FS 1. Template

FIELD STUDY 1
OBSERVATIONS OF TEACHING-
LEARNING IN ACTUAL SCHOOL
ENVIRONMENT
STUDENT TEACHER
COOPERATING TEACHER
2022
FIELD STUDY 1
Observation of Teaching-Learning in Actual School Environment
LEARNING EPISODE 1:
THE SCHOOL ENVIRONMENT
OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus
Resource Teacher: __________________ Teacher’s Signature: School: ____________________
Grade Year/Level: ____________________ Subject Area: _________________ Date: _________________________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph
b) Photo essay
c) Sketch or drawing
d) Poem, song or rap
OBSERVE
As you moved around the campus, observations forms are provided for you to document your observations. It is
advised that you read the entire worksheet before proceeding to the school site. A good understanding of the activities and
tasks to be accomplished in the activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to indicate their availability.
Give a brief description of those are available, and say how each will contribute to the student’s learning and
development.
Will it contribute to the student’s learning

Description and development? Why?
Facilities
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/Learning
Resource Center
Science Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics Room
Industrial Workshop Area .
PTA Officer
Comfort Room for Boys
Comfort Room for Girls
Other’s (Please Specify)
. .
.
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space provided.
Guide Question Classroom Observation Report
1. Describe the community

or neighborhood where
the school is founded.
2. Describe the school

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

impression do you have of
these offices?
4. Walk through the school

halls, library, the cafeteria.
Look around and find out
the other facilities that the
school has.
Resource Teacher: _______________ Teacher’s Signature: School:

Grade Year/Level: _______________________ Subject Area: ____________________ Date: ____________
1. Look at the walls of the classroom. What are posted on the walls?
What heroes, religious figures, lessons, visual aids, announcements,
do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the
teacher’s table located? How are the tables and chairs/desks
arranged?
3. What are the learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?
An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.
CLASSROOM FACILITIES MATRIX
Description
Classroom Facilities
(Location, number, arrangement, condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desk
4. Blackboard
5. Learning Materials /
Visual Aids
The learning material

Others
or visual aids which

are used by the teacher
are written ligibly for
the students to learn
Write your observation report here.
Name of the School Observed Analysis

ANALYZE
How do the school campus and the classroom in particular impact the learning of the students going to school?
What are your conclusions?
How does this relate to your knowledge of child and adolescent development/How does this relate to your
knowledge of facilitating learning?
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?
4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learnings and insights here.

Activity 1.2 Observing bulletin board displays
Resource Teacher: Teacher’s Signature: School:

Grade Year/Level: _____________________________ Subject Area: ___________________________ Date:
The display, or what we more commonly refer to as bulletin board, is one of the most readily available and
versatile learning resources.
To achieve the Intended Learning Outcome, work your way through these steps: 1. Examine for bulletin board
displays. Include samples of those found at the entrance, lobby, hallways and classroom. 2. Pick one and evaluate the
display. 3. Propose enhancement to make the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms provided for you to
document you observations.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do you see?
2. Where are the display boards found? Are they in places where target viewers can see them?
3. What is the display about? What key messages do they convey? What images and colors do you see?
How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photos of the display boards (if allowed)
Based on the questions on the observation guide, write your observation report:
From among the board displays that you saw, pick the one that you got most interested in. Evaluate it using the
evaluation form below.
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
Evaluation
Strengths Weaknesses
Description of the Bulletin Board layout
Evaluation of educational content and

.
other aspects
Recommendations or Suggestions for Improvement
Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay-out. You may present your output through any of these:
My Bulletin Board Display

REFLECT
What do you think was the purpose of the board display?
Did the board display design reflect the likes/interests of its target audiences? Why? Why not?
Was the language used clear and simple for the target audience to understand? Why? Why not?
Was the board display effective? Why? Why Not?
What suggestions can you make?

Based on your suggestions, proposed an enhanced version of the display board. Use the form below.
My Proposed Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best Features of my proposed bulletin enhancement:
Content Resources (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective board displays.
Elaborate on why each skill is needed.
2. Which of the following you named in # 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
3. Which skills do you still need to develop? What concrete steps will you take on how you can improve on or
acquire these skills.
LINK Theory to Practice

1. With the PPST as a guide, an ideal learning environment should have the following characteristics,
EXCEPT
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professional linkages
D. establishes and maintains consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?
I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III and IV D. III and IV
3. Which physical school environment supports learning?
A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive C. Motivational
B. Informational D. Decorative
A. Instructional-interactive C. Motivational
B. Informational D. Decorative
A. Instructional-interactive C. Motivational, decorative
B. Informational, decorative D. Instructional, informational
SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment

EVALUATE Performance Task
Name of FS Student: Date Submitted:
Year & Section: Course:
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation Sheet questions/tasks observation questions/ questions/ tasks not questions/ tasks not
completely answered/ tasks not answered/ answered/ answered/
accomplished accomplished. accomplished. accomplished
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answers not connected
grounded on theories; grammar and spelling one (1) to three (3) to theories; more than
grammar and spelling are free from errors. grammatical/ spelling four (4) grammatical
are free from error. errors. spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyzed. supported by what were what were observed
observed and analyzed and analyzed.
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
in the context of the in the context of the on in the context of the on in the context of the
learning outcomes; learning outcomes. learning outcomes. learning outcomes; not
Complete, well- Complete; well- Complete; not complete; not
organized, highly organized, very relevant organized, relevant to organized, not relevant
relevant to the learning to the learning outcome. the learning outcome.
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline
COMMENT/S
Over-all Score Rating;
(Based on
Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below
Signature of FS Teacher above Printed Name Date
FIELD STUDY 1
LEARNING EPISODE 2:
Learning Diversity:
DEVELOPMENTAL CHARACTERISTICS, NEEDS AND
INTERESTS
OBSERVED, ANALYZE, REFLEECT
Activity 2.1 Observing learner characteristics at different stages
Grade Year/Level: Subject Area: ______________________ Date:
Learner’s Development Matrix
Development Preschooler Elementary High School

Domain Age range of children Age range of children observed Age range of children
observed observed
Physical
Gross-motor skill  
Fine Motor Skill
Self-help Skill
Others
Social
Interaction with  
Teachers
Interaction with
Classmates/friend
s
Interests
Others
Emotional
Moods and  
temperament,
expression of
feelings
Emotional
independence
Others
Cognitive
Communication  
Skills
Thinking Skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these characteristics,
think of implications for the teacher.
Level Salient Characteristics Observed Implications to the Teaching-Learning

Process
Preschool 
Age range of learners
observed
Elementary 
observed
High School 
observed
REFLECT
1. While you were observing the learners, did you recall your own experiences when you were their age?
What similarities or differences do you have with the learners you observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not help
you with your needs (physical, emotional, social and cognitive? How did it affect you?
3. Share your other insights here.

Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because _____________________________.
A. She thinks what she feels is too special and unique, that no one has felt like this
before.
B. The teenager’s favorite word is “no.” and she will simply reject everything the
teachers says.
C. 14-year-olds are not yet capable of perspective taking and cannot take the teachers
perspective.
D. Teenagers never listen to adult advice
2. A preschooler teacher is thinking about how best to develop the fine motor skills of the 4-
year-old. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do the repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass with an egg in it. She asked the class,
“what happens to the egg if I add three-tablespoon of salt to the glass of water?” This is
hypothesis formulation. What can you infer about the cognitive developmental stage of
Teacher Rita’s class?
A. Formal operational stages
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

Which is your favorite theory of development. How can this guide you as a future teacher? Clip some
reading about this theory and paste them here.

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

FIELD STUDY 1
LEARNING EPISODE 3:
FOCUS ON GENDER, NEEDS, STREGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE,
RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLES

Observing differences among learner’s gender, needs, strengths, interests,
Activity 3.1 and experiences; and differences among learners’ linguistic, cultural, socio-
economic, religious backgrounds, and difficult circumstances.
Grade Year/Level: Subject Area: Date:
The learner’s differences and the type of interaction they bring surely affect the quality of teaching and
learning. This activity is about observing and gathering data to find out how its student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these steps:
Step 1. Observed a class in different parts of his school day. (Beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural diversity.
Step 3. Describe the interaction that transpired inside and outside the classroom.
Step 4. Interview the resource teacher about the principles and practices that she uses in dealing with diversity
in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions. The observation form is
provided for me to document my observations.
The observation form is provided for me to document my observations.
OBSERVATION REPORT
Name of the School Observed
School Address
Date of Visit
During Class:
Outside Class:
ANALYZE
1. Identify the persons who play key roles in their relationships and interactions in the classrooms. What
roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a
little teacher, a doubter/pessimist?
What makes the learners assume these roles? What factors affect their behavior?
2. Is there anyone you observe who appear left out? Are you students who appear “different”? Why do they
appear different? Are they accepted or rejected by the others? How is this shown?
What does the teacher do to address issues like this?
3. How does the teacher influence the class interaction considering the individual differences of the students?
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the
teacher leverage diversity?
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and
between the teacher and the learner?
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents
OBSERVE
Use the observation guide provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your observation report on the space
provided.
1. Observe the class to see differences in abilities of the learners.

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

School Address
Date of Visit
OBSERVATION REPORT
ANALYZE
1. Did your observation match the information given by the teacher?
2. Describe the differences in ability levels of the students in the class? What practices or strategies are done
or should be done to differentiate instruction to meet the needs of the learners?
3. Describe the methods used by the teacher in handling the student’s differences in abilities. How did the
students respond to the teacher? Did the teacher use differentiate instruction? If yes, describe below how.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low achievers in your
class. How did your teacher deal with the differences in abilities? Was your teacher effective?
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?

OBSERVE
Use the observation guide provided for you to document your observations.
An observation Guide for Indigenous Peoples Education
Read the following carefully before you begin to observe. There write your observations report on the space
Write your observation report here.
OBSERVATION REPORT
(You may include photos here.)
School Address
Date of Visit
ANALYZE
Curriculum Design, Competencies Answer each question based on your observation and
and Content interview data
1. Does the school foster a sense
a belonging to one’s ancestral
domain, a deep understanding
of the community’s belies, and
practices? Cite examples.
2. Does the school show respect
of the community’s expression
of spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach
skills and competencies in the
indigenous learners that will
them develop and protect their
ancestral domain and
structure?
5. Does the curriculum link new
concepts and competencies to
the life experience of the
community?
6. Do the teaching strategies
help strengthen, enrich, and
complement the community’s
indigenous teaching-process?
7. Does the curriculum maximize
the use of the ancestral
domain and activities of the
community as relevant settings
for learning in combination
with classroom-based
sessions? Cite examples,
8. Is the cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the development
and use of the instructional
materials and learning
resources? How?
9. Do assessment practices
consider community values
and culture? How?
10. Do assessment processes
include of higher order thinking
skills?
What do you think can still be done to promote and uphold the indigenous people’s knowledge systems
and practices and rights in schools?
REFLECT
Reflect based on your actual visit or videos that you have watched.
1. What new things did you learn about indigenous people?
2. What did you appreciate most from you experience in visiting the school with indigenous? Why?
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by
3.2 Uphold and celebrate their culture, beliefs and practices by

3.3 Advocate for indigenous people’s education by
With the principle of individual differences in mind, what methods and strategies will you remember in the
future that you will be able to meet the needs of both the high and low achievers in your class? Make a collection of
strategies on how to address the students’ different ability levels.

1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which students thinking/ behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s culture.
B. He/She regards his culture as inferior to other’s culture.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different student groups
4. All are features of the Indigenous Peoples’ Education Curriculum. EXCEPT _________.
A. Affirms and strengthen cultural identity.
B. Make education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous language.
D. Anchors the learning context on the ancestral domain, the community’s world view, and its indigenous
cultural institutions.
5. All are best practices in using learning resources for indigenous learner, EXCEPT ___________.
A. Culturally generated learning resources only include indigenous group’s artifacts, stories, dances, songs,
and musical instruments.
B. The language used in instructional materials, especially in primary years, which highlight mother tongue,
is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of instructional materials.
D. The indigenous community’s property rights are upheld in publishing learning resources.
6. All are best practices for assessment in the Indigenous Peoples’ Education Framework, EXCEPT ____________.
A. Including the practice of competencies in actual community and family situations
B. Applying higher-order thinking skills and integrative understanding across subject areas.
C. Using international context in the assessment standards and content faithfully without modification.
D. Including community-generated assessment processes that are part of indigenous learning system.
7. Read the following demonstrates differentiated instruction. Which of these comments will most likely make a
child try harder, rather than give up?
A. Sinuswerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos mong
maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups work with the same topic but
assigns a different task appropriate for each group to accomplish.
B. The teacher divides the class into three heterogenous groups and assigns the same activity for each group
to work on.
C. The teacher groups the learners by their ability levels and assigns different content topics for the group to
work on.
D. The teacher groups the learners by their ability levels and assigns different task on the same topic, and
then request three different teachers, each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable.
B. Allowing children to show that they learned the age of mitosis in a way where they feel most comfortable
except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the slow learners.
D. Applying two sets of different standards.

