ evaluation
portfolio.
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio
from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts
3. Based on the sample portfolio given by your Resource Teacher/ researched by you, accomplished
Observation Sheet #
4. Put a check in the right column.
What a Portfolio includes

Elements of a Portfolio Present? Missing?
1. Clear objective – the objectives of
the lesson/ unit/ course are clear which
serve as a bases for selection
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SCHOOL ENVIRONMENT
2. Explicit guidelines for selection-

What, when, where, how are products/
documents performances selected?
3. Comprehensible criteria- the criteria
against which the portfolio is graded
must be understood by the learners
4. Selective significant pieces- The
portfolio includes only the selected
significant materials.
5. Student’s reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student participation in
selection of content of portfolio- there is
proof that students took part in the
selection of the content of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that
what the student was supposed to learn was learned?
______________________________________________________________________________
______________________________________________________________________________
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does
this fall?
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SCHOOL ENVIRONMENT
Elements of a _______________ Portfolio (Which type of Portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My progress as a Learner”
2. Table of contents with numbered pages
3. Entries-both core (require items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised
versions.)
6. Student’s Reflection
3. Where and when does the teacher make use of each of the 3 types of portfolio?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners’
metacognitive process that result from the use of portfolio?
Sample/s of Improved Written Tests, both selected-response type and supply

type. Sample/s of product and performance assessed
Sample/s of a rubric
Sample/s of students’ reflection on his/her portfolio
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative
Assessment)
Learning Outcomes: determine the alignment of assessment tools and tasks with intended learning
outcomes; critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction; evaluate no-traditional assessment tools including scoring
rubrics; examine different types of rubrics used and relate them to assessment of student learning;
distinguish among the 3 types of learners’ portfolio; construct assessment questions for HOTS following
Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
explain the function of a Table of Specifications; distinguish among types of learners’ portfolios and
their functions; compute students’ grade based on DepEd grading policy; state the reason(s) why grades
must be reported to parents; and describe what must be done to make grade reporting meaningful.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
Page | 171
ENVIRONMENT
deadline

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 172
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of a portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which type
of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
5. I want to know if my students can now focus the microscope properly. With which portfolio am I
concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
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SCHOOL ENVIRONMENT
Activity 13.5 Determining the Level of Teacher’s Questions
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised
taxonomy and Kendall’s and Marzano’s Taxonomy.

Table: 1.4 Example of Cognitive Activities
Cognitive Processes Examples
Remembering – Produce the right information from memory
Recognizing
Name three 19th century women English authors.
Reading Write the multiplication facts.
Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Translate a story problem into an algebraic equation.
Interpreting Draw a diagram of the digestive system
Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Draw a parallelogram.
Exemplifying Find an example of stream-of-consciousness style of writing.
Name a mammal that lives in our area.
Label numbers odd or even.
Classifying List the events of the Sepoy Mutiny of 1857.
Group native animals into their proper species.
Inferring
Explain how the heart is like a pump.
Comparing Compare Mahatma Gandhi to a present day leader.
Use a Venn diagram to demonstrate how two books by Charles Dickens
are similar and different.
Draw a diagram explaining how air pressure affects the weather.
Explaining Provide details that justify why the French Revolution happened when and
how it did.
Describe how interest rates affect the economy.
Applying – Use a procedure
Add a column of two-digit numbers.
Executing Orally read a passage in a foreign language.
Have a student open house discussion.
Design an experiment to see how plants grow in different kinds of soil.
Implementing Proofread a piece of writing.
Create a budget.
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SCHOOL ENVIRONMENT
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
List the important information in a mathematical word problem and cross
Differentiating out the unimportant information.
Draw a diagram showing the major and minor characters in a novel.
Place the books in the classroom library into categories.
Organizing Make a chart of often-used figurative devices and explain their effect.
Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Read letters to the editor to determine the authors’ points of view about a
local issue.
Attributing Determine a character’s motivation in a novel or short story.
Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
Participate in a writing group, giving peers feedback on organization and
logic of arguments.
Checking Listen to a political speech and make a list of any contradictions within the
speech.
Review a project plan to see if all the necessary steps are included.
Judge how well a project meets the criteria of a rubric.
Critiquing Choose the best method for solving a complex mathematical problem.
Judge the validity of arguments for and against astrology.
Creating – put pieces together to form something new or recognize components of a new structure.
Given a list of criteria, list some options for improving race relations in
the school.
Generate several scientific hypotheses to explain why plants need
Generating sunshine.
Propose a set of alternatives for reducing dependence on fossil fuels that
address both economic and environmental concerns.
Come up with alternative hypotheses based on criteria.
Make a storyboard for a multimedia presentation on insects.
Planning Outline a research paper on Mark Twain’s views on religion.
Design a scientific study to test the effect of different kinds of music on
hen’s egg production.
Producing Write a journal from the point of view of mountaineer.
Build a habitat for pigeons.
Put on a play based on a chapter from novel you’re reading.
(Source: Anderson, L.W and Krathwohl, D.R 2001. A taxonomy for learning, teaching and assessing. New York:
Longmans)
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SCHOOL ENVIRONMENT
Page | 176
ENVIRONMENT
OBSERVE
1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to creating
and metacognition and self-system thinking. You may also refer to written tests for samples of
questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level

Cognitive Processes Cognitive Processes (and Tally of
(Bloom as revised by Rank Kendall and Marzano) Rank Assessment Total
Anderson and Tasks/
Krathwohl Questions
Self-system Thinking 6
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge Utilization 4
Understanding / 2 Comprehension 2 /
Remembering / 1-Lowest Retrieval 1 //// - Example 4
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SCHOOL ENVIRONMENT
Table 2. Examples of Assessment Questions / Assessment Tasks
Tally and Total Tally and Total Score of Example of

Score of Cognitive Rank Cognitive Processes Rank Assessment Rank
Processes (Bloom (and Kendall and Tasks/ Based
as revised by Marzano) Questions on Use
Anderson and Given by
Krathwohl) Resource
Teacher
Self-system Thinking 6-Highest e.g. Teacher
asked students:
Why is the
lesson important
to you?
Metacognition 5
Example: 6-Highest
Creating = I
Evaluating = I 5
Analyzing/An = II 4 Analysis 3
Applying = III 3 Knowledge Utilization 4
Understanding / = II 2 Comprehension 2
Remembering / = 1-Lowest Retrieval = III 1-Lowest

IIIII I I
Rank Rank
Page | 178
SCHOOL ENVIRONMENT
ANALYZE
1. Which cognitive skill has the highest number of assessment questions? lowest number?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What do these (lowest and highest number of assessment question) reveal about Resource
Teacher’s level of questions?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. 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.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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?
As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
Page | 179
ENVIRONMENT
Assessment)

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
Page | 180
ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 181
1. “Is my thinking CORRECT?” asks a student to himself.

