Professional Documents
Culture Documents
FS 1 9 Preparing for
and Learning
Teaching
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.
ANALYZE
REFLECT
From among principles of learning, which one do you think is the most important?
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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.
(SMART
Objectives) Achieved
Learning Outcomes
YES NO YES NO
1.
2.
3.
4.
5.
2.
3.
4.
5.
ANALYZE
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REFLECT
Reflect on the…
Lessons learned in determining SMART learning outcomes
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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?
b) Inquiry based
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and
for the test?
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2. If you were to reteach the classes you observed, would you teacher-centered or
student-centered? Why?
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REFLECT
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ACTIVITY 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
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? _______________________________
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REFLECT
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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. _____________________________________
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3. What assessment task/s did the teacher employ? Is/Are these aligned to the lesson objectives/ILOs?
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ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)? ________________
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REFLECT
Reflect on the use of OBTL.
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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?
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REFLECT
Reflect on
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FIELD STUDY 1 LEARNING EPISODE
UTILIZING TEACHING-
LEARNING RESOURCES AND
FS
11 1 ICT
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
2. Audio Resources
3. Non-electric visual
Resources
4. ICT Resources
ANALYZE
Are the learning resources/materials arranged properly according to their functions and
characteristics?
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Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why
not?
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What are the strengths of this Learning Resource Center?
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What are its weaknesses?
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What suggestions can you make?
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REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
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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: _________________________________________________________________
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?
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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.
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Over-all were the learning resources used effectively? Why? Why not? Give your suggestions.
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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?
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OBSERVE, ANALYZE, REFLECT
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
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2. Note the important concepts that the teacher is emphasizing.
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3. Note the skills that the teacher is developing in the learners.
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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)
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the class? What
made it easy? Difficult?
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2. How did you choose which electronic resources to include here? What did you consider? Explain. Which of
the new trends in Education 4.0 would you like to explore more for your work as a teacher? Why?
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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?
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OBSERVE, ANALYZE, REFLECT
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
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:
Content Outline:
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
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2. What did you learn from the way the providers use technology to teach in the MOOCs?
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3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday teach
a MOOC?
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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
OBSERVE, ANALYZE, REFLECT
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.
2. Did the teacher ask the class “Did you understand”? If she did, what was the class response?
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3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the
lesson? How?
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5. Were the students given the opportunity to ask questions for clarification? How was this done?
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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
8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher check on
students’ progress?
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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?
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2. Why is not enough for a teacher to ask “Did you understand, class”? When he/she intends to check
on learners’ progress?
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3. Should a teacher record results of formative assessment for grading purposes? Why or why not?
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4. Based on your observations, what formative assessment practice worked?
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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?
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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?
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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?
SHOW YOUR LEARNING ARTIFACTS
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
Resource Teacher: ___________ Teacher’s Signature: ______ School: ____________
Grade/Year Level: ____________ Subject Area: ___________ Date: ______________
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?
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?
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2. Does assessment as learning have the same ultimate purpose as assessment for learning?
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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?
SHOW YOUR LEARNING ARTIFACTS
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.
Physical/Biological
Science/Math/Engli
sh/Filipino.
ANALYZE
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?
Critique traditional assessment tools and tasks for learning in the context of established
guidelines guidelines on test construction.
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.
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?
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson's learned?
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 ?
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 ?
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2. Based on your answers in # 1 , what can you say about the scoring rubrics made and used by
the Resource Teachers ?
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3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics ? Explain .
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4. If you were to improve on one scoring rubric used , which one and how ?
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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 .
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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 ?
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7. Does the Scoring Rubric in this FS Book 1 help you come up with better output ?
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REFLECT
Are authentic assessment tools and tasks new ? Reflect on your experiences of tests for all the years
as a student .
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 .
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?
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2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does
this fall?
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?
Construct assessment questions to measure HOTS following Blooms and Anderson's revised
taxonomy and Kendall's and Marzano's taxonomy.
OBSERVE
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?
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2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?
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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
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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?
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.
OBSERVE
ANALYZE
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?
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!)
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?
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
C. Interview of 5 Students
1. What do you like in the new grading system?
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2. Do you have problems with the new grading system. If there is, what?
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3. Does the new grading system give you a better picture of your performance? Why or why
not?
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4. Which do you prefer - the old or the new grading system? Why?
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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?
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2. What are the good points of the new grading system according to teachers? according to
students?
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4 Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
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5. Did you like the experience of computing grades? Why or why not?
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REFLECT
Grades fulfill their function if reported meaningfully to students and most of all to
Grades are a measure of achievement, not necessarily 1Q. A student may have high
OBSERVE
ANALYZE
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
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.
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.____________________________________________________________________________________________
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b.____________________________________________________________________________________________
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c.____________________________________________________________________________________________
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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.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_____________________________________________________________________________________
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.
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.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers.
_______________________________________
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
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
Resource Teacher: ___________ Teacher’s Signature: ______ School: ____________
Grade/Year Level: ____________ Subject Area: ___________ Date: ______________
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
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.
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.
SHOW YOUR LEARNING ARTIFACTS
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.
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
Other philosophies
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
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)