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  The resource teacher present to the
of clear and high expectations of learning students the learning outcomes
outcomes. intended regarding to the topic.
 In order to put this learning concept
into practice, the resource teacher
encouraged active student
2.Learning is an outcome process.
participation in both the educational
learning activities and the learning
process.
 The resource teacher gives a real
3.Learning is the discovery of personal
example of what is happening
meaning and relevance of ideas.
around in her example.
 In order to put this the resource
teacher is encouraging everyone to
4.Learning is a cooperative and a participate by asking them questions
collaborative process. Learning is enhanced individually. After answering the
in an atmosphere of cooperation and question, the teacher is giving stars
collaboration. which will be collected after the 1st
grading and can be added to their
grades.
ANALYZE
1. What principles of learning were most applied? Least applied?

Most Applied
 The most widely used principle is that learning is the discovery
of
concepts' personal significance and applicability. The teacher is demonstrating how
children can get along so that they may see and experience it.
Least Applied
 Setting clear and high expectations for learning outcomes is

where effective learning starts. The fact that we are late entering
the classroom may be the reason why I find this to be least
applicable, but the discussion and subject-change flow are both
quite fluid. .
Give instances where this/these principles could have been applied?
 The teacher completed the majority of the assignments in class. This
contrasts sharply with a teacher who serves largely as a resource for
students' learning whereas the students are the ones who provide thoughts
on a certain subject. The majority of the time whenever the teacher asks a
question, the student responds by providing an example that is related to
their response.
REFLECT
From among principles of learning, which one do you think is the most important?
 The process of learning as an outcome is the most significant to me since it
is the engaging portion of discussion where students interact with you and
their classmates. They can learn from you, and you can teach them. You can
also pick up knowledge from your pupil. With this learning concept, students
can act while simultaneously being conscious of what they're doing.
ACTIVITY 9.2
Identifying Learning Outcomes that are Aligned with Learning Competencies
Resource Teacher: ___________________Teacher’s Signature: ___________ School: _____________

Grade/Year Level: _________ Subject Area: __________ Date: _________
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 are the learning outcomes stated in the lesson?
(SMART
Objectives) Achieved
Learning Outcomes
YES NO YES NO
1. Read the text about the “Reduce. Reuse,  
Recycle” in the first page.
2. Answer the questions with multiple choice at  
the second page.
3. read carefully the instructions and the text.  
4. Answer the identifying parts at the last page.  
REFLECT
Reflect on the…
Lessons learned in determining SMART learning outcomes
 SMART learning objectives should be relevant to our everyday lives, easily

accessible, and substantial. Nothing would make sense if you were to merely
educate without also examining your own work.
ACTIVITY 9.3
Distinguishing Between Inductive and Deductive Methods of 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-
-Yes, the teacher lectures all the time. learning process? How? Or were they mere
passive recipients of instruction?
 all students are involved in the
lesson’s ad activities.
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
-On the test, the resource teacher is giving proofs.
allotted time to the students to answer the -The teacher posed a query and asked the
test to know if they already understand the students to relate in a practical setting.
lesson.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
 Yes, because all of them wants to  Yes, they work in group and work
answer the questions being throw the collaboratively.
teacher.
Did teacher only focus only on one Did teacher connect the lesson to other
discipline/subject? disciplines/subjects?
 No, teacher integrated another  Yes.
subject.
What teaching-learning practice shows that teaching approach was:
a) Constructivist – connected to past experiences of learners; learners constructed
new lesson meanings
 The example in every lesson used a real-life situation for the students to related on.
b) Inquiry based
 They ask a lot of questions.
c) Developmentally appropriate – learning activities fit the developmental stage of
children
 The teacher's assigned activities should fit the students' developmental stage.
d)Reflective
 They learn by relating the lesson in real-life situation.
e)Inclusive – No learner was excluded; teacher taught everybody.
 The teacher assigns each student their own work and checks it individually.
f)Collaborative – Students worked together.
 The students are brainstorming to collate their ideas.
g)Integrative – Lesson was multidisciplinary - e.g. Science, Math concepts were
taught.
 The students try to apply their lesson or topic to a different area of expertise.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and
for the test?
 It might be interesting to certain students, especially those who do well in
class, but it might not be interesting to others, especially slow learners. I
think low achievers want a twist to make them understand the lesson.
2. If you were to reteach the classes you observed, would you teacher-centered or
student-centered? Why?
 If I had been to teach the class again, I might put an emphasis on the
students' understanding, participation, and growth in critical thinking.
Because classes shouldn't really be boring to today's pupils. Instead, they
won't pay attention or, worse still, they'll fall asleep, which will demonstrate
that you're not worth attempting to instruct them from.
REFLECT
Reflect on: Principles of teaching worth applying.
 The classroom environment must foster a positive attitude in my opinion if

I'm going to educate. Why? They can draw people's attention to this location,
which explains why. There's a chance the pupils can give the teacher their
undivided attention. I'll also make sure to commend them and offer helpful
critique because it's an activity.
FIELD STUDY 1 LEARNING EPISODE
THE INSTRUCTIONAL
10
OBSERVE, ANALYZE AND REFLECT
FS 1 CYCLE
ACTIVITY 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
Resource
OBSERVETeacher: ________________ Teacher’s Signature: ____________ School: _____________
Grade/Year Level: ________________ Subject Area: __________________ Date: ______________
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 more and e.g. Teacher used video on how digestion takes place
the better the learning. and a model of the human digestive system.
2. Learning is an active process. Teacher asked the students to answer the math
problems in the board.
3. A non-threatening atmosphere enhances learning. In order for the students to enjoy themselves
while learning, the teacher did not humiliate anyone in
front of the class.
4. Emotion has the power to increase retention Teachers keep the classroom lively and cheerful to
and learning. prevent children from finding class boring and to make
them like learning.
5. Good teaching goes beyond recall of information. Higher-order thinking skills are important for
the development of critical and creative thinking.
6. Learning is meaningful when it is connected toTeacher used real-life situation in every example.
students’ everyday life.
7.ANALYZE
An integrated teaching approach is far more Teacher involves students by using technology in his
effective than teaching isolated bits of information. lessons.
What is the best method of teaching? Is there such a thing?

 It is impossible to find the perfect teaching strategy. Techniques that have been demonstrated
to be more effective than others include the following. Always keep in mind that a teacher's
choice of strategy—and even willingness to experiment—is influenced by the type of
students, the subject matter, and the students' motivation.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?

 We should always consider the lesson's purpose, topic content, and learning objectives while
choosing an effective strategy.
ACTIVITY 10.2
Determining Outcome-Based teaching and Learning
Resource Teacher: ________________ Teacher’s Signature: ____________ School: _____________
OBSERVE
Grade/Year Level: ________________ Subject Area: __________________ Date: _______________
Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of the class?
Did he/she share them with the class? How?
 After reviewing the previous lesson, the teacher defines the learning objective and intended
learning outcomes (ILOs). She reads it to them from the board by requesting a kid to do so.
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.
 The teaching-learning activities she gave use is lecture, discussion, team learning
activity and group activity. This activity helps her attain the lesson’s objective/ILOs.
3. What assessment task/s did the teacher employ? Is/Are these aligned to the lesson objectives/ILOs?
ANALYZE  The teacher used written and group activities as forms of assessment. The assessments are in
line with the ILOs and instructional objectives.
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
 . The new curricula were being included using the outcome-based teaching and learning
REFLECT
(OBTL) student-centered paradigm. OBTL focused more on what the learner was expected to
accomplish as a result of that teaching than on what the instructor wanted to teach.
Reflect on the use of OBTL.