In which level of cognitive process is he?
A. Self-system C. Metacognition
B. Analysis D. Application
2. Formulate a 5 – item imperfect matching type of test, is a test in the level of which cognitive
process?
A. Creating C. Self-system thinking

B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?

A. Ask the question “What has this lesson to do with me?”
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for _____.
A. Analyzing
B. Understanding
C. Evaluating
D. Applying
5. How would you rate students’ ability to reason out logically is a question to test students’ ability
to ____________.
A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate
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SCHOOL ENVIRONMENT
Activity 13.6 Analyzing a Table of Specifications

Explain the function of a Table of Specifications

A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by a
test and the number of items or points which will be associated with each topic.
Sometimes the types of items are described in terms of cognitive level as
well. 1. Study the sample of Table of Specifications on Assessment.
Learning No. of
Outcome Class Cognitive Level Total
Hours
Rem Un Ap An Ev Cr
1.
2.
3.
4.
5.
6.
Total
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ENVIRONMENT
ANALYZE
1. What parts must a TOS contains to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
Page | 184
SCHOOL ENVIRONMENT
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro, wala!
(Where did teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications as guide
in test construction solve the problem of misaligned tests?
Accomplished Observe
Sheet Analysis
Reflection
Completed Sample TOS
Page | 185
ENVIRONMENT

st
1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 grading test items are
applying questions based on Bloom’s taxonomy. A review of her test shows that 50% are
remembering items, 20% are analyzing questions and 30% are applying questions.
Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
2. What is a function of a TOS?

To ensure the ________.
A. content validity of a test C. reasonable length of a test
B. predictive validity of a test D. predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true C. False
B. Sometimes true D. Sometimes true, sometimes false
4. In a TOS, the number of hours spent on a learning outcome determines the number of test items
to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the question asked
5. The following are found in a TOS EXCEPT _________.

A. Teaching-learning activities
B. Number of hours devoted to atopic
C. Cognitive level of test item
D. Number of test items
6.
It’s just not fair. I studied everything we discussed in class about the Philippines and the
things she made a big deal about, like comparing the Philippines and to think all she asked
was ‘What’s the capital of Singapore?
What does the conversation imply about the kind of test they took?
A. Lacks content validity

B. Has content validity
C. Lacks reliability
D. Lacks construct validity
Activity 13.7 Computing Student’s Grades based on DepEd Grading System
Page | 186
SCHOOL ENVIRONMENT

Compute student’s grade based on DepEd’s grading policy
 State the new features of the latest grading system in basic education

With the implementation of the Enhanced Basic Education Program of 2013, more popularly
known as the K to 12 Curriculum, came a new grading system of the Department of Education.
Refer to Appendix A for more details.
The latest grading system in basic education includes students’ performance in written tests and
performance tasks, with emphasis on the latter. The quarterly exam may be a combination of
written test and performance task.
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 with him/her and with a group
students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do
with this new grading system which you were not asked before?
2. Which do you prefer – the old or the new grading system? Why?
C. Interview of 5 Students
1. What do you like in the new grading system?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Do you have problems with the new grading system. If there is, what?
Page | 187
SCHOOL ENVIRONMENT
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Does the new grading system give you a better picture of your performance? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Which do you prefer – the old or the new grading system? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
D. Review of DepEd Order # 8, s. 2015
Read DepEd Order # 8, s. 2015. You may refer to Appendix
A. Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases of grading?
2. How do you compute grades per quarter for Grade 1 to 10 and Grade 11 to 12. Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?
Page | 188
SCHOOL ENVIRONMENT
E. Grade Computation
Show sample computations of a grade:
in a subject of your choice from Grades 1 to 6 (if you are a future elementary
teacher) in your specialization if you are a high school teacher)
Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
Page | 189
SCHOOL ENVIRONMENT
ANALYZE
Analyze data and information gathered from the interview and from your 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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are the good points of the new grading system according to teachers? according to students?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What are the teachers challenged to do by this new grading system?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Do you favor the distribution of percentage of written work, performance tasks and quarterly
assessment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Did you like the experience of computing grades? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies –
knowledge, skills and values learned (outcomes-based-education) do grades really matter?
Page | 190
ENVIRONMENT
Assessment)

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
Page | 191
ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 192
ENVIRONMENT
1. Which is the percentage contribution of quarterly assessment to the grade of the student from
Grades 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all the tracks
in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
3. Which is the percentage contribution of written work to the grade of the Grade 1-10 student in
Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance tasks C. Quarterly Assessment
B. Written work D. Quarterly assessment and performance tasks
5. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis
on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks
D. The emphasis is on quarterly assessment.
6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairy Satisfactory D. Outstanding
7. I get a grade of 90. What is its descriptor?

