FS1. Ep9 Ep16

FIELD STUDY 1 EPISODE
FS 1 9 Preparing for
and Learning
Teaching
OBSERVE, ANALYZE, REFLECT
ACTIVITY 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles
of Teaching and Learning.
Resource Teacher: ___________________Teacher’s Signature: ___________ School:_____________

Grade/Year Level: _________ Subject Area:__________ Date:_________
OBSERVE
Observe a class with the use of 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.
What did the Resource Teacher do to

Principles of Learning
apply the principle of learning
1.Effective learning begins with the setting
of clear and high expectations of learning
outcomes.
2.Learning is an outcome 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.
ANALYZE
1. What principles of learning were most applied? Least applied?

Most Applied
_______________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
Least Applied _________________________________________________________________

_______________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_____________________________________________________________________
Give instances where this/these principles could have been applied?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
REFLECT
From among principles of learning, which one do you think is the most important?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Identifying Learning Outcomes that are Aligned with Learning
ACTIVITY 9.2
Competencies

OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.
1. What is the learning outcomes stated in the lesson.
(SMART
Objectives) Achieved
Learning Outcomes
YES NO YES NO
1.
2.
3.
4.
5.
2. Cite 2 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
Reflect on the…
Lessons learned in determining SMART learning outcomes
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Distinguishing Between Indcutive and Deductive Methods of
ACTIVITY 9.3
Teaching

OBSERVE
I will observe one Resource Teacher with the use of observation sheet. Using the guide
questions, I shall reflect on my observation and analysis.
Teacher-centered Student-centered
Did the teacher lecture all the time? Were the students involve in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of lesson Was the emphasis on the students’
or on the test? Prove. application of the lesson in real-life? Give
proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher only focus only on one Did teacher connect the lesson to other
discipline/subject? disciplines/subjects?
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.
f) Collaborative – Students worked together.
g) Integrative – Lesson was multidisciplinary - e.g. Science, Math concepts were

taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and
for the test?
____________________________________________________________________________________
____________________________________________________________________________________
2. If you were to reteach the classes you observed, would you teacher-centered or
student-centered? Why?
____________________________________________________________________________________
____________________________________________________________________________________
REFLECT
Reflect on: Principles of teaching worth applying.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________
FIELD STUDY 1 LEARNING EPISODE

10
THE INSTRUCTIONAL
FS 1 CYCLE
OBSERVE, ANALYZE AND REFLECT
ACTIVITY 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
Resource Teacher: ________________ Teacher’s Signature: ____________ School: _____________

Grade/Year Level: ________________ Subject Area: __________________ Date: ______________
OBSERVE
Observe one class with the use of observation sheet for greater focus then analyze my observation with the help of
the guide questions.
1. The more senses that are involved, the moree.g. Teacher used video on how digestion takes place
and the better the learning. and a model of the human digestive system.
2. Learning is an active process.
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?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________
ACTIVITY 10.2 Determining Outcome-Based teaching and Learning

Grade/Year Level: ________________ Subject Area: __________________ Date: _______________
Observe a class and answer the following questions.

OBSERVE
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 the 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

Grade/Year Level: ________________ Subject Area: __________________ Date: ______________
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 Question 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 questioning and reacting techniques that they employ?
________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________________
REFLECT
Reflect on
The importance of using various reacting techniques
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________
FIELD STUDY 1 LEARNING EPISODE
UTILIZING TEACHING-
LEARNING RESOURCES AND
FS
11 1 ICT
Activity 11.1 Visiting the Learning Resources Center

Resource Teacher: ___________ Teacher’s Signature: ______ School: ____________
Grade/Year Level: ____________ Subject Area: ___________ Date: ______________
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.
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
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 the
free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for barrowing the materials. Are these
guideline/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 are 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 Characteristics and Unique Teaching Approaches where

Resources Capabilities the Resources is Most Useful
(Enumerate in bullet form)
1. Print Resources