 In outcome-based teaching and learning, the emphasis is on the prospective results that a
student might attain after finishing a particular course. His or her findings will act as the
cornerstone for all the knowledge they have learned throughout the program.
OBSERVE
ACTIVITY 10.3
Applying Effective Questioning Techniques
ANALYZE
Resource Teacher: ________________ Teacher’s Signature: ____________ School: _____________
Grade/Year Level: ________________ Subject Area: __________________ Date: ______________
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 Who are the characters in the story?
Closed / Low level
2. Divergent / Higher – order / Why do think the turtle carry his house?
Open-ended / Conceptual
a. evaluation
b. inference When the phone rang and Liz picked it up, she was all smiles.
What can you infer about Liz?
c. comparison What is the difference between the turtle and other character in
the story?
d. application Why does the turtle carry her home?
The importance of using various reacting techniques
e. problem-solving Tell me about the time when you faced an unexpected situation
at home and how did you solve the problem?
3. Affective How do you feel?
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?
 This may be related to how teachers instruct their students in some way. A child will start
studying when all of their question marks (as in questions they haven't yet answered)
transform into periods, according to the quotation (which usually means they have the answer
they need). They leave for school and come home in separate periods. Yes, this is related to
the methods of inquiring and responding that they are using.
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: Gubat South Central School
Date of Observation: September 29, 2022
Name of Observer: Justine Mae D. Dipad
Course/ Year/ School: BEED 4-B
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
 Books Books, quizzes, and activities Due to the fact that this content
 Learning Sheets and are used in class, and printed can aid learners in their
Activities photographs are displayed on academic endeavors, it benefits
 Printed pictures the classroom wall to aid in the learners as well as pupils.
learning of the students.
2. Audio Resources
 speaker On my observation this is not This resource materials are
 being used but this material is helpful in video presentation to
 helpful in presenting videos on the class.
lessons.
3. Non-electric visual
Resources
 blackboard This are the materials are being This material being are used in
 Learning materials used in discussing lessons. discussing lessons.
4. ICT Resources
 Laptop ICT makes it easier for both
 Projector teachers and students to use
 Tablet technology in the classroom.
Impression about the LRC:

 All the learning resources are presentable and helps the teacher and learner on their
learnings.
Name and Signature of Observer:

Justine Mae D. Dipad
Name and Signature of the Learning Resource Center in-charge:
Marites E. Estrellado
ANALYZE
1. Are the learning resources/materials arranged properly according to their functions and
characteristics?
 Yes, the learning resources/materials are arranged properly according to their
functions and characteristics. Not just the resources or materials but also the other
materials inside the classroom which makes the classroom more kids-friendly
classroom.
2. Do the guidelines and procedures facilitate easy access to the materials by the teachers ?
Why? Why not?
 Yes, the guidelines and procedures facilitate easy access to the materials by the
teachers because it is well arranged. You can find it easily when you want to access
on it.
3. What are the strengths of this Learning Resource Center?

 The strengths of this learning resource center are that it can be easily access when
you want to use since it is well arranged based on their use.
4. What are its weaknesses?
 The weakness is that there are no chairs and tables provided beside on the learning
resources materials for the students to feel comfortable in accessing it.
5. What suggestions can you make?
 The chairs and table must be provided for the students to be comfortable while
accessing those materials.
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
 The device that really is out in front of the class is the item in the learning information
Centre that has me the most intrigued. Since I believe every instructor has those from
DepEd, I was interested in this.
2. Which gadgets/materials are you already confident to use?
 . The mobile device, laptop, desktop computer, and tablet are the tools/materials that
I am already comfortable with.
3. Which ones do you feel you need to learn more about?
 The projector, which I'm having trouble using and figuring out what wire to attach and
pick, is probably the subject I 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?
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed: Grade 3
Date of Observation: September 27, 2022
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids Strengths Weaknesses Appropriateness of the
Used Teaching Aids used
(Enumerate in Bullet
Form)
 Visual Aids  Students  Students  Students keep on
 Power point Actively have participating and
presentation participated limited frequently raised
 Eye time in questions to the teacher.
catching finishing
teaching their
materials activities.
 Teacher
keeps on
calling his
students to
catch their
attentions.
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?
 To offer instructional material to students, the instructor uses technology. The teacher
is thus integrating technology at the first level. I learned a lot while I was watching, so
it worked for me.
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.
 According to what I have seen, the technology integration matrix identifies the
learning environment's qualities as active and constructive since students actively
engage with rather than passively receive technology. Additionally, tools that help
people understand rather than just absorb information
Over-all were the learning resources used effectively? Why? Why not? Give your suggestions.
 The use of the educational materials was effective, yes. Given that we no longer have
in-person training and now rely only on the internet, it makes sense for me to use
PowerPoint presentations as teaching aids to help students understand the lesson.
The teacher prepared the teaching material for the pupils to utilize whereas the class
was discussing it through a PowerPoint presentation. This gave them the opportunity
to jot down the main ideas of the conversation. It also helps students comprehend the
content more fully because they can view, can be led during dialogue, and are more
engaged.
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?
 In order for my pupils to put what they had learnt during the discussion into practice, if
I were teaching the course on speech delivery, I would also have them deliver the
speech. I must allow them to do this so that I may see what they can show everyone.
Additionally, it might boost their self-assurance and skills. The instructor did a
fantastic job instructing. She provides relatable examples for the students. She
frequently has question-and-answer sessions with the students. She pushed pupils to
express their ideas, which I found to be helpful. I wanted to adopt those mindsets
because I believed that in doing so, students would feel part of the class and that
their opinions mattered.
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?
- The lesson is all about rounding numbers; rounding up and down. The objective of this lesson is for
students to understand simple situations in which to round up to the next 10 or down to the previous 10.
2. Note the important concepts that the teacher is emphasizing.

The important concepts that the teacher is emphasizing is that they have to identify is that number is
rounding up or down. They have to memorize that 0,1,2,3,4 is round down and 5,6,7,8,9 is round up.
3. Note the skills that the teacher is developing in the learners.

The skill that the teacher is developing in the learners is the memorizing and identifying. Math is
hard but the teacher is making it easy by encouraging all of them to participate in the class and
correct them in a right way.
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/sour observed.
ce)
Acc Ap-pro- Clear Com- Moti- Orga-
u- priate plete vating nized
rat
e
This website contains      Various activities in a
all the resource form of MS word or PDF
Lmrds. materials used by the that can be downloaded
DepEd.gov.ph DepEd in the K-12 from this site will help
curriculum. It is also teachers to organize
called DepEd Portal. their own lessons.
https:// Offers an enjoyable      All information form this

www.mathisfu and easy-to-learn site will be good resource
n.com manner because they for teaching Math
believe that Math is because it provides
fun. They cover from complete yet easy-to-
Kindergarten to year understand topics.
12 curriculum.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the class?
What made it easy? Difficult?
 When I search Google for electronic document materials for the class, resource descriptions come up. I
need to read them. I must first decide if it is related to my topic or not. Indeed, it is really difficult, but
with the aid of numerous tools, it is relatively easy.
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?
 There are a number of things to take into account while choosing an electronic resource. Credibility
comes first. It is then appropriate. It entails choosing tools that have been tried and assessed. You do
not need to include any of the numerous additional items that appear when you search on Google
because they are not relevant. The accessibility factor comes next. Choose items that are compatible
with the organization's resources and your budget.
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?
 If I had been to assess my own abilities, I'd say that I already possess good computer and internet
navigational skills, as well as the ability to prepare numerous electronic resources. However, I need to
continue developing my skills in creating other electronic visual aids, such as slides.
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 Classroom communication strategies Making better group Coursera
Knowledge and decisions
Pedagogy
2. The Learning Management of learner behavior Effective classroom Coursera