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

FIELD STUDY 1
LEARNING EPISODE 4:
Learner Diversity:
THE COMMUNITY AND HOME ENVIRONMENT

OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps;
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learners’ residence.
4. Interview the parents about.
a) The rules they implement at home concerning their child’s schooling.
b) The learners’ activities and behavior while at home.
5. Write the learner’s profile
6. Analyze your observation and interview data
7. Reflect on your observation experience.
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write your observation
report on the space provided.
THE LEARNER
1. Make a general observation of the learner. Describe him/her in each domain of development:
 Physical-body built and height (thin, chubby, underweight, overweight), level of physical activity
(fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fight, like by
others, etc.)
 Emotional mood, temperament, cries easily, loses temper, happy, shows enthusiasm, excited,
indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows
reasoning skills, turns in assignments and requirements, etc.)
INTERVIEW THE TEACHER
1. What are the most noticeable characteristics of the learner? (Emotional disposition, behavior and
discipline, sense of responsibility, study habits, academic performance, relationship with peers,
relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss? How do they
decide of the best course of action of resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning process? How
does the teacher work with the community to meet the needs of the learners?
INTERVIEW WITH PARENTS
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the
living room, etc.)
2. Use the interview Question on the next page. Just ask the questions with which you feel comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate questions, if necessary.
Name of the Learner:

Date of Birth: Age:
Grade/Year Level: Gender:
Number of Siblings:
Birth Order:
Parents:
Mother:
Age: Occupation: Educational Attainment:
Father: Occupation: Educational Attainment:
Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
4. What do you do when he/she is not successful in something?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learners’ Development Profile
Name of the Learner
School
Date of Home Visit
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
Social Development
Emotional-Moral Development
Cognitive Development
Findings
Conclusions
Recommendations
ANALYZE
Your findings and recommendations in the Learner development Profile will help you answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.
2. Relating your data with what you learned from child and development, what is family factors do you
think contribute to the development and over-all adjustment of the learner in school?
3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?
4. How can the teacher partner with the community to contribute to the development and learning of the
students? Who are the people or which institutions can be the teacher tap to seek advice regarding the
development and learning of the students?
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience?
2. As a future teacher, how would you establish good home-school collaboration? How can you work well
with the parents? How can you help them? How can they help you?

1. Which are the most likely the kind of children raised by authoritarian parents?
I. Fearful III. Hostile
II. Inhibited IV. Withdrawn
A. I and II B. I, II, and III C. II and III D. I, II, III and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates C. Quarrels often with class
B. Is suspicious of others D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have level of responsibility?
A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and permissive

1.
2. H – C
O
O–
M
M– M
E– U
N
I
T
S–
Y
C-
H-
L
O- I
O- N
Ks
L-
4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

FIELD STUDY 1
LEARNING EPISODE 5:
CREATING APPROPRIATE LEARNING ENVIRONMENT

Activity 5.1 Managing Time, Space and Learning Resources
OBSERVED
Observe and use the observation sheet provided for you to document your observations.
1. As you observed the class, look into the characteristics of the learners. Note their
ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Describe their span of attention.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good to ask
the teacher for additional information, so you can validate your observation. Write your notes below; organize
your data in the Table that follows.
1. Are these areas in the classroom for specific (storage of teaching aids, books, student’s belongings, supplies, etc.)?
Describe these areas. Will it make a difference if these areas for specific purpose are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher is available, ask him/her to
describe the process. What’s the effect of students’ participation in rule-making on students’ behavior?
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment of monitors, warm-up
activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the Resource Teacher do? Describe the behavior
strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
REFLECT
Reflect as a future teacher.
1. Why do you need to enforce positive discipline?
Activity 5.2 Identify The Different Aspects of Classroom Management

Grade Year/Level Subject Area: Date:
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observed a class and accomplish the given matrix.
Aspects of Claaroom Management Effect on the Learners

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

1. Focusing on natural consequences of students ' behavior develops more self-regulation on natural
consequences?
A. " Those who were noisy today during seatwork will not be allowed to play games in the computer
later.
B. "If it takes you longer to finish the seatwork because time is wasted with chatting, then we won't have
time to go to the playground anymore.
C. " Those who are well-behaved in class will be given plus 5 points in the quiz. "
D. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the 3rd
assignment.
2. Learners are more likely to internalize and follow classroom rules when ________
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners' behavior, they should do all EXCEPT
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners ' rights

Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the physical
space and learning stations which contribute to the effective implementations of classroom management.

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

FIELD STUDY 1
LEARNING EPISODE 6:
CLASSROOM MANAGEMENT AND CLASSROOM
ROUTINE

Activity 6.1 Observing Classroom Management and Routines
OBSERVE
Observe classroom routines of the Resource Teacher by accomplishing the given task.
Checklist On Classroom Routines
Check Yes ( ) if observed and ( ) if not observed.
Classroom Routines Observed ( ) Not Observed ( )

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use lavatories / comfort room / washrooms
5. Passing of papers
6. Passing of books
7. Working with pair / groups
8. Tardy students
9. Absent students
10. Submission / collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire Drill / emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
2. Which of those routines were systematic and consistently implemented? Explain your answer.
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
Activity 6.2 Listing Down Classroom Rules

OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the importance of
these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and security. Rules also teach
discipline and self-control. Rules eliminate stress and will provide a more pleasant, secured and non-threatening
environment. Rules ensure the students’ engagement and focus in their classroom activities.
Classroom Rules Importance
1.
2.
3.
4.
5.
6.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
2. Are classroom rules really important?
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules? If not, what
rules are you going to employ? Explain your answer.
Take some snapshots of the classroom routines employed by the Resource Teacher which are worth
emulating. Tell something about the pictures.

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. What term applies to the established ways of managing a classroom into a more organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

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

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

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

A. Assign a leader
B. Let them work in pairs.
C. Let the work individually
D. Set Do’s and Dont’s in every activity
FIELD STUDY 1
LEARNING EPISODE 7:
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM
MANAGEMENT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical aspects of classroom
management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space/learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the following question.
1. How does the voice of the teacher affect classroom instruction?
2. How does the punctuality of the teacher affect classroom discipline?
3. Why do we need to check on the physical aspects of classroom management?

REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management.”
2. What are your plans in ensuring effective classroom management?
Demonstrating knowledge of positive and non-violent discipline in the management

Activity 7.2 of learner behavior.
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the classroom. You
may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check observed, put an if not observe and for no opportunity to observe.
No opportunity to
Effective Classroom Management Strategies Observe Not observe observe
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in group.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Other’s (Please Specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management?
2. What were not used by the Resource Teacher? Were these important? What should have been used
instead? Explain.
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse types of learners?
SHOW Your Leaning Artifacts

Show piece(s) of evidence of learning to capture the classroom management strategies used by your
Resource Teacher.