A. Very satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
Page | 193
ENVIRONMENT
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. the quarterly grade is the average of the quarterly grades in the four areas – Music, arts,
Physical Education and Health (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only
12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total number
of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet
expectations? _______________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10 did not meet expectation in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas with failing
mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Students’ Performance

State the reason(s) why grade must be reported to parents
 Describe what must be done to make grade reporting meaningful
Page | 194
ENVIRONMENT
Grades fulfill their function if reported meaningfully to students and most of all to parents, our
partners in the education of children.
Grades are measure of achievement, not necessarily IQ. A student may have high IQ but not
necessarily achieving or performing because of lack of motivation or other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and grades to
parents.
3. Dis parents raise questions or concerns? If yes, what were their questions/ concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give
feedback?
2. How do you report students’ performance to parents? Does the school have a regular way of
reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address it/ them?
Interview with Students
Page | 195
ENVIRONMENT
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
Page | 196
SCHOOL ENVIRONMENT
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be

a) maintained and
b) improved to make grades and reporting meaningful
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
Page | 197
ENVIRONMENT
Assessment)

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
Page | 198
ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 199
1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
A. I only C. II only
B. I and III D. I, II and III
2. What must be done to make grade reporting meaningful?

I.The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and IIII
B. II only D. III only
3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.
4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established standards.
III. Explain that grades compare students’ performance against other students’ performance.
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion-referenced grading mean?

A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean
6. What must be done to make grade meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boys and girls.
Learning Episode 14 Knowing the Quality Teacher: The Teacher as a PERSON and as a
PROFESSIONAL
SPARK YOUR INTEREST
Page | 200
SCHOOL ENVIRONMENT
What is really like to be a TEACHER? Why is being a TEACHER considered as one of the most
respected professionals in the Philippines? What makes a teacher differently better than any other
profession? What characterize a teacher as a person and as a professional?
This Episode will provide you a chance to observe teachers in their workplace at school in order
to answer the question asked.

describe the personal qualities and competencies of effective classroom teachers; and
 enumerate the professional characteristics of practicing teachers observed as based on the professional
standards and code of ethics for the profession.

“My Teacher, My Hero” was a banner during the World Teacher’s Day celebration in the
Philippines in the years past. Are Filipino teachers, real heroes? What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve the country just like
any other hero. To be a teacher requires a lot of personal and professional qualities. These qualities make
an excellent Filipino teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary and are fitted to be
teachers. These are natural tendencies of a person. Here are some of the qualities and attributes that
distinctly characterized a teacher.
 Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and DOES.


Lives with dignity that This teacher is honest, has integrity, self-respect and self-
exemplifies self-respect, discipline. Likewise, respected by students, peers and the
integrity and self discipline community.

Takes care of one’s physical, This teacher is physically, emotionally and mentally healthy.
emotional and mental well- Clean and neat, dresses appropriately and pleasant in words
being and in action.
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ENVIRONMENT

Lives a life inspired by spiritual This teacher behaves according to the personal spiritual
principles and beliefs beliefs that are not contrary to the norms, mores and tradition
of the community.

Exhibits deep knowledge and This teacher is mentally alert, makes correct decision,
understanding across intelligent to be able to acquire new knowledge, skills and
disciplines values needed in order to teach. She/he has the ability to learn
new things, re-learn old knowledge in new ways, and un-
learn knowledge, skills and values that are no longer
applicable to the current times.

Recognizes own strength with This teacher sets high goals for himself/herself, but remains
humility humble and willing to share success. He/She is confident of
doing task but does not consider self to be better than others
all the time.

Perseveres in challenging This teacher is calm in the midst of chaos, remains steadfast
situation under pressure, does not easily give up and adjusts to
different situations.

Demonstrates a natural action to This teacher volunteers tasks for others, always willing to
work together with others share, extends help willingly, accepts responsibility, tolerant
of other people, and gives up for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the old saying goes:
“Teachers are born but good teachers are both born and made.”
Professional Competencies of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean developing a
professional teacher like you. You can only become a professional teacher if you earn a degree to teach in
either elementary level or high school level. You should also earn a license to teach by passing a
licensure examination for teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or specialization and the
professional courses including the pedagogy courses. Your professional courses include experiential
learning courses that include Field Study 1, Field Study 2 and Teaching Internship. These are important
in your preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You will find these
in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competencies What the teacher DOES


Abides by the code of ethics for This teacher practices the rules and conduct of
the profession professional teachers.

Masters the subject matter to be This teacher masters and updates himself/herself with
taught subject matter content to be taught.

Updates oneself on education This teacher keeps abreast with educational trends,
trends, policies and curricula policies and curricula by taking up graduate studies,
attending seminars and workshops.
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ENVIRONMENT

Uses teaching methods to This teacher practices different ways of teaching
facilitate student learning appropriate to the learners and the subject matter.

Builds a support network with This teacher engages the cooperation of parents and
parents and community stakeholders in educating the learners.

Demonstrate knowledge, This teacher has substantial knowledge of the
understanding of the characteristics and needs of the learners.
characteristics and needs of
diverse learners

Plans, prepares and implements This teacher plans, prepares, implements and innovates
school curriculum responsibly the day-to-day curriculum with the view in mind that
learners will learn.

Designs, selects and utilize This teacher designs, selects and uses appropriate
appropriate assessment strategies assessment tools for, as and of learning.
and tools

Provides safe, secure, fair physical This teacher arranges the classroom to provide safe,
and psychological learning secure psychological environment that supports and
environment that supports encourages learning.
learning

Serves beyond the call of duty This teacher does task and works even beyond the
official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified
professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the teachers
you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the Personal
Characteristics of the Teacher and Activity 2 will identify the Professional Competencies of the teacher.
OBSERVE, ANALYZE, REFLECT
Activity 14.1 Teacher Personal Qualities: A View from my Lenses
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
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ENVIRONMENT
3. Follow the code given whether you will observe by seeing only or you will observe and
interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you have
found out. If the personal quality is not observed by you or is not revealed in your interview,
write not observed or not manifested.
Personal Qualities Observe (O) Data Results

Interview (I) I have found out that …
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your
sample Teacher in Activity 1 with another teacher or you can still observe the same teacher. In case you
will not change your teacher to be observed the same teacher will be your sample for both Activity 1
and activity 2. Aside from direct observation, you will also do a Survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the information that
you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal

qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
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SCHOOL ENVIRONMENT
a. _____________________________________________________________________
_____________________________________________________________________
b. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
c. _____________________________________________________________________
_____________________________________________________________________
2. Which of these qualities do you have? Do you think you can fit as a good
teacher someday? _______ Why? Describe yourself. _____________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Good teachers are role models, whether in school, at home or in the community. From the
teachers that you had from elementary to college, did the personal qualities that they possess, help you
learn better as a student?
Identify one personal characteristic of your model teacher that has made a great impact in your life
as a learner. Reflect and describe how this quality influenced you.
_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Activity 14.2 Is the Teacher a Professional Teacher?
OBSERVE
Procedure:
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ENVIRONMENT
1. Secure a permit to observe and conduct a survey.