Environment interaction
3. Diversity of Learners in difficult circumstances Learning by giving Coursera

Learners
4. Curriculum and Teaching and learning resources How to teach with Coursera
Planning including ICT technology
5. Assessing and Design, selection, organization and Innovation with Coursera

Reporting utilization of assessment strategies powerful outcomes
6. Community School policies and procedures Teaching character Coursera
Linkages and and creating positive
Professional classroom.
Engagement
7. Personal Philosophy of teaching Foundations of Coursera
Growth and teaching for learning
Professional 7: Being a
Development professional
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: Introduction to logic
Provider: Coursera
 Objectives of the MOOC: This course is an introduction to Logic from a computational
perspective. It shows how to encode information in the form of logical sentences
 Content Outline: It shows how to reason with information in this form; and it provides an
overview of logic technology and its applications - in mathematics, science, engineering,
business, law, and so forth.
 Why did you pick this MOOC? As a BEEd student, I want to develop my students critical
thinking skills, and help them to develop their analytical skills by observing their surroundings.
Because math is not just about numbers
2. MOOCs Title: Foundations of Teaching for Learning 2: Being a Teacher
Provider: Coursera
Objectives of the MOOC: The Foundations of Teaching for Learning program is for
anyone who is teaching, or who would like to teach, in any subject and any context – be it at school, at
home or in the workplace.
Content Outline: this course program will see you develop and strengthen your skills in
teaching, professionalism, assessment, and more. As you carry on through the program you will find
yourself strengthening not only your skills, but your connection with colleagues.
Why did you pick this MOOC? As a future teacher, I want to be the best as I can be. I
want to become a teacher that is trustworthy and will help the students improve and to shape them to
be the best personas they can become.
3.MOOC Title: Differential Equations in Action
Provider: Coursera
Objectives of the MOOC: In this course, you'll hone your problem-solving skills through
learning to find numerical solutions to systems of differential equations.
Content Outline: in this course, there 7 topics to be discussed about real life situation
like, rescuing Apollo 13, analyzing the spreading of a disease, and many more.
Why did you pick this MOOC? I want to show this to my future students that mathematics
is not just about word problems; I want to tell them that mathematics is can be found anywhere and
connected to the world no matter what
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
 MOOCs have helped me realize, as a future teacher, that technology has a significant impact on both
our lives and our learning. MOOCs enable me to provide high-quality education to people as a lifelong
learner. As a result of participating in MOOCs, I will gain knowledge that I will share with my future
students. It also assists me in preparing for my future career.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
 MOOCs, I've discovered, provide a comprehensive, completely free online course to anyone who wants
to learn or study. Furthermore, they provide excellent education to all students. You can attend the
courses from anywhere at any moment if you have access to the internet. They offer online exercises
for their customers to test their knowledge.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday teach
a MOOC?
 I intend to use this course to prepare for Massive Open Online Courses (MOOCs). I'll look into these
classes to learn more about what they have to offer. I've promised myself that by then, I'll have honed
my skills so that I can be a more effective facilitator. so that I can effectively assist my next students'
learning There is no distinction between traditional and online learning for me.
FIELD STUDY 1 LEARNING EPISODE ASSESSMENT FOR LEARNING
12FS 1
AND ASSESSMENT AS
LEARNING
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

“Did you understand?” IIII 4
“Did you already get our lesson II 2

today?”.
“When did the story happened?”. III 3
What Teacher Did Tally Total
Ask the student if they already get IIII 4

the lesson.
2. Did the teacher ask the class “Did you understand”? If she did, what was the class response?
 Yes, the teacher asks the class “Did you understand”? and the student’s response “Yes”.
3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the
lesson? How?
 Yes, especially when it comes to remembering, when a student from the class is given a
question and fails to understand it. Additionally, there is one student who is genuinely confused
by the instruction and is asking questions about it.
4.If they did, how did the teacher respond?

 The teacher responded directly by explaining and discussing the idea made by the students in
the areas where they were confused and by providing some feedback.
5. Were the students given the opportunity to ask questions for clarification? How was this done?
 Yes, by raising their hands and voicing their inquiries, the students had provided the chance to
ask clarification-related questions. After the class, the teacher checks to see if the pupils
understood the lesson, and if not, she goes over the parts that were challenging for them.
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.
 When presenting the material to pupils once more, a different strategy should be used to keep
their interest and guarantee that they remember the lesson or lessons. like the way teachers
are trained and the utilization of basic educational materials. We should utilize a different
teaching strategy because if you stick with your current teaching approach, the student may
not understand it since they find it challenging.
8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher check on
students’ progress?
 Yes.
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?
 It is crucial that the teacher assess the students' comprehension as the lesson is going on to
avoid not achieving the learning objectives at the end of the session. It should be performed to
alleviate wasting time waiting about for a prolonged period only to learn that they were
unsuccessful.
2. Why is not enough for a teacher to ask “Did you understand, class”? When he/she intends to check
on learners’ progress?
 When a teacher wants to assess the progress of the class, it is sufficient to ask, "Did you
understand, class," but the instructor can also provide learning activity sheets to see if the
students truly understood the lesson.
3. Should a teacher record results of formative assessment for grading purposes? Why or why not?
 No, should not record results of formative assessment for grading purposes because it is not
intended. Summative should be recorded not the formative assessment.
4. Based on your observations, what formative assessment practice worked?