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. How will you prevent truancy among students?
A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effective at all time.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.

B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students Remember I am the person in
authority here. I have the power to pass or fail you." Do you agree with Teacher Helen's reference to
power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority 1s not meant to be used to pass or fail students.

FIELD STUDY 1
LEARNING EPISODE 8:
CLOSE ENCOUNTER WITH THE SCHOOL
CURRICULUM

Activity 8.1 Curricula in the setting
It’s time to look around. Discover what curriculum is operating in the school setting. Recall the types of
curriculums mentioned earlier. Can you spot where these found? Let’s do a hunting.
OBSERVE
Locate where you can find the following curriculum in the school setting. Secure a copy, make
observations of the process and record your information in the matrix below. Describe your observations.
Type of Curriculum Where found Description

1. Recommended Curriculum
(K to 12 Guidelines)
2. Written Curriculum
(Teacher's Lesson Plan)
3. Taught Curriculum (Teaching

Learning Process)
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum (Media)
ANALYZE
Which of the seven types curriculum in the school setting is easy to find?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other?
REFLECT
Make a reflection on the diagram that you have drawn.
The Miniscule School Curriculum: The Lesson, A Closer Look
Activity 8.2

OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and Evaluating, Assessing).
Observe and record your observation.
Observe and Record Observation on the Following Aspects

Key Guide for Observation (Carefully look for the
Major Curriculum Components indicators/behavior of the teacher along the key points. Write your
observation and description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major
parts do you see? Request a copy for your use. Answer the
following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be done?
B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in
the class activity?
f. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence
ANALYZE
Write a paragraph based on the data you gathered using these key questions
1. How does the teacher whom you observed compare to the ideal characteristics or competencies of global
quality teachers?
2. Was the lesson implemented as planned? Describe.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager? Satisfied and
contented? Disappointed and exhausted?
4. Can you describe the majority of students' reactions after the lesson was taught? Confused? Happy and
eager? Contented? No reactions at all .
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make a short
paragraph on the topic.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

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

II. Subject Area:
III. Grade Level:
Outcomes Teaching Method Assessment
ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
2. Will the outcomes be achieved with the teaching methods used? Why?
3. What component would tell if the outcomes have been achieved?
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the three components are aligned ?
SHOW Your Learning Artifact

Learning Artifacts for Activity 1-2
Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can be in pictures, realia,
documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan.
Lesson Title:
Subject Area:
Grade Level:
Lesson Outcomes Teaching Methods Evaluation

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

Choose the correct answer from the options given.
1. When we say school curriculum it refers only to the K to 12 curriculums.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a curricularist. EXCEPT one.
Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in technology, though not deliberately
taught in the lesson, will influence the curriculum. This is referred to as
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden Curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. 11 only C. 111 only D. 1, 11 and 111
5. What is the most important reason why there should be constructive alignment of the components of the
curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.
FIELD STUDY 1
LEARNING EPISODE 9:
PREPARING FOR TEACHING AND LEARNING
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles

of Teaching and Learning
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the Learning Essentials. I will identify
evidence of applications/violations of the principles of learning. I can cite more than one evidence per principle of
learning.
Principles of Learning What did the Resource Teacher do to apply this

principle of learning
1. Effective learning begins with the
setting of clear and high expectations
of learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning and relevance of ideas
4. Learning is a cooperative and a collaborative
process. Learning is enhanced in an
atmosphere of cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? least applied?
MOST APPLIED
LEAST APPLIED
Give instances where this/these principle/s could have been applied?
REFLECT
1. From among the principles of learning, which one do you think is the most important?
Identifying Learning Outcomes that are Aligned with Learning

Activity 9.2 Competencies
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine if the learning the
outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
(SMART
Learning Outcomes Achieved
Objectives?)
Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
1. Do SMART objectives make the lesson more focused?
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.
Distinguishing Between Inductive and Deductive Methods of Teaching

Activity 9.3 School:
__________________
Grade Year/Level ______________________ Subject Area: Date:
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide questions, I
shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were the students involved in the teaching-learning
process? How? Or were they mere passive recipients of
instruction?
Was the emphasis on the mastery of the lesson or on the Was the emphasis on the students’ application of the
test? Prove. lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one discipline/subject? Did teacher connect lesson to other discipline/subjects?
What teaching-learning practice shows that teaching approach was:

a. Constructivist – connected to past experiences of learners; learners constructed new lesson meanings
b. Inquiry-based
c. Developmentally appropriate – learning activities fit the developmental stage of children
d. Reflective
e. Inclusive – no learner was excluded; teacher taught everybody
f. Collaborative – students work together
g. Integrative – lesson was multidisciplinary – e.g. In science, math concepts were taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered? Why?
REFLECT
Reflect Principles of teaching worth applying on

Direction. Encircle the letter of the correct answer.
1. Teacher Rose believes that students need not know the intended learning outcome of her lesson. She proceeds to
her leaning activities at once without letting them know what they are supposed to lean for the day. Which
principle of learning does Teacher Rose negate?
A. Effective learning begins setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on. Teacher Lil
is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives /intended learning outcomes must integrate 2 or 3 domains cognitive, skill and affective
or cognitive and affective or skill and affective•
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he explained to the class
before the students began with their task. Based on revised Bloom's taxonomy, in which level of cognitive
processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your Own philosophy of education in the course, The Teaching Profession. Based
on Bloom's revised taxonomy in which level of cognitive processing, are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating

Post proofs of learning that you were able to gain in this Episode. You may attach the lesson plan (s) used
by your Resource Teacher to show the intended learning outcomes and the method used in class.

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

FIELD STUDY 1
LEARNING EPISODE 10:

THE INSTRUCTION CYCLE
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategie s
______________________
Grade Year/Level: ___________________ Subject Area: Date:
OBSERVE
Observe one class with the use of the observation sheet greater focus then analyze my observations with the help
of the guide questions.
1. 1. The more senses that are involved, the more e.g., Teacher used video on how digestion takes place and
and the better the learning. a model of the human digestive system.
2. Learning is an active process.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and

learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to

students' everyday life
7. An integrated teaching approach is far more

effective than teaching isolated bits of
information.
How do we select the appropriate strategy for our lessons?