2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating scale
about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the survey. In
what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional teacher.
I will be very glad if you could answer the survey from about your co-teacher
________________________________________________
I will keep in confidence your identity, however, please allow me to use the data in my lesson.
This is a requirement in our course, Field Study 1.
Thank you very much.
_______________________________
BEED/BSEd Student
Name of the Teacher: _______________________________________________________________

PRC License No._________________________________ Grade Level Taught ________________
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or NO
or Doubtful.
Does the Teacher exhibit the

Professional Competence competence of a professional
teacher? Check your answer below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery
3. Keeps self updated with educational trends, policies and

curricula
4. Uses varied teaching methods that facilitate learning with skill

and ease
5. Engages the parents and other stakeholders to cooperate as

partners in educating the children
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SCHOOL ENVIRONMENT
6. Teaches with compassion based on the knowledge and

understanding of the characteristics and needs of diverse learners
7. Prepares curriculum plans, implements these with innovation

in every lesson
8. Designs or selects and utilizes appropriate

assessment strategies and tools for lessons taught
9. Makes classroom atmosphere physically (arrangement) and

psychologically (friendly, inclusive) safe and secure for learning
10. Serves willingly beyond teaching work by participating

in other extra-curricular activities when needed
_________________________________________________________
Name and Signature of the Teacher Informant (Peer)
OR:
_________________________________________________________
Name and Signature of the Supervisor Informant (Head)
AND
_________________________________________________________
Your Name and Signature (Pre-Service Student)
ANALYZE
Did you learn from your observation and interview on teacher’s professional competence? Now let
us analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a professional Teacher? In what competencies is the
teacher Strong? _______Weak? ________Doubtful? ________Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the
teacher that you observed?
Why? _______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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REFLECT
Now, it is time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. If all the teachers teaching today possess the professional characteristics and competencies as
the teacher/teachers observed then learners will be
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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ENVIRONMENT
Show here the artifacts of the Episode.
1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 14 – The Teacher as a PERSON and as a
PROFESSIONAL
Learning Outcomes: describe the personal qualities and competencies of effective classroom teachers –
enumerate the professional characteristics of practicing teachers observed as based on the professional
standards and code of ethics for the profession.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
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ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
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Based on the Episode 14, choose the correct answer for each item.
1. Any teacher currently teaching is called a professional because he or she _________.
I.is a licensed teacher
II. has a personal qualities appropriate to be a teacher
III. possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II, and III
2. Which of the following is a quality that is unbecoming of teacher?

i. Patience and understanding
ii. Humble and open minded
iii. Aggressive and dominating
iv. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?

I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, mores and tradition of the community
A. I only B. II only C. III only D. I, II and III
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan

B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lessons taught
D. Masters one teaching method and uses it all the time
5. The saying goes, “Many are called, but few are chosen.” How is this directly related to teachers?
A. There are many teachers but few are qualified.

B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
st
Learning Episode 15 Towards Teacher Quality: Developing a Glocal Teacher of the 21 Century
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SPARK YOUR INTEREST

st
Moving towards teacher quality? Wanted! A Global Teacher of the 21 Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and revealed
significant findings. There were 21 countries surveyed which represented the major continents of the
world. In most countries that participated, it was found out that like the Philippines, teaching is the most
sought profession. It was comparable to being a social worker, librarians, nursing and even doctors.
Majority of the parents asked, answered that they encourage their children to become teachers. To them,
teaching is one of the most respected and trusted professions.
However, with the change in global landscape, the 21 st century teachers must have the
competence to address the new learning environment, the new learning contents, the processes of learning
and how these are facilitated and the new types of learners.
st
Hence, we need the new type of teachers, a glocal 21 century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
 describe
and
st
the personal qualities and competencies of a glocal classroom teachers of the 21 century;
 design st
a learner-centered classroom for the 21 century learners with learning spaces that are safe, that
allows creativity and use of ICT.

FILIPINO GLOCAL TTEACHER
A survey of the ASEAN countries and beyond tends to show that there are three major
responsibilities of teachers. These are (1) Actual Teaching. (2) Management of Learning and (3)
Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our country, teaching
in the public schools requires six hours of actual teaching, that includes administrative work such as
management of learning per day. The two hours of the working day is allotted to administrative work such as
scoring and recording learners outputs, making reports, filling forms, preparing for the next day’s activity and
performing other administrative tasks. The previous Episode on the teacher, reminded us of the qualities and
competencies mentioned earlier. Teachers should multi-literate, multi-cultural, multi-talented, innovative and
creative. The future Filipino teacher like you shall act locally but think globally.
“Teach local, reach global” means that the teacher brings diverse experiences in the classroom
with the various skills to live and work as citizens of a global society. What teachers do in the local
communities impacts the larger community. As global citizens, the work begins, where the teachers are,
thus a “glocal” teacher.
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ENVIRONMENT
Towards Quality Glocal Teachers

st
Quality teachers are characterized by different attributes and skills needed in the 21 century
education. Partnership 21 identified (1) Global awareness, (2) Financial, economic, business and
entrepreneurial literacy, and (4) Civic and Health Literacy which require:
1. Learning and Innovative skills
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate exemplary mastery
of knowledge, skills values and dispositions relative to the following characteristics:
1. Understands one’s own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning process
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global the conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21 st Century