 I have observed that mostly diagnostic test.
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?
 Peer tutoring seems to be more effective since they can express their idea to their classmates.
They can discuss freely and teach what they have understand from their lesson. Per tutoring
can also help the student to be more independent on their learning process.
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?
 Absolutely, because when a teacher effectively employs formative assessment, failure to
achieve learning as well as its objectives at the end of the term can be avoided. You may
reteach in a variety of ways so that pupils fully understand what is being taught to them
because you're able to fix issues as soon as they arise.
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 Assessment is crucial to the teaching-learning process. Yes, it is sufficient to ask the student if
they understood the lesson, but providing formative evaluation is far more sufficient to
determine whether you will need to re-teach the subject. As if you were cooking the soup while
tasting it. Without tasting the soup, how can you tell if it is excellent or not? With soup, you may
use formative assessment to see if a student has a grasp of the material, and the lesson's
intended taste serves as its learning objective.
 Should you record results of formative assessment? Why or why not?
 No, because formative evaluation is used to monitor pupils' growth and level of learning. According to
Evaluation for Learning, teachers use exams as evaluative instruments to gather as much data as they
can about the skills and knowledge of their pupils, as well as any misconceptions, answers, or gaps they
might have.
SHOW YOUR LEARNING ARTIFACTS
My Accomplished Observation Sheet
In the typical classroom situation, formative evaluation can be seen both before and during instruction.
Sometimes, before the intended class officially begins, the teacher conducts a diagnostic exam or retest.
Additionally, activities such as asking someone to explain or respond to a question, learning exercises that are
related to the discussion's subject and objects, and the like are sprinkled throughout the discussion.
My analysis
In formative assessment teachers have their ways to cheek the students understanding of the lesson. This are
the ways done by teacher when students did not fully understand the lesson
□ Peer tutoring
□ Teach student one-by-one
□ Teacher gave a Module for more exercises for lesson mastery.
□ Teacher did re-teaching.
My Reflection
 Formative evaluation occurs both before and during instruction in a normal classroom setting. A testing
procedure or retest may be given by the teacher prior to the start of the intended class. The discussion
includes other exercises relating to the subject objective objects of the debate, asking someone to
explain something or react to a question, and the like. Yes, asking the learner if they comprehend the
topic is sufficient, but giving them formative evaluation is far more sufficient to figure out whether you
will need to reteach the subject.
Activity 12.2
Observing Assessment AS learning Practices (Self-Assessment)
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 By providing them exercises and checking their answers on the
opportunities for the learners to board, the teacher allots time for the students to keep track of
monitor and reflect on their own their own learning. When the teacher asked the students about
learning? their work or how they arrived at an answer, they might have
solved a math problem and explained how they did it.
2. What are proofs that students Teacher gives rubrics and criteria in every activity she is giving.
were engaged in self-reflection,
self-monitoring, and self-
adjustment?
3. Did students record and Yes, by participating in the discussion they’re recording their own
report their own learning? learning. And also, by asking questions if they didn’t really
understand the lesson.
4. Did teacher create criteria Yes, the teacher is always setting criteria in every activity like in
with the students for the tasks group presentation.
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?
 I do agree that the assessment should follow the lecture. The evaluation ought to match the
goals and expected results.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
 In order to inform instruction and help students manage their own learning, assessment for
learning continuously monitors student progress. Both teachers and students are given
instructions on the best course of action to adopt. Assessment as learning is the goal of
formative evaluations. The assessment of learning is another ongoing process that helps
students become independent, self-directed, metacognitive, and watchful learners by giving
them the opportunity to evaluate their own learning, pinpoint their own weaknesses and
strengths, modify their learning approaches, learn from past errors, and determine the best
course of action. Formative evaluations fulfill the same function of evaluation as learning as
peer and self-assessments
.
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?
 I can evaluate myself since I have experience. The teacher asked me how I arrived at the
solution to a math issue. Exactly what did I do, etc. My ability to identify my mistakes and make
immediate corrections as a result of self-evaluation has a positive effect on my learning. The
examination helped me to understand the lesson.
1. My Accomplished Observation Sheet.

 In addition to the teachers' formative assessments, assessment as learning
practiced in simple. Clear criteria are also given when pupils are given assignments to
complete. Teacher allow students the opportunity to keep track of and reflect on their own
learning. Every time a new lesson is presented, the teacher always allows the students to have
a clear set of learning objectives.
2. My Analysis
 Formative assessment if used not to get the grades of the students but to know if they are
progressing in catching the lesson. This will also help the teacher to plan in re-teaching just in
case the student didn’t really get the lesson. It may take the form of remedial teaching through
individual teaching, self-teaching by the teacher, and other creative activities.
3. My Reflection
 In order to inform instruction and help students manage their own learning, assessment for
learning continuously monitors student progress. Both teachers and students are given
instructions on the best course of action to adopt. Assessment as learning is the goal of
formative evaluations. The assessment of learning is another ongoing process that helps
students become independent, self-directed, metacognitive, and watchful learners by giving
them the opportunity to evaluate their own learning, pinpoint their own weaknesses and
strengths, modify their learning approaches, learn from past errors, and determine the best
course of action. Formative evaluations fulfill the same function of evaluation as learning as
peer and self-assessments.
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 Task ( How Is the If not

Outcome/s did teacher assess theassessme aligned,
learning outcome's?nt improve on
Specify. tool/task it.
aligned to
the
learning
outcome’s
?
PE/ EPP/ TLE To dance Written Quiz- Enumerate No Performance
tango. the steps of tango in test- Let
order. students
dance tango.
Social Science, Describe and Written quiz- Discover, Yes
Literature/Pan explain social compare, and contrast
itikan, EsP science how different social
concepts and groups, institutions, and
theories in organizations interact
relation to with collective human
current behavior by considering
events, global the relationships of these
challenges, interactions to class,
and social race, ethnicity, women,
issues. gender, culture, identity,
community, and/or other
values.
Physical/ To write a Written output- write an Yes
Biological simple letter. excuse letter to your
Science/Math/ teacher.
English/Filipin
o.
ANALYZE
1. Are all the assessment task aligned to the learning outcome?

 YES.
2. What are possible consequences if teacher's assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?
 The class may not be able to succeed if the teacher's assessment tasks are not aligned
with the learning outcome(s). Because the evaluation results were not aligned with the
desired learning goal, it was not possible to determine what the pupils had learnt
from the lesson.
3. Why should assessment tasks be aligned to the learning outcomes?
 To achieve the lesson's objectives, each activity and evaluation should be in line with
it. Since our goal in every lesson is to educate and also impart to the students the
knowledge they need on the specific day, your lesson for today will be lost if the
assessment is not in line with the planned learning outcomes. Students will struggle
to understand the lesson if you give them assessments that are not related to the
anticipated learning outcomes.
REFLECT
T Reflect on past assessments you have been through. We're they all aligned with what your
teacher taught (with learning outcomes)?
 Since every evaluation is in line with what the teacher has been teaching us, I recall from
other assessments that I've taken that I didn't have any trouble.
 How this affect your performance? As a future teacher, what lesson did you learn from this
past experience and from this observation?
 Understanding the lesson is made simpler by the fact that all of the assessments are in line
with it. The lesson I will take away from this past experience and from this observation as a
future teacher is that every lesson has goals and planned activities that should be in line
with those goals and intended learning outcomes. It's critical to assess student
understanding to see if they have already absorbed the lesson.
ACTIVITY 13.2 Observing the Use of Traditional Assessment Tools
 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction.
REVISIT the Learning Essential
 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 the

Assessment Tool/ check Outcome Item of assessment tool
Paper-and-Pencil Test (/) Assessed Resource constructed in
here. Teacher accordance with
established
guidelines?)
Explain your
answer.
Selected Response Type
1. Alternate Response NOT OBSERVED