2. Audio Resources



3. Non-electric visual
Resources



4. ICT Resources



Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center in-charge:
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?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________
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?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________
3. Which ones do you feel you need to learn more about?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________
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 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 teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. 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 eagerness, and understanding?
OBSERVATION SHEET NO.
REPORT
Date of Observation: ______________________________________________________
School: _________________________________________________________________
Subject: _________________ Topic: _________________________________________
Grade/ Year Level: _______________________________________________________
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids Strengths Weaknesses Appropriateness
Used of the Teaching
(Enumerate in Bullet Aids used
Form)
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
observe operated? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________
Based on the Technology Integration Matrix, what is the characteristic of the learning environments in
the class that 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 group of students? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________
Activity 11.3 Exploring Education 4.0

Explore Education 4.0 through these steps:
1. Observe the class and take note of the topic being presented.
2. Surf the net to find the sites that provide support materials and/or interactive programs (web
quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites /interactive programs; from open-source
4. Evaluate the materials or programs.
5. Reflect on your FS experience.
OBSERVE
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 observation you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual 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 Learning Essentials part of the 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
Name and type Describe the Put a check if the resource satisfies the criterion Describe how you can
of Electronic Electronic Resource use it if you were to
Resource (include teach in the class you
author/publisher/so observed.
urce)
Accu- Ap-pro- Clear Com- Moti- Orga-
rate priate plete vating nized
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?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________________________
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 providers 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-teacher-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/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.
PPST Domain Competencies I want to Work on MOOCs related to the MOOC Provider
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?
2. MOOC Title: _________________________________________________________

Provider:
Content Outline:
3. MOOC Title: _________________________________________________________

Provider:

Content Outline:

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?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________________________
SHOW YOUR LEARNING ARTIFACTS
1. Include here the pictures/illustration of the materials used by the 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 area of specialization.
3. Visit www.edudemic.com/50-educationteachnology-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 is 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?
FIELD STUDY 1 LEARNING EPISODE ASSESSMENT FOR LEARNING
AND ASSESSMENT AS
LEARNING
FS
12 1
Activity 12.1 Observing Assessment FOR learning Practices (Formative Assessment)

OBSERVE
1. Observe what the 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?
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________
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 his/her lesson was not clearly understood, what did the 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? ____________________________________________________________

______________________________________________________________________
ANALYZE
1. Why should a teacher find out if the students understand the lesson while teaching is in progress?
Is it not better to do a one-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 a 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?
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
Observing Assessment AS learning Practices (Self-Assessment)
Activity 12.2
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:

 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment.
REVISIT the Learning Essentials

 Assessment as Learning means assessment in 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 understanding the next steps in learning.
 It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observation.
Teacher My Observation
1. Did the 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 the tasks
to be completed or skill to
learned?
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 the impact to your learning?
1. My Accomplished Observation Sheet.

2. My Analysis
3. My Reflection
LEARNING EPISODE 13: ASSESSMENT OF LEARNING (Summative Assessment)
OBSERVE, ANALYZE AND REFLECT
ACTIVITY 13.1 Aligning assessment task with the learning outcome.

Resource teacher:___________ Teacher's signature:____________ School:__________
Grade/year level:____________ Subject/area:______________ Date:_______________
 Determine alignment of assessment task with learning outcome.

 Formulate assessment task aligned with the learning outcome.
REVISIT The Learning Essential
 In accordance with Outcome-Based Technology-Learning, the learning outcomes determines

assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning outcomes.
OBSERVE
 Observe at least 3 classes - 1 Physical or Biological Science, Math, English, Filipino; 1 Social
Science or Literature/Panitikan, EsP and 1 P.E/ Computer / EPP/ TLE.
Subjects Learning Assessment Is the If not