Activity 10.2 Determining Outcome-Based Teaching and Learning
Resource Teacher: Teacher’s Signature:
School:___________________
Grade Year/Level: ______________________ Subject Area:____________________________ Date:
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of the class?
Did he/she share them with the class? How?
2. What teaching-learning activities (TLAS) did he/she use? Did these TLAs help him/her attain his/her lesson
objectives/ ILOs? Explain your answer.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives / ILOs?
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
Reflect on the use of OBTL.
Activity 10.3 Applying Effective Questioning Techniques

_____________
Grade Year/Level: _____________________Subject Area: ________________________ Date: ___________________
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the
classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent /
Closed / Low level
2. Divergent / Higher –
order / Open-ended /
Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: "Children go to school as question marks and leave school periods!" Does this
have something to do with the type of questions that teachers ask and t questioning and reacting techniques that
they employ?
REFLECT
Reflect on The importance of using various techniques

Show proofs of learning that you were able to gain in this Episode by interviewing at least two
teachers on their thoughts on OBTL.

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.
2. The more senses that are involved, the more and the better the learning. Which practice is aligned with this
principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents
3. In OBTL, upon which should my assessment be based'?
A. Content
B. The intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
B. Convergent
C. Conceptual
D. Inference
5. To obtain well-thought-out questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
FIELD STUDY 1

UTILIZING TEACHING-LEARNING RESOURCES AND
ICT

Activity 11.1 Visiting the Learning Resource Center
OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide provided. Ask the
assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are they free from dust and
moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials Are these guidelines/procedures posted are available
for the users to refer too?
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 the Center Observed:
Date of Observation:
Name of Observer:
Course / Year / School:
List of Available Learning Resources
Available Learning Resources Characteristics and Unique Teaching Approaches

(Enumerate in bullet form) Capabilities where the Resource is
Most Useful
1. Print Resources
2. Audio Resources
3. Non-electronic
Visual Resources
4. ICT Resources
Impression about LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-Charge:
ANALYZE
Are the learning resources/materials arranged properly according to their functions and characteristics?
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
What are the strengths of this Learning Resource Center?
What are its weaknesses?
What suggestion can you make?
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
2. Which gadgets/materials are you already confident to use/operate?

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

Activity 11.2 Observing Technology Integration in the Classroom
To realize my Intended Learning Outcomes, 1 will work my way through these steps: Observe a class
for three meetings. Video-tape, if allowed. step 2. Describe how technology was integrated in the lessons and how
the students were involved. Step 3. Use the Technology Integration Matrix to analyze the technology integration
done by the teacher step 4. Reflect on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to document your observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the 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
attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.

REPORT
Date of Observation
School
Subject Topic
Grade / Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level Observed:

Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids Used Strengths Weaknesses Appropriateness of the

(Enumerate in bullet Teaching Aids Used
form)
Used the Technology Integration Form to analyze the class you observed. Refer to the Technology ration Matrix on
p. 123, In which level of technology integration do you think the teacher observed operated? Why?
Based on the Technology Integration Matrix, what is the characteristic of the learning environment in the class
that you observed?
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you do differently if you
teach the same lesson to the same group of students? Why?

Activity 11.3 Exploring Education 4.0
Explore Education 4.0 through these steps:
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive programs (web quests/games) 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 observed.

1. What is the lesson about? What are the teacher’s objectives?
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.
ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select electronic resources,
including OERs, social networking sites, and apps with virtual or augmented reality that will be useful in teaching the
same lesson. Evaluate the resources you found, using the set of criteria discussed in the Revisit the Learning Essentials
part of this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic
(Based on the class you
observed)
Lesson Objectives/
Learning Outcomes
Name and Describe the Put a check if the resource satisfies the criterion. Describe
Type of electronic how you can
Electronic resource use it if you
were to
Resources (include
teach in the
author/ class you
publisher/ observed
source Accurate Appropriate Clear Complete Motivating Organized
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the class? What
made it easy? difficult?
2. How did you choose which electronic resources to include here? What did you consider? Explain. Which
of the new trends in Education 4.0 would you like to explore more for your work as a teacher? Why?
3. Reflect on your technology skills. What skills do you already have, and what skills would you continue to
work on to be better at utilizing education 4.0 resources?

Activity 11.4 Professional Development Through MOOCS
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-teachers-theyre-learners-too/
 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program- joins-mooc-madness/
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 MOOCs related to the MOOC Provider
work on competency/ies
(Include a short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development
ANALYZE
From among the MOOCs you explored, pick at leåst three which you believe are the most appropriate for you.
Describe the MOOCs below.
1. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title
Provider:
Content Outline
3. MOOC Title
Provider:
Content Outline
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?
2. What did you learn from the way the providers use technology to teach in the MOOCs?
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday teach a
MOOC?

1. Mrs. Inton is evaluating a website for her Literature class. she is making sure that factual pieces of information
found on the site are well-documented, and pictures and diagrams are properly labeled. She is also checking that
there are no misspelled words nor grammar errors. Which criterion is she focusing on?
A. Appropriateness C. Motivation
B. Clarity D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the app is uncluttered
in appearance, is arranged in some order of difficulty, and that icons represent what they were intended to
represent. Which criterion is she focusing on?
A. Organization C. Motivation
B. Accuracy D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out whether the app taps the skills
found in the Grade 8 standards to ensure that this app will help meet her objectives. She wants to make sure it is
not too easy nor too difficult for her students. Which criterion is she focusing on?
A. Organization C. Currency
B. Accuracy D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in kingdom Animalia. The teacher
then teaches them how to use a software in making graphic organizers. Students then. use this to create their own
graphic organizers to classify animals. This shows technology integration which is
A. entry-constructive C. infusion-constructive
B. adoption-constructive D. transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in adding mixed fractions. The
students then work independently with the app to provide them sufficient practice in adding mixed fractions. This
shows technology integration which is _____________.
A. entry-constructive C. infusion-constructive
B. adoption-constructive D. transformation-constructive
6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work together with other Grade 7
classes in their school campuses in Visayas and Mindanao. They will create posters and a video clip to
communicate a message about peace. They will use social media to spread their peace campaign. This Project
involves technology integration which is
A. Entry-constructive C. Transformation-constructive
B. Adoption-constructive D. Adaptation-collaborative
7. All responsibilities of the Learning Resource/Audio-Visual/ Educational Technology Center of a school

EXCEPT.
A. make available technology equipment for the use of teachers and students
B. conduct training for teachers on how to source/ use Audio Visual/Educational tools Technology
C. work with teachers in producing instructional materials or the use of teachers and students
D. accomplish the students' technology project for them
8. The Learning Resource / Audio-visual / Educational Technology Center regularly provides the teachers a list of
websites, apps and instructional materials available in the city which are relevant to the different subjects they
teach. This fulfills which function?
A. Recreational reading center C. Laboratory of learning