2. Matching Type NOT OBSERVED
3. Multiple Choice NOT OBSERVED
4. Others
Constructed-Response Type
1. Completion NOT OBSERVED
2. Short answer type / Analyzing Why did turtle The assessment tool
carry his constructed in
home? accordance with
established guidelines
because this gives
students a time to
explain their opinion
on the question.
3. Problem solving / Analyzing and How did you This question
Explaining get your helps their critical
answer? thinking because
this will judge
their own answer.
4. Essay- restricted NOT OBSERVED
5. Essay- non- NOT OBSERVED
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?
 The short type answer is, in my opinion, the most popular tool or method of assessment that
teachers employ since it allows them to gauge their pupils' understanding of the lesson. The
instructor can assess if the students have retained the material. The matching type and
multiple choice are the tools that are rarely utilized because they are only used during
exams.
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?
 According to the responses revealed in the abovementioned Tables, the Resource Teachers
are most adept at producing brief answers whereas they are least adept at creating multiple-
choice and matching type answers.
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.
 Yes, composing an essay or other written assignment or taking a written test using paper
and pencil can be regarded as an authentic form of assessment because it allows us to
evaluate how well the students have comprehended the material.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson's learned?
 Although I can't claim to be very skilled at creating traditional evaluation tools, I have trouble
with multiple choice. Three options will be presented to them by you. The difficult questions,
but we should always consider their difficulty. They will be tricked by a cunning response
that is age- and comprehension-appropriate while yet being cunning.
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. Nakaguguhit Based on my As I noticed,
Performanc ng isa sa mga observation, the the students
e tauhan sa performance was found it
simple to
akda o isang assessed by the holistic
complete the
hayop na nag rubrics which is the task because
rerepresenta teacher used a the teacher
sa inyong criterion rubric. provided a
pagkatao. rubric
Isulatang PAMANTAYAN because the
positibo at scoring
Nilalaman---------50% rubric was
negatibo ng
Presentasyon-----30% developed in
hayop at accordance
iugnay ito sa Kalinisan--------20% with the
tunay na standard.
buhay ng KABUUAN-------100%
isang tao.
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
For me, analytic rubrics is more used than holistic rubrics because it measures the different
aspects of the performance of the learners.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
The rubrics was developed in accordance with the standard where the teacher is looking for, for
giving grades to his/her students.
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
Yes, it will make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics. For giving a fair grade to the students. The teacher must
present a rubric where the student will rely on where they will focus on the rubrics to do the activity
and get a high grade and by this the teachers will have a copy on how to give grades to his/her
students.
4. If you were to improve on one scoring rubric used, which one and how?
For me, there is no need to improve or change the rubric presented by my resource teacher because
the rubrics is aligned to the lesson presented by the teacher.
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.
Yes, essay or other written requirements can be considered an authentic form of assessment
because based on what they have write on the paper we can monitor if they have acquired the
knowledge they should be acquired on the specific lesson. We can monitor if they already achieved
the intended learning outcomes of the lesson.
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?
Rubrics do really help students become independent learners by assisting them in identifying their
objectives when completing performance tasks. Rubrics, on the other hand, have also helped with
assessment of student learning because they allow students to determine whether they have met
the standards set by their teachers.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
Yes, because of the rubrics I can do this activity.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years
as a student.
The assessment tasks and techniques, in my own experience, are fresh because we are K–12
graduates. We are all aware of how drastically the K–12 curriculum has changed. As far as I can
remember, all of the tests that were given to us in elementary and high school focused more on
memorization than application. In contrast, the tests that were given to us in senior high school
now demanded higher order thinking because they focused more on application than memorization.
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 works. 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
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 - The portfolio /
includes only the selected significant materials.
5. Student's reflection - There is evidence that /
students reflected on their learning.
6. Evidence of student participation in selection /
of content of portfolio -There is proof that
students took part in the selection of the content
of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that
what the student was supposed to learn was learned?
the basis for the selection of pieces of evidence to show that what the student was supposed to
learn was learned is assessment because the students shows that they already know the lesson on
that day.
4. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
Based on the parts, under the project portfolio does this fall because it focuses on the work
of an individual project and its purpose to document the steps taken within reflection on
each step and the entire project.
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
5. Where and when does the teacher make use of each of the 3 types of portfolio?
Process portfolio used to prove the learning outcomes in the given time. It integrates
reflection and higher-order cognitive activities presenting on the evidences. Documentations
portfolio use for the collection of work over time showing the growth and improvement of the
learners.
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 learner’s
metacognitive process that result from the use of portfolio?
For me portfolios make the learning assessment process convenient. Yes, the effort is there, the
portfolio assessment commensurate the improvement of learning the results that results 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 assessment Total

Processess Processess tasks/questions
(Bloom as (and Kendall
revised by and Marzano)
Andersom and
Krathwohl)
Self-system 6
thinking
Metacognition 5
Creating 6-highest
Evaluating 5 Give the importance 5
of physical fitness
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4 Perform the different 4
Utilization physical dimensions
of physical fitness
Understanding/ 2 Comprehension 2 What is the meaning 2
of wellness?
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 Teacher
revised by Marzano)
Anderson and
Krathwohl)
Self-system 6- e.g. Teacher asked
thinking highest students. Why is the
lesson important to
you?
Metacognition 5
Example 6- highest Writing an essay 6
Creating = l
Evaluating = l 5 Give the importance 5
of physical fitness
Analyzing/An 4 Analysis 3
= ll
Applying = lll 3 Knowledge 4 Perform the different 4
Utilization physical dimensions
of physical fitness
Understandin 2 Comprehension 2
g = ll
Remembering 1- lowest Retrieval = lll 1- What is the meaning 1
= lllll lowest of wellness
L
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
Creating had the highest number of assessment questions while remembering had the lowest
number.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?
The teacher focuses on creating because she wants the students to expand their creating or
thinking skills and by this they can still remember the lesson.
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
According to Bloom old version of taxonomy the knowledge, comprehension and application are the
lower order thinking skills and the last three which is analysis synthesis and evaluation are the
higher order thinking skills.
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 contribute to the development of learners' HOTS?
If I were to rate my higher order thinking skills I will give myself 3 because I know there are a lot of
thing I should improve and learn. As a future educator, I will contribute to the students higher
order thinking skills by giving them an activities that will assess them an questioning them in order
for them to use their critical thinking skills and able to use in a real world situation.
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. Determines the 1 hour 2 1 1 4
relationship of
the volume
between
 70.1– a
rectangular
prism and
a pyramid;
 70.2- a
cylinder
and a
cone;
 70.3- and
a cylinder
and
sphere.
2. Derive the formula for 1 hour 2 2 4

finding the volume of
cylinders, pyramids, cones
and spheres.
3. finds the volume of 1 hour 2 2 4
cylinders, pyramids, cones
and spheres.
4. solves routine and non- 1 hour 1 1 1 3
routine problems involving
volumes of solids.
5. creates problems 1 hour 1 1 2
involving surface area and
volume of solid/space
figures, with reasonable
answers.
6. reads and interprets 1 hour 1 1 2
electric and water meter
readings
Total
OBSERVE
ANALYZE
1. What parts must a TOS contain to ensure test content validity