One of the major challenges of quality teachers is to “create a learning environment that
encourages creativity and innovation among learners.” With it, comes the management of learning in such
environment. These are required skills for a global teacher.
Majority of the current classrooms provide learning spaces that can hardly prepare the 21 st
century learners for the development of the 21 st century skills.
st
Since the 21 century classroom is learner-centered, the teacher acts as a facilitator of the
learning. Students no longer study each subject in isolation, but they work on interdisciplinary projects
that cover several subject areas. Learning is no longer for memorizing and recalling
of information but on learning how to learn. Thus classroom designs should respond to the 21 st
century learning. More so, quality teachers should be changing their roles from teaching in isolation to
co-teaching, team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the management of
learning. These are the two teacher qualities needed to address the new roles of teachers.
How should a new classroom be? Here are some suggestions on the six elements of a new
classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
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ENVIRONMENT
With the classroom structure, a quality teacher should be able to manage learning under a very
conductive learning environment. Teacher should use effective classroom management strategies that will
ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by seeing it to it that learners are
- organized,
- orderly,
- focused,
- attentive,
- on task, and
- are learning.
This will take much of your skill, experience and patience. The two important factors that may affect
learning management are the use of technology and the diversity of learners.
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ENVIRONMENT
Activity 15.1 A Day in the School Life of a Quality Teacher
Observation 1: This activity will require you to stay in school for one school day. Special
arrangement by your faculty should be made for this purpose.
Procedure
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life of a Quality
Teacher.”
7. If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Key guide for Observation (Carefully look for the
Responsibility 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. cooperates with peers and staff in the cleanliness and safety of
the school.
C. Administrative Work This teacher
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SCHOOL ENVIRONMENT
1. keeps records of learner’s attendance everyday.

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 question 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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________
3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________
4. From your perspective, would you consider this teacher as quality teacher? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________
REFLECT
Now, that you have spent one school day observing this teacher, it would be good for you to
reflect on all your observations by answering reflective questions below.
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ENVIRONMENT
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
2. When you become a teacher in the future, how else would you do better as a professional teacher?
3. 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.
4. 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)
Activity 15.2 The Creation and Management of the New Learning Environment as a Skill of the 21 st
Century Quality Teacher
This activity will allow you to develop your sense of creativity and imagination in designing a
classroom for the 21st century and determining how to manage learning in this classroom.
OBSERVE
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ENVIRONMENT
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.
i. Current Classroom I am Observing

Grade Level _______
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SCHOOL ENVIRONMENT
st
B. My Classroom for the 21 Century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences. Explain
why.
Features of the Present My Vision of the Future Why the similarity?

Classroom Components Classroom Why the difference?
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ENVIRONMENT
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 21 st teaching-
learning and become a glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the 21 st century classroom.
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15. 2 Drawing of the present classroom and a Drawing of your Vision of the Classroom
st
for the 21 Century.
st
3. Activity 15.2 Narrative on how will you manage teaching-learning in the 21 Century classroom.
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ENVIRONMENT

st
Based on the Episode you went through on Glocal Teacher of the 21 Century, answer the
questions that follow.
1. Anywhere in the world, when you embrace teaching as a profession, you should be prepared to
do _________.
I. actual teaching
II. manage learners and learning
III. do administrative work.
A. I only B. II only C. III only D. I, II, and III
2. Quality teacher is equipped with personal qualities and attributes that go beyond ordinary, that
is why in the Philippines he/she is described as __________.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors exemplifies a glocal teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global
standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21st century classroom that will address
globalization is the provision of conditions that allow ____________.
A. collaboration, seamless use of technology, flexible student groupings
B. use of technology, teacher-led activities, isolated subjects
C. teacher-centeredness and use of textbooks to the maximum
D. use of technology, purely lecture, need to memorize and recall
st
5. The new type of teachers in the 21 century are those who are ___________.
I. well travelled, global citizens, unmindful of their roots
II. multi-literate, innovative and creative, multi-cultural
III. masters of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D. I, II and III
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ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 15 – Towards Teacher Quality: Developing a Glocal
st
Teacher of the 21 Century
Learning Outcomes: describe the personal qualities and competencies of glocal classroom teachers of the
21st century and design a learner-centered classroom for the 21 st century learners with learning spaces that
are safe, that allows creativity and use of ICT.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
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ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
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SCHOOL ENVIRONMENT
Learning Episode 16: On Teacher’s Philosophy of Education
SPARK YOUR INTEREST
One thing asked of teacher applicants in the Department of Education is to write their philosophy
of education. This means that they have to write their concept o0f the nature of the learner, how that
learner learns and how that learner ought to live in order to live life meaningfully. Based on these
philosophical concepts, the teacher applicants describe how they ought to relate to the learner, what to
teach and how to teach so that the learner learns and lives life happily and meaningfully.
 determine prevailing philosophies of education based on DepEd Vision and Mission statements, core
values and mandate, the K to 12 Curriculum Framework and Guide and RA 10533;
 cite teacher’s teaching behaviors and the philosophies of education on which these behaviors are
founded; and
 articulate my philosophy of teaching

We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past
and of the present. The way teachers relate to learners and the way they teach are anchored on
philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate of the
Department of Education and the features of the K to 12 Curriculum as contained in Section 3 of RA
10533 and the K to 12 Curriculum Guide are manifestations or expressions of the philosophies of
education of the country. They state the standards and the outcomes of education towards which all
curricular activities and teaching-learning should be directed.
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ENVIRONMENT
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 K to 12 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.
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SCHOOL ENVIRONMENT
Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum Framework
Values, Mandate? Give Proof. and Guide and Sec 5 of
RA 10533? Give proof.
1. Essentialism – teach mastery of the basics; Essentialism – The core values of Essentialism – List of
curriculum is prescribed; subject matter- maka-Diyos, maka-tao, maka- standards and
centered there are universal, objective kalikasan and maka-bansa shaw competencies that learners
values; inculcate values in subject matter that DepEd is essentialist. DepEd are expected to attain is the
believes in unchanging values subject matter that students
that need to be inculcated. are expected to learn.
- Essentialist
2. Perennialism – teach those that last, the Any proof of perennialism?
classics; there are universal values; inculcate
these universal, objective values
3. Progressivism – very child-centered; teach Any proof of 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
teacher’s help students clarify their values
4. Reconstructionism – school is agent of Any proof of reconstructionism?
change; schooling is preparing students for
the social changes; teaching is involving the
students in discussions of moral dilemmas
5. Existentialism – Teachers teach learners to Any proof of existentialism?
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 which is useful, that Any proof of pragmatism?
which is practical and that which works what
is good; that which is efficient and effective
is that which is 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 aid by
drawing mitosis on a cartolina or illustration
board
7. Rationalism – emphasizes the Any proof of rationalism