Outcome/s Task ( How assessment aligned,
did teacher tool/task improve on
assess the aligned to it.
learning the learning
outcome's? outcome's ?
Specify.
PE/ EPP/ TLE To dance tango. Written No Performance
Quiz- test- Let
Enumerate students
the steps of dance tango.
tango in
order.
Social Science,
Literature/Panitikan
, EsP
Physical/Biological
Science/Math/Engli
sh/Filipino.
ANALYZE
1. Are all the assessment task 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?_________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________
REFLECT
 Reflect on past assessments you have been through. We're they all aligned with what your
teacher taught (with learning outcomes)?
 How this affect your performance? As a future teacher, what lesson did you learn from this
past experience and from this observation?
ACTIVITY 13.2 Observing the Use of Traditional Assessment Tools

 Critique traditional assessment tools and tasks for learning in the context of established
guidelines 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 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.
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 Sample Test Comments (Is

Assessment Tool/ check Outcome Item of the assessment
Paper-and-Pencil Test (/) Assessed Resource tool
here. Teacher constructed in
accordance
with
established
guidelines?)
Explain your
answer.
Selected Response Type
1. Alternate Response
2. Matching Type
3. Multiple Choice
4. Others
Comstructed-Response Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay- restricted
5. Essay- non-
restricted
6. Others
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?
ACTIVITY 13.3 Observing the Use of Non-traditional Assessment Tools

 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 ?
Authentic Learning Sample of Product How a product Comment/s

Assessment Outcome Performance performance was (is the
Non Assessed Assessed assessed constructed scoring
Traditional/ One example of a according to rubric
Alternative product assessed. standards? constructed
(Put a photo of the Describe how the according to
product/ product/performanc standards?
documented e was assessed.
performance in My Which was used
Teaching Artifacts. analytic rubric or
INCLUDE THE holistic rubric?
RUBRIC IN MY INCLUDE THE
TEACHING RUBRIC IN MY
ARTIFACTS. TEACHING
ARTIFACTS.
1. Product-
2.
Performanc
e
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 answers 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 ?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output ?
_________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________
REFLECT
Are authentic assessment tools and tasks new ? Reflect on your experiences of tests for all the years
as a student .
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 Essential
 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 is 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 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 portfolio , 2 ) best work or showcase or display portfolio , and 3 ) assessment /
evaluation portfolio .
OBSERVE
1. Ask your Resource Teacher for samples of portfolio from what you examined, 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 , accomplish
Observation Sheet #
4. Put a check in the right column .
What a Portfolio Includes
Elements of a Portfolio Present? Missing?

1. Clear objectives - The objectives of the
lesson/unit/course are clear which serve as as
bases for selection.
2. Explicit guidelines for selection What, when,
where, how are products/documented
performances selected?
3. Comprehensible criteria- the criteria against
which the portfolio is graded must be understood
by the learners
4. Selective significant pieces - Ihe 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 potfolio -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?
Elements of a Portfolio (Which type of portfolio?)

1. Covêr 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 (required 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 Reflections
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?
ACTIVITY 13.5 Determining the Level of Teachers Question

 Construct assessment questions to measure HOTS following Blooms and Anderson's revised
taxonomy and Kendall's and Marzano's taxonomy.
OBSERVE
1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
5. Score him/her according to the level of questions that he/she asks from remembering
O 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 Rank Cognitive Rank Tally of Total

Processess Processess assessment
(Bloom as (and Kendall tasks/questions
revised by and Marzano)
Andersom and
Krathwohl)
Self-system 6
thinking
Metacognition 5
Creating 6-highest
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /
Remembering 1-lowest Retrieval 1 ////- Example 4
Table 2. Examples of Assessment Questions / Assessment Tasks
Tally and total Rank Tally and total Rank Examples of Rank based
scores of scores of Assessment on use
cognitive cognitive Task/Questions
processes processes (and Given by the
(Bloom as Kendall and Resource
revised by Marzano) Teacher
Anderson and
Krathwohl)
Self-system 6-highest e.g. Teacher
thinking asked students.
Why is the
lesson
important to
you?
Metacognition 5
Example 6- highest
Creating = l
Evaluating = l 5
Analyzing/An 4 Analysis 3
= ll
Applying = lll 3 Knowledge 4
Utilization
Understanding 2 Comprehension 2
= ll
Remembering 1- lowest Retrieval = lll 1- lowest
= lllll l
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________
2. What do these (lowest and highest number of assessment questions) 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 HOld - 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 coniribute to the development of learners' HOTS?
ACTIVITY 13.6 Analyzing a Table of Specification