B. A link to other community resources D. Center of resource
9. The Learning Resource / Audio-visual / Educational Technology Center sponsors a seminar workshop for
teachers and administrators on the use of the latest presenter applications.
A. Center of resources C. Coordinating agency

B. Agent of teaching D. Recreational reading center
10. MOOCs are considered massive because
A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts
11. MOOCs are open because _______________.
A. all courses are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected to the internet
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester
12. MOOCs are considered as a course because
A. they have a guide or a syllabus that indicates Content, objectives, activities, and assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor'} degree
D. they are graded

1. Include here pictures illustration of the materials used by the teacher Put your comment/annotations about what
you observed.
2. Visit www.technology.com or other teacher resource websites• Print useful instructional materials (worksheets,
visual aids, flashcards, rubrics, etc.) and include them here. Indicate how they might be useful considering your
major or area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and share how these
tools can be helpful to you. as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learner&
5. Paste an article about an example of technology gadget material that you want to learn more about. How can this
gadget material be useful in instruction/teaching?

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below
FIELD STUDY 1

ASSESSMENT FOR LEARNING AND ASSESSMENT AS
LEARNING

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

OBSERVE
1) Observe what Teacher does or listen to what Teacher says to find out if the students understood the lesson while
teaching—learning is in progress.
What Teacher Said Tally Total

What Teacher Did Tally Total
2) Did the teacher ask the class “Did you understand?” If she did, what was the class’ response?
3) Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson? How?
4) If they did, how did the teacher respond?

5) Were the students given the opportunity to ask questions for clarification? How was this done?
6) If she found out that her/his lesson was not clearly understood, what did teacher do? Did you observe any of these
activities? Please check.
_____Peer tutoring (Tutors were assigned by teacher to teach one or two classmates
_____Each one-teach-one (Students paired with one another
_____Teacher gave a Module for more exercises for lesson mastery
_____Teacher did re-teaching
Other, please specify ____________________________________________________
7) If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching strategy?
Describe.
8) While re-teaching by himself/herself and/or with other students-turned tutors, did teacher check on students’
progress?
If yes, how?
ANALYZE
1) Why should a teacher find out if students understand the lesson while teaching is in progress? Is it not better to do
once-and-for-all assessment at the completion of the entire lesson?
2) Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to check on learner’s
progress?
3) Should teacher record results of formative assessment for grading purpose? Why or why not?
4) Based on your observations, what formative assessment practice worked?

5) For formative assessment, why is peer tutoring in class sometimes seen to be more effective than teacher
himself/herself doing re-teaching or tutoring?
6) Could an unreasonable number of failures at the end of the term/grading period be attributed to the non-
application of formative assessment? Why or why not?
REFLECT
1) Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
2) Should you record results of formative assessment? Why or why not?

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice

Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide opportunities for
the learner s to monitor and reflect on
their own learning?
2. What are the proofs that students

were engaged in self-reflection, self-
monitoring and self-adjustment?
3. Did students record and report their

own learning?
4. Did the teacher create criteria with the

students for tasks to be completed or
skill to learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student learning. Do you agree? Why
or why not?
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
REFLECT
The primary purpose of assessment is not to measure but not to further learning. Reflect on your personal
experiences of assessment in school. Were you given opportunities for self-assessment? If yes, what was its impact on
your learning?

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. The primary purpose of assessment is to ensure learning. Which assessments are referred to?
I. Assessment as learning
Il. Assessment for learning
Ill. Assessment of learning
A. 1, 11 and 111 C. 1 and 11

B. 1 and 111 D. 11 and 111
2. Research shows that when students help develop questions for an assessment, and have a deeper understanding of what
they are expected to learn before they take the assessment, they take a greater responsibility of their own learning. Which
assessment is referred to?
A. Assessment as Learning C. Assessment for Learning

B. Assessment of Learning D. Assessment in Learning
3. DepEd Order No. 8, s. 2015 states, "Assessment is a process that is used to keep track of learners' progress in relation to
learning standards to promote self-reflection and personal accountability among students about their own learning...
Which assessments are referred to by the DepEd memo?
I. Assesment as learning
Il. Assessment for learning
Ill. Assessment of learning
A. I only C. 1 and 11
B. 11 and 111 D. 1, 11 and 111
4. You check for understanding in the midst of your lesson. In which form /s of assessment are engaged?
A. Assessment as learning C. Assessment of learning

B. Assessment for learning D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and
modify their teaching based on what the students need to be successful. Is this statement TRUE?
A. Yes C. Somewhat
B. No D. TRUE except the clause after and
6. It develops and supports students' metacognitive skills. Which is referred to?

A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learners?
A. Assessment of learning C. Assessment as learning

8. Which is characterized by students reflecting on their own learning and making adjustments so that
they achieve deeper understanding?
A. Assessment of learning C. Assessment as learning

9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.

II. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be
learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own
learning.
IV. Help them set goals to extend or support their learning as needed in order to meet or fully meet the
expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II, and III C. 111, IV and V

B. I, III, IV and V D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the tasks assigned to them by their teacher
and so students move from the passive learners to active owners of their own learning?
A. Assessment as learning D. Assessment in

B. Assessment for learning learning
C. Assessment of learning
11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
A. Assessment of learning C. Assessment in learning
B. Assessment for learning D. Assessment as learning
FIELD STUDY 1
ASSESSMENT OF LEARNING
(Summative Assessment)

Activity 13.1 Aligning Assessment Task with the Learning Outcomes

OBSERVE
Observe at least 3 classes – Physical or Biological Science or Math, English, Filipino; 1 Social Science or
Literature/Panitikan, EsP and 1 P.E / Computer/ EPP/ TLE
Assessment Task
Is the assessment
(How did Teacher
tool/task aligned to If not aligned,
Subject Learning Outcome/s assess the learning
the learning improve on it.
outcome/s?
outcome/s?
Specifically.
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
2. What are possible consequences if teacher's assessment tasks are not aligned to learning outcome/s? Does
this affect assessment results? How?
3. Why should assessment tasks be aligned to the learning Outcome?
REFLECT
1. Reflect on past assessments you have been through. Were they all aligned with what your teacher taught
(with learning outcomes)?
2. How does this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?

1. Here is a learning outcome: Describe a person by the use of a metaphor.
Here is a learning outcome: Describe a classmate or teacher by way of a metaphor.
Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own food.
Test Item: Can plants manufacture their own food? Explain your answer.