development of the learners’ reasoning
powers; knowledge comes through reason;
teacher must develop the reasoning power of
the learner
Page | 227
SCHOOL ENVIRONMENT
8. Utilitarianism – what is good is that which Any proof of utilitarianism

is most useful (that which brings happiness)
to the greatest number f peoples;
9. Empiricism – source of knowledge is Any proof of empiricism
through the senses; teacher must involve the
senses in teaching-learning
10. Behaviorism – behavior is shaped Any proof of 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.
rewards reinforce learning.
11. Constructivism – learners are capable of Any proof of constructivism
constructing knowledge and meaning; teaching-learning 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
Activity 16.2 Articulating My Personal Philosophy of Teaching
OBSERVE
Observe how a teacher relates to every learner and how he/she proceeds with her teaching
Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.
Page | 228
ENVIRONMENT
Philosophies of Education Teaching Behavior (State what the teacher

said, taught or did).
1. Essentialism – teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter-centered
there are universal, objective values; inculcate values e.g. He/she saw to it that the students mastered
in subject matter basic concepts and skills.
He/she inculcated values.
2. Perennialism – teach those that last, the classics;

there are universal values; inculcate these universal,
objective values
3. Progressivism – very child-centered; teach 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 teacher’s help
students clarify their values
4. Reconstructionism – school is agent of change;

schooling is preparing students for the social changes;
teaching is involving the students in discussions of
moral dilemmas
5. Existentialism – Teachers teach learners 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
Pragmatism – That which is useful, that which is

practical and that which works what is good; that
which is efficient and effective is that which is 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 aid by drawing
mitosis on a cartolina or illustration board
7. Rationalism – emphasizes the development of the

learners’ reasoning powers; knowledge comes
through reason; teacher must develop the reasoning
power of the learner
8. Utilitarianism – what is good is that which is most

useful (that which brings happiness) to the greatest
number f peoples;
Page | 229
SCHOOL ENVIRONMENT
9. Empiricism – source of knowledge is through the

senses; teacher must involve the senses in teaching-
learning
10. Behaviorism – behavior is shaped 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. rewards reinforce learning.
11. Constructivism – learners are capable of

constructing knowledge and meaning; teaching-
learning 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
ANALYZE
1. Based on your findings and observations in Activity 16.1 and 16.2, which philosophies of
education are dominant in Philippine basic schools? Why do you say so?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
2. If there is one philosophy that schools and teachers should give more attention to, what should
that be and why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Page | 230
SCHOOL ENVIRONMENT
Page | 231
SCHOOL ENVIRONMENT
REFLECT
What is your philosophy of teaching? This describes what you believed you should teach, how
you should teach and how you should relate to others in school – with the learners, your colleagues, your
superiors and all other stakeholders. Write them down. This is your title, “My Philosophy of Teaching.”
My Philosophy of Teaching
These may be of help:
I believe that the learner ………… (concept of the learner)
I believe that I should teach the learners…. (what)
by ………… (how)
I believe that I ……… (how should you relate to learners, colleagues, superior, parents and other
stakeholders)
Accomplished Observation Sheets
My Philosophy of Teaching
Page | 232
ENVIRONMENT
Evaluate Your Work Task Field Study 1, Episode 16 – On Teacher’s Philosophy of Education
Learning Outcomes: Determine prevailing philosophies of education based on DepEd Vision and Mission
statement, core values and mandate the K to 12 Curriculum Framework and Guide and RA 10533 – cite
teacher’s teaching behaviors and the philosophies of education on which these behaviors are founded –
articulate my philosophy of teaching.

Episode 4 3 2 1
errors.
analyzed.
outcome. outcome.
deadline
Page | 233
ENVIRONMENT

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
______________________________________________ _______________________
Page | 234
1. In its vision and mission statements, DepEd wants to develop learners …”whose values and
competencies enable them to realize their full potential…. “On which philosophy of education is
this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, “quality basic education means that students learn in a
child-friendly, gender sensitive, safe, and motivating environment”. This implies that DepEd believes that environment affects
learning. Which philosophy of education is this?
A. Utilitarianism C. Essentialism B. Empiricism D. Behaviorism
3. Field study 1 which is primarily observation of classes and teachers, is based on

which philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of
which philosophy?
A. Rationalism C. Existentialism
B. Utilitarianism D. Progressivism
5. It’s Valentine’s Day. The lesson is a part of human digestive system – the stomach. Students
bargain with teacher and so ask if they can discuss the heart in place of the stomach. Teacher
responds “Let’s talk about the stomach which is the lesson for today then go to the heart when
we are done with stomach. Based on philosophies of education, which is TRUE of teacher?
A. Is essentialist in the sense that she sticked to the subject matter for the day and
progressivism since she also considered student’s interest
B. Is pragmatic because it was practical to give way to students’ request even if she prepared
for the day’s lesson
C. Is utilitarianist because she considered both lesson useful
D. Is empiricist, she used visual aids for her lesson
6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?
I. It is highly essentialist and perennialist.
II. It believes in universal, objective, unchanging values.
III. It is reconstructionist.
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students bring objects to classify,
teacher considers it most practical to simply use the students’ body parts like kinds of ear lobes, kinds
of hair line or a lesson on classifying. On which philosophy is teacher’s practice anchored?
Page | 235
SCHOOL ENVIRONMENT
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empiricism
8. The history of curriculum development in the Philippines shows reduction of units in the
humanities but an increase in the natural and physical sciences. On which thought is this action
based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empiricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter such as
taxation and agrarian reform, etc. This proves that schools must bring about reform in society.
On which philosophy of education is this based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Reconstructionism
10. Teacher makes use of moral dilemmas to enable students to make a stand in moral issues. Which
word CORRECTLY applies to teacher’s teaching practice?
A. Behaviorist C. Rationalist B. Existentialist D. Pragmatist
Page | 236
ENVIRONMENT
References
Anderson, M, (2010) Well-balanced teacher. ASCD Alexandra, Va, USA
Baudu, C. (2012) Anti-oppresive education through English language arts: A recollecting journey.
Unpublished Master’s Thesis, University of Regina, Canada.
Bilbao, P. Corpuz, B.; Llagas, A. Salandanan, G. (2018.) the teaching profession. Quezon City, Philippines:
Lorimar Publishing inc.
Bilbao, P. (2015) Field Study 6 On becoming a teacher. Quezon City, Philippines: Lorimar Publishing Inc
Bilbao, P.: Dayagbil, F.; Corpuz, B. (2015). Curriculum development. Quezon city, Philippines: Lorimar
Publishing Inc.
Bilbao, Purita, P. (2019) Technology for teaching and learning 1. Philippines: Lorimar Publishing
Borabo, M & Borabo, H.G. (2015). Field study 4 exploring the curriculum. Quezon City, Philippines:
Lomar Publishing Inc.
Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading. VA: ASCD
CHED (2004). Commission on Higher Ed. Memorandum Order 30, series 2004.
Corpuz, B.; Lucas, M.R.; (2018). Child and adolescent learners and learning principles. Philippines:
Lorimar Publishing Inc.
DepEd Order No. 73, s, (2012). Guidelines on assessments and ratings of assessment outcomes under the
K to 12 basic education curriculum
Evaluating MOOCs. University of South Africa. Retrieved from http://libuides.unisa.ac.za/content.php?

pid=626297&sid=5184464
Fifty Educational Technology Tools That Every Teacher Should Know. Retrieved from
http://www.edudemic.com/50-education-technology-tools-every-teacher-should-know-about/
Florida Center for Instructional Technology. The Technology Integration Matrix. Retrieved from
http://fcit.usf.edu/matrix/
Four Ways to Evaluate Massive Open Online Courses (MOOCs) Retrieved from
http://www.explorance.com/blog/2013/11/4-ways-evaluate-massive-open-online-courses-moocs/
http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
http://www.greatschoolpartnership.org/wp-
content/uploads/2014/06/x3B_Marzano_New_Taxanom_Chart_with_verbs_3.16.121.pdf
Hussin, Anealka. (2018). Education 4.0 made simple: ideas for teaching. International Journal of Education
and Literacy Studies. 6. 92. 10.7575/aiac.ijels.v.6n.3p.92. retrieved from
https://www.researchgate.net/publication/327392112_Education_40_made _Simple_Ideas_For_Teaching
Hussin, Anealka. (2018). Education 4.0 Made Simple: Ideas For Teaching. International Journal of
Education and Literacy Studies. 6. 92. 10.75.75/aiac.ijels.v.6n.3p.92. retrieved from
https://www.researchgate.net /publication/327392112_Education_40_Made_Simple_Ideas_For_Teaching
K to 12 Basic Education Curriculum http://www.deped.gov.ph
Page | 237
ENVIRONMENT
K to 12 Basic Education Program. Official Gazzette of the Republic of the Philippines

https://www.officialgazette.gov.ph
Kolb, D.A (1984). Experiential Learning: Experience as the source of learning and development (Vol. 1).
Englewood Cliffs, NK, Prentice-Hall
Karthwohl, D.R., Bloom, B.S., and Masia, B.B (1964). Taxonomy of educational objectives: Handbook II:
Affective Domain. New York: David McKay Co.
th
Lucas, M.R.; Corpuz, B. (2014). Facilitating learning: A metacognitive approach (4 ed.) Philippines;
Lorimar Publishing Inc.
Marzano, Robert, J. and John S. Kendall. (2006). The new taxonomy of educational objectives, 2nd ed.
SAGE Publications
MOOC List Teacher Education. Retrieved from https://www.mooc-list.com/tags/teacher-education
MOOCs for Teachers: Coursera Offers Online Teacher Training Program. Retrieved from
https://ww2.kqed.org.mindshift/2013/04/30/new-online-teacher-training -program-joins-mooc-madness/
MOOCs for Teachers: They’re Learners, Too. Retrieved from

http://www.frobes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-learners-too/
NAEYC (2019) Developmentally appropriate practices, USA: NAEYC
Ornstein, A & Hunkins, F. (2018) Curriculum: foundations, principles and issues. 7th Ed. England: Pearson
Pugach, Marleen (2009) Because teaching matters. (2 nd ed.) John Wiley & Sons, Inc. USA
R.A 10533, “The Enhanced Basic Education Act of 2013”
SEAMEO INNOTECH (2010). Teaching competency standards in southeast Asian countries, Philippines
SEAMEO INNOTECH
Steinaker, N. W. & Bell, M. R. (1979). The experiential taxonomy: a new approach to teaching and
learning, London: Academic Press
nd
Stronge, J. (2007) Qualities of effective teachers. (2 ed.) ASCD, Alexandria, VA. USA
Teacher Education Council, DepEd (2009). Experiential learning handbook. TEC, DepEd, Manila
Tech Tools by Subject and Skills. Retrieved from http://edtecteacher.org/tools/
The TPACK Framework. Retrieved from http://www.tpack.org/
UNESCO. ICT Competency Framework for Teachers version 3, 2018
Wiggins, Grant and Jay McTighe. (2005) Understanding by design expanded, 22nd ed. Alexandria, VA:
Association for Supervision and Curriculum Development
Young, T. Bulletin Boards: A visual way to build school culture. Retrieved on September 19, 2019 from:
https://blog.midresearch.org/blog/build-school-culture-through-bulletin-boards
https://www.pinterest.ph/
Page | 238
ENVIRONMENT
APPENDICES
APPENDIX A
Grading System based on DepEd Order # 8, s. 2015
In the K to 12 curriculum, a student’s grade is based on his/her written work, performance task and
quarterly assessment.
The weights of the components (written work, performance task and quarterly assessment) vary among
groups of subjects from Grade 1 to 10 and from Grade 11 and 12. See tables below:
Weight of the Components for Grades 1-10
Components Languages/AP/EsP Science/Math MAPEH/EPP/TLE