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 Outcome No. of Cognitive Level Total

Class Rem Un Ap An Ev Cr
Hours
1.
2.
3.
4.
5.
6.
Total
OBSERVE
ANALYZE
1. What parts must a TOS contain 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 leaning outcome not topic in the first column? Why?
why not?
4 Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teachers? assessment practices. Write your
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.! Nakakaiinis! (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?
ACTIVITY 13.7 Compute Student's Grade based on DepEd Grading System

 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 leacner.
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?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______
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 for grading?
2. How do you compute grades per quarter for (Grades I to 10 and Grades 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?
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 ot written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
ANALYZE
Analyze data and information gathered from the interview and from your review of 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 teachers challenged to do by this new grading system?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______
4 Do you favor the distribution of percentages 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?
ACTIVITY 13.8 Reporting Student's Performance

 State the reason(s) why grades must be reported to parents

 Deseribe what must be done to make grade reporting meaningful.
 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily 1Q. 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. Did parents raise questions or concems? 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 vour 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
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 vou 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 D1stribution more meaningful?
ANALYZE
1. What were the most common issues raised on students performance
2. Based on your observations and findings, what practices must

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?
LEARNING EPISODE 14: The Teacher as a PERSON and as a PROFESSIONAL

ACTIVITY 14.1 Teacher Personal Qualities: A view from my lenses.
Resource Teacher:_____________ Teacher's Signature:____________ School:___________
Grade/Year level:______________ Subject Area:_________________ Date:____________
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
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
g. Determined Observe
Interview
h. Cooperative Observe
Interview
Activity 2 will focus on the Professional Cometencies for the Teachers. 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 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 signifant qualities of the teacher
you chose as your case? Why do you consider these as outstanding?
a.____________________________________________________________________________________________
__________________________________________________
b.____________________________________________________________________________________________
______________________________________________________________________________________________
____________________________
c.____________________________________________________________________________________________
__________________________________________________
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
__________ Describe your self.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________
REFLECT
Good teachers are role model, whether in school, at home or in the community. From the
teachers that you had in elementary to college, did the personal qualities help you learn better as a
student?
Identify one personal characteristics of your model teacher that has made a great impact in
your life as a learner. Reflect and describe how this quality influence you.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_____________________________________________________________________________________
ACTIVITY 14.2 Is The Teacher a Professional Teacher?

Resource Teacher:_____________ Teacher's Signature:____________ School:___________
Grade/Year level:______________ Subject Area:_________________ Date:____________
OBSERVE
Procedure:
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 characteristics of a professional teacher, be very glad if you could
answer the survey form 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 Lincense No.__________________________Grade Level Taught:_________________
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.
Professional Competence Does the teacher exhibit the

competencies of a professional
teacher? Check your answer below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers.
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.
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 competencies?
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 from coincide with the answers of the co-teacher or head of the
teacher you observe?
Why?
__________________________________________________________________________________________________
______________________________________________________________________________________________
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_______________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_
SHOW your Learning Artifacts
Show here the artifacts of this Episode.

1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request you may request a picture
teacher from the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)