A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped.
3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

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

Test: Give the correct form of the verb.
1) Dogs (howl).
2) A cat (meow).
3) Birds (fly).
Is the test aligned to the learning outcome?

A. No D. Yes, there are 3 items on subject-verb
B. Somewhat agreement.
C. Yes
6. Here is a lesson objective / intended learning outcome: "illustrate the law of supply and demand with your original
concrete example". For content validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: "To interpret a given quotation." For content validity which should she ask?
A. Interpret Nietzsche's statement: "He who has a way to live for can bear with almost any how."
B. Do you believe in Nietzsche's statement "He who has a way to live for can bear with almost any how"?
C. What is true in Nietzsche's statement "He who has a way to live for can bear with almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement "He who has a way to live for can
bear with almost any how"?
8. After teaching them the process of experimenting, Teacher J wanted his students to be able set up an experiment to
find an answer to a scientific problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted. Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when transferred in soil?
9' Here is an intended learning outcome of a Health teacher: "Identify skill-related fitness and activities suitable for the
individual". Does her test item measure this particular outcome and therefore has content validity?
Question
I. Identify the components of Physical Fitness under the skill-related activities.
a. body composition c. flexibility
b. agility d. organic vigor
A. Yes, very much.

B. Yes, because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities
Activity 13.2 Observing the Use of Traditional Assessment Tools

OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
Types of Traditional Put a Learning Outcome Sample Test Item of Comments (Is the assessment
Assessment Tool/ check Assessed Resource teacher tool constructed in accordance
Paper-and Pencil test here with established guidelines?)
Explain your answer.
Selected Response Type
1. Alternate response
2. Matching Type
3. Multiple Choice
4. Others
Types of Traditional Put a check Learning Outcome Sample Test Item of Comments (Is the assessment
Assessment Tool/ if Resource Assessed Resource teacher tool constructed in accordance
Paper-and Pencil test Teacher with established guidelines?)
used it. Explain your answer.
Constructed-Response Type
1. Completion
2. Short Answer Type
3. Problem solving
4. Essay – restricted
5. Essay-non-restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teachers? Which ones were rarely used? Why
were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools and tasks were the
Resource Teachers most skilled in test construction? least skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an
authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?

Here is the learning outcome of this Activity: Critique traditional tools and tasks for learning in the context of
established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test an assessment task must be aligned to the learning outcome.
B. Column I present the learning outcomes. Column 2 has the assessment tasks. Determine alignment of
assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test construction.
D. Is an essay more reliable than a multiple-choice test?
2. What's WRONG with this TRUE-FALSE test item?
Filipinos are sociable but lazy.
A. Opinionated C. Very short

B. Not fit for a T-F test D. Sweeping
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers
5. Jn a multiple-choice type of test, one option among 4 was not chosen by any examinee• What is TRUE of that option?
A. Implausible
B. Realistic
C. Plausible
D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since there were so many blanks.
Which is TRUE of the mutilated test item?
A. Too complex C. Over mutilated

B. Unattractive D. Implausible
Activity 13.3 Observing the Use of Non-Traditional Assessment Tools

OBSERVE
Authentic Learning Sample of Product/ How a product / Comments (Is the scoring rubric
Assessment / Non- Outcome Performance Assessed performance was constructed according to
Traditional / Assessed assessed standards?)
Alternative One example of a product
assessed. (Put a photo of Describe how the product/
the product / documented performance was
performance in My assessed. Which was
Teaching Artifacts. used analytic rubric or
INCLUDE THE RUBRIC IN holistic rubric? INCLUDE
MY TEACHING THE RUBRIC IN MY
ARTIFACTS. TEACHING ARTIFACTS.
1. Product
2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric was
used more?
2. Based on your answer in #1, which can you say about the scoring rubrics made and used by the Resource
teacher?
3. Will it make a difference in assessment of students work if teacher would rate the product or performance
without scoring rubrics? Explain.
4. If you were to improve on one scoring rubric used, which one and how?
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an
authentic form of assessment? Explain your answer.
6. Can rubrics help make students to become self-directed or independent learners? Do rubrics contribute to
assessment AS learning (self-assessment)? What if there were no rubrics in assessment?
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a
student.
 Accomplished Observation Report
 Observations
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers - one rubric to assess a particular product and another
rubric to assess a particular performance together with your comment/s and improved version/s, if necessary.
1. To pinpoint which part of the lesson needs more explanation. Which scoring rubric can help?
I. Analytic
Il. Holistic
A. I only C. 11 only
B. 1 and 11 D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. make students conduct action research.
3. I want to get a global view of a student's performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango

D. Written test illustrating the steps
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio from what
you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplish Observation
Sheet #
4. Put a check in the right column.
What a Portfolio Includes
Elements of 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 learner
4. Selective significant pieces - The portfolio
includes only the selected significant
materials.
5. Student's reflection - There is evidence that
students reflected on their learning.
6. Evidence of student participation in selection
of content of portfolio There is proof that
students took part in the selection of the
content of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that what the
student was supposed to learn was learned?
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this fall?
Elements of a __________________ Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised
versions.
6. Student's Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolios?
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on portfolio
assessment commensurate to the improvement of learning and development of learners' metacognitive process that
result from the use of portfolio?

 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance assessed.
 Sample/s of students’ reflection
 Sample/s of students’ reflection on his/her portfolio

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. A portfolio is synonymous to a folder of files. Is this CORRECT?
A. No
B. Somewhat
C. Yes
D. Sometimes
2. Which is an essential part of a portfolio?
A. Student's reflection on his portfolio

B. Display portfolio for everyone to see student development
C. Artistic design to show student's artistic talent
D. Student's self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which type of portfolio is
MOST APPROPRIATE?
A. Showcase portfolio
B. Assessment portfolio
C. Development portfolio
D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way students pronounce words?
B. Development portfolio
C. Assessment portfolio
5. I want to know if my students can now focus the microscope properly. With which portfolio am I concerns?
B. Development portfolio
C. Assessment portfolio
Activity 13.5 Determining the level of Teacher’s Questions

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

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

of Cognitive Score of Cognitive Assessment Tasks / Rank
Processes (Bloom as Rank Processes (and Rank Questions Given by Based on
revised by Anderson Kendall and Resource Teacher Use
and Krathwohl) Marzano)
Self-system 6 - Highest
Thinking
Metacognition 5
Creating 6 – Highest
Evaluating 5
Analyzing/ An 4 Analysis 3
Applying 3 Knowledge 4
Utilization
Understanding / 2 Comprehension 2
Remembering / 1 – Lowest Retrieval 1 - Lowest
ANALYZE
1. Cognitive skill had the highest number of assessment questions? lowest number?
2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher's
level of questions?
3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive skills? Give an example of
an assessment question for each of the two highest cognitive skills- metacognitive skills and self-system
thinking.
REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of I 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?