A TOS must have an equal distribution of questions in every item of cognitive level in order to
guarantee the test's content validity.
2. Why is there a need for number of items per cognitive level?
To keep the questions' fairness across all cognitive levels and to be fair to all pupils.
3. With OBE in mind, is it correct to put leaning outcome not topic in the first column? Why?
why not?
In my opinion, it is important to put first the learning outcomes because it is need to consider the
output of students.
4 Can a teacher have a test with content validity even without making a TOS?
Yes, even without creating TOS, the teacher can have a test question with content validity, but it is
unreliable.
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?
Yes, I have a similar experience. When I was a high school student, I noticed that certain exam
questions had nothing to do with the material the teacher had just covered. So, in order to pass the
exam, I simply provided a stock response without checking to see if it was accurate. In this
instance, it's possible that the teacher didn't use a TOS as the foundation for developing the test
questions.
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 learner.
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
student regarding the new grading system.
B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required to do
with this new grading system which you were not asked before?
My resource teacher claims that the new grading system is advantageous to students since it is no
longer zero based and advantageous to teachers because they were able to determine grades that
are appropriate for each student's performance.
2. Which do you prefer- the old or the new grading system? Why?
According to my resource teacher she prefers the new grading system because it’s not hassle
anymore to compute grades since they’re recording it automatically.
C. Interview of 5 Students
1. What do you like in the new grading system?
The fact that the new system is no longer zero based is what they enjoy best about it. As long as
they will study hard, there is a potential that they will not receive a failing grade.
2. Do you have problems with the new grading system. If there is, what?
They don’t have problems with the new grading system because that is in favor to them.
3. Does the new grading system give you a better picture of your performance? Why or why
not?
According to them it’s a yes, the new grading system gives a better picture of their performance
because they are not worrying about the failing grades because as they mentioned it is no longer
zero based.
4. Which do you prefer - the old or the new grading system? Why?
They preferred the new grading system because it give them a chance to get higher grades than
before.
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?
All grades will be based on the weighted raw score of the learners' summative assessments.
The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75
in the report card. The lowest mark that can appear on the report card is 60 for Quarterly
Grades and Final Grades.
2. How do you compute grades per quarter for (Grades I to 10 and Grades 11 to 12. Give an
example.
In a grading period, there is one Quarterly Assessment but there should be instances for
students to produce Written Work and to demonstrate what they know and can do through
Performance Tasks. There is no required number of Written Work and Performance Tasks,
but these must be spread out over the quarter and used to assess learners’ skills after each
unit has been taught.
3. How do you compute grades at the end of the school year?
According to my resource teacher, she will be going to sum up the quarterly grades of her
students from first to fourth grading to compute the final grades of every students in
different subject
4. What descriptors and grading scale are used in reporting progress of learners?
the learners report card.
5. What are the bases for learners' promotion and retention at the end of the school year?
The bases for learners’ promotion is when the students gets a higher grades after computing
the overall of her grades from 1st to last quarter but if he/she got a below 74 grade then
he’s/she’s not going to promote.
6. What is the report on learners observed values?
The report on learners’ observed values will depend on the behavior of every students inside or
outside of the classroom.
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 to 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?
As I interviewed both students and teachers is look like they want the new grading system because
for the teacher it is easy to them in computing their grades because they used an electronic grading
system. While the students, it is favor to them because it easy to them to achieve their goals which
is getting a high grade.
2. What are the good points of the new grading system according to teachers? according to
students?
For the teacher, he/she don’t have any reason to failed the students that have low performance and
for the students they had a small chance to get failed grades because of the new grading system.
3. What are teachers challenged to do by this new grading system?
The teacher challenged by giving a corresponding point to his/her students even the answer is not
really connected to the question given by the teacher. Because of the new grading system is when
the student got 60 grade that will be equal to 75.
4 Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
Yes, I am favor on the distribution of percentages of written work, performance tasks and quarterly
assessment but it depends on the subjects.
5. Did you like the experience of computing grades? Why or why not?
Yes, I like the experience of computing grades because I’ll be able to experience on how to compute
a grade. That serves as an exercise for me before I become a license teacher.
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?
Yes, the emphasis is self-directed learning and demonstration of competencies - knowledge, skills
and values learned (outcomes-based education)- the grades really matter.
ACTIVITY 13.8 Reporting Student's Performance

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

 Describe 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. NOT OBSERVED
2. Describe how the Resource Teachers communicated learners assessment results and
grades to parents. NOT OBSERVED
3. Did parents raise questions or concerns? If yes, what were their questions/concerns? NOT
OBSERVED
4 How did the Resource Teacher handle their questions and concerns? What answers did he/she
give? NOT OBSERVED
Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you give
feedback?
The resource teacher give feedback to the learner about their performance before she will
compute their grade so that the students will be aware if they have missed quizzes or have an
incomplete project. Teacher always remind those students because it will affect their grades if
they did not complete all their misses in their academic performance
2. How do you report students' performance to parents? Does the school have a regular way of
reporting grades to parents?
According to my resource teacher, she report her students’ performance by having a short
meeting to their parents.
3. What problems on grade reporting did you encounter with parents'? How did you address
it/them?
NOT OBSERVED
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
YES, if my grade is high then I study hard but if I get low grade then I think I missed any
quizzes, exams and projects.
2. Does knowing your grade motivate you to work harder?
YES, if I get high grades then I am motivated to study harder.
Interview with Parents
1. Does your child's Report Card give you a clear picture of how your child is performing?
Yes, if I saw the report card of my children I already know if my child is performing great or
not in the school
2. If you were asked what else should be found in the Report Card, which one? Why?
For me, there is no need to added on the report card because it’s all enough to see the
performance of every students. Anything we’re looking for is including in the Report Card.
3. Do you find the Card Distribution Day important? Why or why not?
Yes, card distribution is important because this is the only way to monitor the performance of
my child. I can also ask some questions to the teacher if there is a problem with my child.
4. Any suggestion on how to make Card D1stribution more meaningful?
NO MORE SUGGESTIONS.
ANALYZE
1. What were the most common issues raised on students’ performance

The most common issues raised on students’ performance was the low grades or failing grades.
2. Based on your observations and findings, what practices must
a) maintained and
b) improved to make grades and reporting meaningful?
In my own opinion, I think to make it more meaningful the distribution of report card is that
students should also there in order to see their grades together with their parents. And if there is a
problem on the grade they may give some advice their children to make better their grades.
REFLECT
1. Grades are often a source of misunderstanding. How should I do report so that it will result to
effective learning?
To prevent misunderstanding the teacher should explain the grading system to the parents and also
he/she should show the things that they considered in computing their grades
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 The teacher I observe has a dignity, self-
respect and respected by his peers
b. Healthy Observe The teacher is physically and mentally healthy
c. Spiritual Observe The teacher is catholic and has own beliefs

Interview regarding her religion belief.
d. Knowledgeable Observe The teacher shows understanding to the field
of teaching.
e. Humble Observe This teacher has own goal for her future but
Interview stay humble despite of her success.
g. Determined Observe This teacher remains strong amidst challenges
Interview and under pressure and does not give up
easily.
h. Cooperative Observe This teacher helps in the times of uncertainty,
Interview ready to extend her hands to others.
Activity 2 will focus on the Professional Competencies 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 significant qualities of the teacher
you chose as your case? Why do you consider these as outstanding?
a. KNOWLEDGEABLE
One of the means by which students acquire knowledge is through their teachers. They should
therefore be able to communicate their knowledge. The teacher should be able to explain their
knowledge. It is useless if the teacher is extremely knowledgeable about the subject but is
unable to communicate that knowledge. Students enjoy and do better in the subjects in which
they fully comprehend all of the terms. Similar to that, students adore teachers who clearly
explain concepts and make them easy to grasp. Therefore, sharing knowledge is increasingly
crucial.
b. DETERMINED
Regardless of the challenges, a focused teacher is committed on reaching their objectives.