FIELD STUDY 1 LEARNING EPISODE TOWARDS TEACHER QUALITY:
DEVELOPING A GLOBAL
TEACHER OF THE 21ST
FS
15 1 CENTURY
Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: ________________ Teacher’s Signature: _______________ School: ____________
Observation 1: This activity will require you to stay in school for one day. Special
arrangement by our 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 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 observation and descriptions 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 the subject matter
4. Sees to it that learning outcomes are achieved.
5. Is pleasant and fair in dealing with the learners.
B. Management of This teacher
Learning 1. Allows all learners to participate in the lesson.
2. Considers the needs of the learners in the seating
arrangement.
3. Uses instructional support materials to help learners
understand the lesson.
4. Sees to it that learning is achieved within the period of
time.
5. Dismisses the class on time.
C. Administrative This teacher
Work 1. Keeps records of learners’ attendance every day.
2. Keeps record of formative and summative assessment.
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.
OBSERVE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching
B. Management of Learning
C. Administrative Work
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________
2. Which demonstrated behavior, do you find 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 a quality teacher? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________
REFLECT
Now that you have spent one school day to observe this teacher, it would be good for you to
reflect on all your observation by answering reflective questions below.
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 aspect 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 21st 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
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
B. My Classroom for the 21st Century
limited to:
a. Doors, windows
b. Teacher Table, Demonstration Table
c. Cabinets, chalkboard, bulletin board/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.
A. Current Classroom I am Observing

Grade Level _____
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 similarities?
Classroom Components Classroom Why the difference?
REFLECT
Based on the task 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 global 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 the present classroom and a Drawing of your Vision of the classroom for
the 21st Century.
3. Activity 15.3 Narrative on how you will manage teaching-learning in the 21 st century classroom.
Learning Episode 16: On Teacher’s Philosophy of Education
ACTIVITY 16.1: Analyzing DepEd’s Philosophy of Education

Resource Teacher: _____________Teacher's Signature:____________School:___________
Grade/Year Level:______________ Subject Area:_________________Date:_____________
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate on the K to 12 Curriculum Framework.
 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 RA 10533.
 Accomplish the table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You are
given an example
Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum Framework and
Core Values, Mandate? Give Guide and Sec 5 of Ra
proof 10533? Give proof.
1. Essentialism-teach Essentialism-The core Essentialism-List of
mastery of the basics; values of maka-Diyos. standards and
curriculum is prescribed; maka-tao, maka-kalikasan competencies that learners
subject matter-centered and maka-bansa show that are expected to attain is the
there are universal, DepEd believes in subject matter that
objective values,; inculcate unchanging values that students are expected to
values in subject matter. need to inculcated. learn
2. Perennialism-teach those Any proof of perennialism?

that last, the classics; there
are universal values;
inculcate these universal,
objective values
3. Progressivism-very child- Any proof of Progressivism?

centered; teach those that
interest the child; one
learners by experiental;
values are subjective; no
inculcation of values since
they are subjective; instead
teachers help students
clarify their values.
.4. Reconstructionism- Any proof of

school is agent of change; Reconstructionism?
schooling is preparing
students for the social
changes; teaching is
involving the students in
discussions of moral
delimmas
5. Existentialism-Teachers Any proof of Existentialism?
teach
learners to make a choice,
to make decisions and not
merely to follow the crowd;
one who does not make a
choice and simply follow
others do not leave
meaningful life
6. Pragmatism-That which Any proof of Pragmatism?

is useful, that which is
practical and which work is
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 Any proof of Rationalism?

the development of the
learners’ reasoning powers;
knowledge comes though
reason; teacher must
develop the reasoning power
of the learner
8. Utilitarianism-what is Any proof of Utilitarianism?

good is that which is most
useful ( that which brings
happiness) to the greatest
number of peoples
.9. Empiricism-source of Any proof of Empircism?

knowledge is through the
senses; teacher must
involve the senses in
teaching-learning
10. Behaviorism-behavior is Any proof of Behaviorism?
shaped deliberately by
forces in the environment
nad that the type of person
and actions dsired 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
Constructivism -Learners Any proof of
are capable of constructing Constructivism?
knowledge and
meaning;teaching ,learning,
therefore is constructing
knowledge ,teacher does not
just " tell"or dectate but ask
learner for knowledge they
construct and meaning of
lesson
 Other philosophies
Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher: _____________Teacher's Signature:____________School:___________
Grade/Year Level:______________ Subject Area:_________________Date:_____________
OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
 Accomplish this Observation Sheet
Here are philosophys of education .Find out what philosophys where manifested in
class by observing whatand how teacher and relates to learners.
Philosophies of education Teacing 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-  g He/She saw to it that the students
centered there are universal, objective mastered basic concepts and skills
values; inculcate values; subject  He/She inculcated values
2. Perennialism-teach those that last, the