1 to 10 Written Work 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly Assessment 20% 20% 20%
Weight of the Components for Grades 11-12
Technical-Vocational and
Academic Track Livelihood
(TVL)/Sports/Arts and
design track
Work
immersion/ Work
Core All other Research/ All other Immersion/
Subjects subjects Business subjects Research/
Enterprise exhibit/
Simulation/ performance
Exhibit/
Performance
Written work
25% 25% 35% 20%
Performance
11 to 12 tasks 50% 45% 40% 60%
Quarterly
assessment 25% 30% 25% 20%
Components of Summative Assessment
A. Written Work includes “long quizzes and unit or long tests. Other written work may include
essays, written reports, and other written output…” it is strongly recommended that items in long
quizzes and tests be distributed across the cognitive process dimensions of Anderom and
Krathwohl (2001)” – DepEd Order 8, s.2015.
Page | 239
ENVIRONMENT
The written Work component “ensures that students are able to express skills and concepts in
written form.”
If you are looking for the application KPUP (knowledge, process, understanding and performance
of DepO. 73, s. 2012) This is it. In assessment, teacher sees to it that written tests assess the
cognitive processes of remembering, understanding applying, analyzing, evaluating and creating
with emphasis on the higher dimensions.
B. “The Performance Task component allows learners to show what they know and are able to do in
diverse ways. They may create or innovate products or do performance-based tasks. Performance-
based tasks may include skills demonstration, group presentations, and work, multimedia
presentations and research projects.” (DepEd, Order 8, s. 2015). It also includes written outputs.
C. Quarterly Assessment measures student learning at the end of the quarter. These may be objective
tests, performance-based assessment or a combination of both. (DepEd Order 8, s. 2015).
Reporting Learner’s Program
DepEd Order 8, s. 2015 states:
The summary of learner progress is shown quarterly to parents and guardians through
parent-teacher conference, in which the report card is discussed. The Table below presents the grading
scale with its corresponding descriptors and remarks.
Grading Scale
DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 79 passed
Page | 240

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FIELD STUDY 1: OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL

Holy Cross College

Module in Field Study 1: Observations of Teaching-

Picture source: https://www.pinterest.ph/

A. Teaching Competency Standards

B. Department of Education (DepEd)

Content Knowledge and Pedagogy

C. Professional Regulation Commission (PRC)

Learning Episode 1: The School Environment……………………………………………………..1

Learning Episode 2: Learner Diversity: Development Characteristics, Needs, and

Learning Episode 4: Learner Diversity: The Community and Home

Learning Episode 5: Creating an Appropriate Learning

Learning Episode 6: Classroom Management and Classroom

Learning Episode 7: Physical and Personal Aspects of Classroom Management

Learning Episode 9: Preparing for Teaching and

Learning Episode 10: The Instructional

Learning Episode 11: Utilizing Teaching-Learning Resources and

Learning Episode 13: Assessment of Learning (Summative

Learning Episode 16: On Teacher’s Philosophy of Education……………………………………. .236

Learning Episode 1: The School Environment

SPARK YOUR INTEREST:

TARGET- Intended Learning Outcome

REVISIT the Learning Essentials

OBSERVE, ANALYZE, REFLECT (OAR)

Activity 1.1 Exploring the School Campus

Resource Teacher: _______________________ Teacher’s Signature: ___________ School: ________

Grade/Year Level: _______________ Subject Area: _________________________ Date: _________

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities Description Will it contribute to the

Office of the Principal

Comfort Room for

Comfort Room for

Guide Questions Classroom Observation Report

2. Describe the school campus. What

3. Pass by the offices. What impression

4. Walk through the school halls, the library,

Resource Teacher: _______________________ Teacher’s Signature: ___________ School: ________

Grade/Year Level: _______________ Subject Area: _________________________ Date: _________

3. What learning materials/equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well-lit and well-ventilated?

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

5. Learning Materials/Visual Aids

Write your observation report here.

Name of School Observed: _______________________________________

Location of the School: __________________________________________

Date of Visit: __________________________________________________

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT (OAR)

Activity 1.2 Observing bulletin board displays

Resource Teacher: _______________________ Teacher’s Signature: ___________ School: ________

Grade/Year Level: _______________ Subject Area: _________________________ Date: _________

2. Pick one and evaluate the display

An Observation Guide for BOARD

6. Are the messages clear and easily understood?

8. Take a photo of the display boards (if allowed).

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display ______________________________________

Location of the Board Display in School ___________________________

Resource Teacher: _________________ Teacher’s Signature: _ School: ____

Grade/Year Level: _ Subject Area: ___ Date: _

Resource Teacher: _________________ Teacher’s Signature: _ School: ____

Grade/Year Level: _ Subject Area: ___ Date: _

Resource Teacher: _________________ Teacher’s Signature: _ School: ____

Grade/Year Level: _ Subject Area: ___ Date: _

Name of FS Student: _______________________ Date Submitted: _

Year & Section: ___________________ Program:

Resource Teacher: _________________ Teacher’s Signature: _ School: ____

Grade/Year Level: _ Subject Area: ___ Date: _

Name of FS Student _____________ Date Submitted:

Year & Section: Course: _____

Resource Teacher: _________________ Teacher’s Signature: _ School: _____

Grade/Year Level: _ Subject Area: ___ Date: _

Resource Teacher: _________________ Teacher’s Signature: _ School: ____