Teachers who are determined are good decision-makers who can analyze a situation and select
the best course of action. Teachers who are persistent aid in keeping students committed to
success.
c. DIGNITY
Respect for humankind is the definition of dignity. Regardless of gender, sexual orientation,
gender diversity, appearance, age, religion, social standing, origin, opinions, abilities, and
achievements, teachers must appreciate all students. A teacher who is honorable and deserving
behaves in an honorable and deserving manner, exhibiting significant self-respect and regard
for others. A teacher should always have a respectable attitude that can serve as an example
that students, classmates, and others can follow. As a result, a teacher must always act
morally, honorably, and dignifiedly.
3. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
Describe yourself.
Cooperative because I tend to be the kind of person that is always ready to lend a helping
hand. I acknowledge that there are obligations on my shoulders. This quality, I believe, will
make me a good teacher. A teacher must be eager to assist kids in learning and growing, and
they must be accountable enough to take responsibility for their actions. Even tiny actions
can have a significant impact.
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?
Yes, my unique traits aid in my ability to learn as a student. I am inspired to work harder so
that I may repay the effort they have put in by virtue of their traits such as being someone who is
willing to take his responsibility as a teacher and assist us learn and enhance our talents.
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.
Being determined is a trait of my role model instructor that has had an impact on my life. Despite
the difficulties with the current educational system, she is willing to change and does not give up
easy for her students. Being a student in this time of pandemic is really challenging, but we are not
the only ones who struggle; our teachers do as well. Observing how she struggled and overcame
those obstacles she encountered inspires me. It makes me think that if my teacher does everything,
she can help us to, why should I not do the same thing and give back the efforts she gives to us.
Because of this, when professors are considerate and allow adjustments occur, students appreciate
it.
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: (COOPERATING TEACHER DIDN’T SHARE
ANY LICENSE # AND PROOFS OF PROFESSIONAL GROWTH FOR PRIVACY)
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 License 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
A teacher is more than just her lesson plans, instructional

strategies, and strategies. Teachers acted as role models for their
students on and off campus. A teacher also cares deeply about her
missionary job, which requires her and her family to make
significant sacrifices.
Regarding his or her own personal character, morals, and attitude, a

teacher serves as a second parent. She is Ma’am Marites a Grade 3
teacher of Gubat South Central School. She is dedicated of his job.
A teacher and a mother. She has different strategies to cope up his
students’ attitude. She’s probably one of the best teacher I’ve ever
meet in my field study journey.
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
Actual teaching because the teacher had shown her mastery about the topic and lesson, she also
entertains all students needs and she appliers learner centered approach in teaching.
2. Which demonstrated behavior, do you find the teacher that is worthy of emulation when you
become a teacher? Describe.
She is always approachable and always gives time entertaining all students’ questions. As a future
teacher, this is the behavior that I need to practice and improve because it will make my teaching
more effective since I already built strong relationship with my students through addressing all their
questions and needs.
3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons?
Administrative work because sometimes students fails to pass their works on time so it resulted in a
delay of teachers report about the student’s performances.
4. From your perspective, would you consider this teacher as a quality teacher? Why?
Yes, she is a quality teacher she was able to teach her students effectively through applying different
strategies and methods, and she was able to accomplished the learning objectives of her lessons.
6. Make a narrative essay of your answer entitled “A Day in the School Life of a Quality Teacher”.
“A Day in the School Life of a Quality Teacher”

Getting ready for the class: For a teacher, getting ready for the lecture the following day is a
daily task. Even though he or she may have taught the topic before, there may be instances
when it has been updated or the theory has been enhanced in a certain field of study. It is
crucial that the instructor be up to date with news in her field of study in order to stay abreast of
the most recent developments. One profession that necessitates ongoing education is
teaching.
Teaching in the classroom: A typical school class may last 45 to 60 minutes. The teacher has
a set schedule during which they must instruct the pupils, grade their assignments, administer
tests, etc.
Assessing student performance: The school teacher's time may be heavily invested in this
task. It is crucial to carefully examine and evaluate the homework assignments and answer
sheets because doing so can affect a student's grade and, eventually, future.
Preparing documentation for students, participating in official meetings with other faculty
members and management, talking about book requirements, and other administrative tasks
are examples of this. You will learn more about the numerous types of administrative work that
must be done as you train to become a teacher. On GAL, you can also seek for some free
education and training-related career advice.
Parent interaction: In most schools, talking to parents of each student at least twice a year is a
crucial activity. Younger pupils in grades lower than VII require a lot of care and supervision. It
is crucial for a teacher to get in touch with a student's parents and concentrate on supporting
the child as much as possible if he or she is struggling to understand what is being taught in
class or falls behind the other students.
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?
Yes, I’m inspired to become a teacher after my observation and my interest in teaching
increases. Students shown a willingness to learn and acquire the knowledge the teacher
teach. We all know that every child has different capacity of learning that’s why I’m thinking of
different teaching strategies and become more open in improving my teaching skills to
become an effective teacher to my students.
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
Trying new different strategies in teaching. The students got easily bored that’s why I will
always look for different strategies where my students will be more active in my discussion.
Integrating some unique and fun learning strategies might help to make the learning process
livelier and more interesting to the students.
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.
 Limited teaching materials
 Difficulty handling behavioral problems inside the classroom.
 I have to be readier as I face this problem, I will make sure that I am prepared and pursue
myself to come up with these problems.
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.
B. My Classroom for the 21st Century

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.
A. Current Classroom I am Observing
Grade Level 3
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?
 Wide space  Wide space  Todays layout is
 More displays  More displays impressive and
 Clean  Clean creative. This is a
kind of classroom
that I am looking for
in the future.
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.
Classroom management is defined as methods and strategies an educator uses to

maintain a classroom environment conducive to student’s success and learning. Here
are some ways to incorporate students smoothly and let all the students involved;
 Arrangement
 Establish rules and procedures
 Plan each lesson with your students in mind
 Being visible presence
 Respect
 Connections
Conclusively, the best advice for a 21st century classroom management is to truly
enjoy what you do and make it show.
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 The core values of The curriculum shall be

that last, the classics; there maka-Diyos, that last, culture-sensitive;
are universal values; the classics; there are
inculcate these universal, maka-tao, maka-kalikasan
objective values and universal values;
inculcate these
makabansa show that
DepEd universal, objective
values Perennialism, and
a mission to develop a
lifelong learners
3. Progressivism-very child- Teachers facilitate learning The curriculum shall be
centered; teach those that and constantly nurtures learner-centered, inclusive
interest the child; one every learner. As a and developmentally
learner by experiential; learner-centered institution appropriate.
values are subjective; no DepEd continuously
inculcation of values since improves itself to better
they are subjective; instead serve its stakeholders.
teachers help students
clarify their values.
.4. Reconstructionism- DepEd mission cites that The DepED shall