classic; 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 since they are subjective; instead
teacher help students clarify their values
4. Reconstructionalism-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; onewho does
not make a choice and so simply follow
others do not leave meaningful life
6. Pragmatism-That which is useful, that
which is practical and that which works is
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 visual aid by
drawing mitosis on a cartolina or
illustration board
7. Rationalism-emphasizes the development

of the learners’ reasoning powers;
knowledge comes though 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 of
peoples;
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 action
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 ask learners for
knowledge they construct and meaning of
lesson
Other philosophies
ANALYZE
 Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are domain in Philippine basic schools? Why do you say
so?
 If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
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 belive that I....(how should you relate to learners, colleagues, superior, parents and other
stakeholders)

Accomplished Observation Sheets
My Philosophy of Teaching

FS1. Ep9 Ep16

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS1. Ep9 Ep16

Uploaded by

Copyright:

Available Formats

FIELD STUDY 1 EPISODE

OBSERVE, ANALYZE, REFLECT

ACTIVITY 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles

of Teaching and Learning.

Resource Teacher: ___________________Teacher’s Signature: ___________ School:_____________

What did the Resource Teacher do to

2.Learning is an outcome process.

3.Learning is the discovery of personal

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

Least Applied _________________________________________________________________

Give instances where this/these principles could have been applied?

Resource Teacher: ___________________Teacher’s Signature: ___________ School:_____________

1. What is the learning outcomes stated in the lesson.

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

1. Do SMART objectives make the lesson more focused?

Resource Teacher: ___________________Teacher’s Signature: ___________ School:_____________

What teaching-learning practice shows that teaching approach was:

c) Developmentally appropriate – learning activities fit the developmental stage of

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

f) Collaborative – Students worked together.

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

Reflect on: Principles of teaching worth applying.

FIELD STUDY 1 LEARNING EPISODE

OBSERVE, ANALYZE AND REFLECT

Resource Teacher: ________________ Teacher’s Signature: ____________ School: _____________

Reflect on this question.

How do we select the appropriate strategy for our lessons?

ACTIVITY 10.2 Determining Outcome-Based teaching and Learning

Observe a class and answer the following questions.

ACTIVITY 10.3 Applying Effective Questioning Techniques

Resource Teacher: ________________ Teacher’s Signature: ____________ School: _____________

The importance of using various reacting techniques

OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resources Center

Available Learning Characteristics and Unique Teaching Approaches where

Impression about the LRC:

Name and Signature of Observer:

Name and Signature of the Learning Resource Center in-charge:

2. Which gadgets/materials are you already confident to use?

Activity 11.2 Observing Technology Integration in the Classroom

Subject: _________________ Topic: _________________________________________

Grade/ Year Level: _______________________________________________________

Activity 11.3 Exploring Education 4.0

Lesson Objectives/ Learning

Activity 11.4 Professional Development through MOOCS

1. Get a copy of the PPST and go over the competencies.

Why did you pick this MOOC?

2. MOOC Title: _________________________________________________________

Objectives of the MOOC:

Why did you pick this MOOC?

3. MOOC Title: _________________________________________________________

Objectives of the MOOC:

Why did you pick this MOOC?

Activity 12.1 Observing Assessment FOR learning Practices (Formative Assessment)

What Teacher Said Tally Total

What Teacher Did Tally Total

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

Others, please specify __________________________________________________

If yes, how? ____________________________________________________________

1. My Accomplished Observation Sheet

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

Resource Teacher: _____________Teacher’s Signature: _ School:_________

Resource Teacher: _____________Teacher’s Signature: _ School:_________

Resource Teacher: _____________Teacher’s Signature: _ School:_________

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

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

Subject: _ Topic: _________________________