school is agent of change; values and competencies formulate the design and
schooling is preparing able them to realize details of the enhanced
students for the social their full potential and basic education
changes; teaching is contributes meaningfully curriculum. It shall work
involving the students in in building the nation. with the Commission on
discussions of moral They also formulate, Higher Education (CHED)
dilemmas implements, and to craft harmonized basic
coordinates policies, and tertiary curricula for
policies plan and the global competitiveness
programs for basic of Filipino graduates.
education.
5. Existentialism-Teachers Administrators and staff, (h) The curriculum shall be
teach as steward of institution, flexible enough to enable
learners to make a choice, ensure an enabling and and allow schools to
to make decisions and not supportive environment localize, indigenize and
merely to follow the crowd; for effective learning to enhance the same based
one who does not make a happen existentialist. on their respective
choice and simply follow educational and social
others do not leave contexts.
meaningful life
6. Pragmatism-That which Administrators and staff, (g) The curriculum shall
is useful, that which is as steward of institution, use the spiral
practical and which work is ensure an enabling and progression approach to
what is good; that which is supportive environment ensure mastery of
efficient and effective is that for effective learning to knowledge and skills
which is good. E.g. showing happen. Promoting the after each level. DepEd
a video clip on mitosis is right of every Filipino to wants to develop
more efficient and more quality and equitable learners." whose values
effective and therefore more basic education. and competencies enable
practical than teacher them to realize their full
coming up with a visual aid potential..." On which
by drawing mitosis on a philosophy of education
cartolina or illustration is this mission statement
board anchored?
.7. Rationalism-emphasizes The DepEd core values (c) The curriculum shall
the development of the allows the learners to be culture-sensitive:
learners’ reasoning powers; express themselves and reasoning powers;
knowledge comes though give a valid reason for knowledge comes though
reason; teacher must their actions or reason; teacher must
develop the reasoning power behaviors. develop the reasoning
of the learner power of the learner(d) The
curriculum shall be
contextualized and global;
8. Utilitarianism-what is Teachers facilitate (a) The curriculum shall
good is that which is most learning and constantly be learner-centered,
useful ( that which brings nurture every learner. inclusive and
happiness) to the greatest developmentally
number of peoples appropriate;
(b) The curriculum shall
be relevant responsive
and research-based;
.9. Empiricism-source of Students learn in a List of standards and
knowledge is through the child friendly, gender- competencies that allows
senses; teacher must sensitive, safe, and students to practices all
involve the senses in motivating environment. their senses and develop
teaching-learning their skills
10. Behaviorism-behavior is Behaviorism- Students Behaviorism- K to 12
shaped deliberately by simply to respond to the programs
forces in the environment material and display a level Using tools like behavioral
and that the type of person of proficiency in particular objectives, competency-
and actions admired can be goals and objectives. based education and skill
the product of design; development training,
behavior is determined by educators set up
others, rather than by environment to produce
person’s own free will; desired reaction.
teacher must carefully
shape desirable behavior;
drills are commonly used to
enhance learning., rewards
reinforce learning
Constructivism -Learners Family, community, and (e) The curriculum shall
are capable of constructing other stakeholders are use pedagogical
knowledge and meaning; actively engaged and approaches that are
teaching, learning, therefore share responsibility for constructivist, inquiry-
is constructing knowledge, developing lifelong based, reflective,
teacher does not just " tell learners. provides for the collaborative and integrative
“or dictate but ask learner establishment and
for knowledge they maintenance of a
construct and meaning of complete, adequate, and
lesson integrated system of
basic education relevant
to the goals of national
development. DepEd as
Constructivist
 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 philosophy’s of education. Find out what philosophy’s where manifested in
class by observing what and how teacher and relates to learners.
Philosophies of education Teaching behavior (state what the teacher
said taught or did)
1. Essentialism-teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter-  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 The teacher imparted the values necessary
classic; there are universal values; in life. He taught knowledges and
inculcate these universal, objective values skills that is useful even outside the
school.
3. Progressivism-very child-centered; teach The teacher implements a learner
those that interest the child; one learns by centered classroom, he makes them
experience; learners learn by doing so learn through experience.
teacher teacher’s teaching is experiential;
values since they are subjective; instead
teacher help students clarify their values
4. Reconstructionism-school is agent of Teachers engages students in moral dil
change, schooling is preparing students for
the social changes, teaching is involving the
students in discussions of moral dilemmas
5 ..Existentialism-Teachers teach learners Teacher teaches that we can all find a way
to make a choice. To make decisions and of behaving that is meaningful to us as
not merely to follow the crowd; one who individuals.
does not make a choice and so simply
follow others do not leave meaningful life
6. Pragmatism-That which is useful, that Teacher should be teaching students life
which is practical and that which works is skills and encouraging them to become
what is good; that which is efficient and better people.
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 The teacher asks HOTS questions that

of the learners’ reasoning powers; requires the students to think
knowledge comes though reason; teacher critically and logically, and not only
must develop the reasoning power of the answers based on the book. He
learner always follows up his questions with
why and how.
8. Utilitarianism-what is good is that which The teacher considers the decision of
is most useful (that which brings the majority before implementing
happiness) to the greatest number of something in class.
peoples;
9. Empiricism-source of knowledge is The teacher makes the learning
through the senses; teacher must involve environment active, wherein students does
the senses in teaching learning not only listen to what is being discussed
but also able to use all their senses in the
process of learning.
10. Behaviorism-behavior is shaped Teachers always do review of the
deliberately by forces in the environment previous lesson. He organized rules
and that the type of person and action and routines collaborating and consulting
desired can be the product of design; students.
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 The teacher creates a meaningful

constructing knowledge and meaning; learning tasks and performance where
teaching learning therefore is constructing the students will be able to apply what they
knowledge and meaning; teacher does not have learned.
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?
Behaviorism, Progressivism, Existentialism, Perennialism, and Essentialism. With the
new curriculum, the five philosophies are the most common in this nation because
we have transformed our classrooms into learner-centered environments where
students are free to explore their subject matter and teachers serve as facilitators
who lead the class. The new curriculum has many modifications; however, the
learning materials still contain the previous teaching methods.
 If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
Constructivism, we should educate our children with inquiry-based learning to have
a set of active techniques that motivate students to interact with innovative
approaches through curiosity and discovery.
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 is feel that a learner is someone who is ready to learn from
everyone and everything and who is constantly searching for new information. He is
focused on the lesson rather than the surroundings or the instructor. Everything has the
capacity to educate us in some way. Everything in the universe aims to educate us in some
way. An informed learner will be able to recognize this, analyze it, and put his teachings
into practice.
I believe that I should teach the learners since every learner is diverse and unique, I think I
should impart knowledge to them through a range of teaching techniques. inspiring them
to succeed in their schoolwork Taking care of them and giving them the knowledge, they
require to function as a member of a successful team. creating a stimulating environment
for learning that makes it challenging for pupils to remain engaged
I believe that communicating with the parents, coworkers, and the community can aid in
problem-solving. Parents can support teachers in their efforts to teach pupils academic
material and about appropriate behavior. By exchanging ideas, viewpoints, and solutions,
teachers and coworkers might prevent having to deal with problems. Through cooperation
and communication, this has a strong impact on the school and the child's surroundings
encountered outside of the classroom to develop a holistic world for kids.

Accomplished Observation Sheets
My Philosophy of Teaching

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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

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

 Setting clear and high expectations for learning outcomes is

Identifying Learning Outcomes that are Aligned with Learning Competencies

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

1. What are the learning outcomes stated in the lesson?

 SMART learning objectives should be relevant to our everyday lives, easily

Distinguishing Between Inductive and Deductive Methods of Teaching

Reflect on: Principles of teaching worth applying.

 The classroom environment must foster a positive attitude in my opinion if

What is the best method of teaching? Is there such a thing?

Reflect on this question.

How do we select the appropriate strategy for our lessons?

Observe a class and answer the following questions.

Reflect on the use of OBTL.

Applying Effective Questioning 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:

3. What are the strengths of this Learning Resource Center?

OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

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

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

Electronic Resources Evaluation Form

Lesson Objectives/ Learning Outcomes

https:// Offers an enjoyable      All information form this

Activity 11.4 Professional Development through MOOCS

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

2. The Learning Management of learner behavior Effective classroom Coursera

3. Diversity of Learners in difficult circumstances Learning by giving Coursera

5. Assessing and Design, selection, organization and Innovation with Coursera

3.MOOC Title: Differential Equations in Action

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR learning Practices (Formative Assessment)

What Teacher Said Tally Total

“Did you already get our lesson II 2

“When did the story happened?”. III 3

What Teacher Did Tally Total

Ask the student if they already get IIII 4

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

Others, please specify __________________________________________________

4. Based on your observations, what formative assessment practice worked?

SHOW YOUR LEARNING ARTIFACTS

My Accomplished Observation Sheet

TARGET Your Intended Learning Outcomes

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

REVISIT the Learning Essentials

1. My Accomplished Observation Sheet.

LEARNING EPISODE 13: ASSESSMENT OF LEARNING (Summative Assessment)

ACTIVITY 13.1 Aligning assessment task with the learning outcome.

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome.

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

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