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. "Is my thinking CORRECT?" asks a student to himself. In which level of cognitive process is he?
A. Self-system
B. Analysis
C. Metacognition
D. Application
2. Formulate a 5 —item imperfect matching type of test, is a test item in the level of which cognitive process?
A. Creating
B. Analyzing
C. Self-system thinking
D. Evaluating
3. Which one demonstrates self-system thinking?
A. Ask the question "What has this lesson to do with me?

B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal's "My Last Farewell" calls for
A. analyzing
B. understanding
C. evaluating
D. applying
5. How would you rate students' ability to reason out logically is a question to test students' ability to _________?
A. engages in metacognition
B. analyze
C. do self-system thinking
D. evaluate
Activity 13.6 Analyzing a Table of Specifications

Grade Year/Level: Subject Area: ARALING PANLIPUNAN Date:
REVISIT THE LEARNING ESSENTIALS

 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.
No. of Cognitive Level Total

Learning Outcome Class
Rem Un Ap An Ev Cr
Hours
1.
2.
3.
4.
5.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflections.
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
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")
Did you have a similar experience? Reflect on it. Will the required specifications as guide in test construction
solve the problem of misaligned tests?
 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS

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

B. predictive validity of a test
C. reasonable length of a test
D. predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true
B. Sometimes true
C. False
D. Sometimes true, sometimes false
4. In a TOS, the number of hours spent on a learning outcome determines the number of test items to be asked. Is this
CORRECT?
A. No
B. Yes
C. Not always
D. Depends on the level of the questions asked
5. The following are found in a TOS EXCEPT ______.
A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6. What does the conversation imply about the kind of test they took?
A. Lacks content validity

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

OBSERVE
A. Sample Students' Report Card
1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group of students regarding
the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do with this
new grading system which you were not asked before?
2. Which do you prefer -- the old or the new grading system? Why?
C. Interview of 5 Students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, what?
3. Does the new grading system give you a better picture of your performance? Why or why not?
4. Which do you prefer - the old or the new grading system? Why?
D. Review of DepEd Order # 8, s. 2015
Read DepEd Order # 8 s. 2015. You may refer to Appendix A.
Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases for grading?

2. How do you compute grades per quarter for Grades I to 10 and Grades 11 to 12? Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
5. What are the bases for learners' promotion and retention at the end of the school year?
6. What is the report on learners' observed values?
E. Grade Computation
Show sample computations of a grade:

 in a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of 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 an unuse Student's Report Card
and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
2. What are the good points of the new grading system according to teachers? According to students?
3. What are teachers challenged to do by this new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks, and quarterly
assessment?
5. Did you like the experience of computing grades? Why or why not?
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies – knowledge, skills and
values learned (outcome-based education)- do grades really matter?

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. Which is the percentage contribution of quarterly assessment to the grade of the student from Grades I to 10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all the tracks in Grades 11-12?
A. Yes C. Yes, only for the academic track

B. No D. It depends on schools.
3. Which is the percentage contribution of work to the grade of the Grade 1-10 student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks C. Quarterly assessment

B. Written work D. Quarterly assessment and performance tasks
5. Based on percentage contribution to the grade, what can be inferred from the DepEd's emphasis on learning and
assessment?
A. The emphasis depends on the grade level of the subjects.

B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.
6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory

B. Fairly Satisfactory D. Did not meet expectation
7. I get a grade of 90. What is its descriptor?
A. Very satisfactory C. Advanced

B. Beginning D. Outstanding
8. Which is described as "did not meet expectations"?
A. Below 75% C. Below 74%

B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grades Il and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas — Music, Arts, Physical
Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related
A. I only
B. I and II
C. I and III
D. II only
12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades' in Grade 1.

B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III

B. II and III D. I, II, and III
14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet expectation
A. in three or more learning areas C. in four learning areas

B. in 2 learning areas D. as shown in the general average
15. What happens when a student in Grade I to 10 did not meet expectations in two learning areas?
A. Retained in the same grade level

B. Promoted to the next grade level after passing remedial classes for learning areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Performance

OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
2. Describe how 'the Resource Teachers communicated learners' assessment results and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did he/ she give?
Interview with Resource Teacher
1. How do You give feedback to your students regarding their performance? When do you give feedback?
2. How do You students' performance to parents? Does the school have a regular way of reporting grades to
parents?
3. What problems on grade reporting did You encounter with parents? How did you address
Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students' performance?
2. Based on your observations and findings, what practices must be

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

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. Why must grades be reported to parents?
I. Promote ongoing formative feedback to students
Il. Ensure alignment of curriculum, instruction, and assessment
Ill. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II and III
2. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
Il. The standards and competencies are known and understood by all.
Ill. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?
A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students' performance.
Il. Explain that grades compare students' performance against the established standards.
Ill. Explain that grades compare students' performance against other students' performance.
A. I and II C. I, II and
B. II only III
D. III only
5. What does criterion -referenced grading mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?
A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boy and girls.
FIELD STUDY 1

THE TEACHERS AS A PERSON AND AS PROFESSIONAL
Teacher Personal Qualities: A view from My Lenses
Activity 14.1
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.
Observe (O) Data Results

Personal Qualities
Interview (I) I have found out that ___________
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your sample Teacher in
Activity 1 with another teacher or you can still observe the same teacher. In case you will not change your teacher to be
observe the same teacher will be your sample for both Activity 1 and Activity 2. Aside from direct observation, you will
also do a Survey in Activity 2.
ANALYZE
Did you learn from observation of the teacher? Now let us analyze the information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal qualities of the teacher you
chose as your case? Why do you consider these as outstanding?
a.
b.
c.
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday? __________ Why?
Describe yourself.
REFLECT
Good teachers’ models, whether in school, at home, or in the community. From the teachers that you had from to
college, did the personal qualities that they possess, help you learn as a student?
Identify one personal characteristics of your model teacher that has made a great impact in your life as a learner.
Reflect and describe how this quality influenced you.
Teacher Personal Qualities: A view from My Lenses

Activity 14.1
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a) Name
b) LET License No
c) Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating scale about your sample
teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with Your answer on the survey. In what items do you
have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional teacher. I will 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,

Name of the Teacher:
PRC License No.
Answer the following statement based on your OBSERVATION of the teacher. Check YES or NO or DOUBTFUL.
Does the Teacher exhibit
competencies of a
professional teacher? Check
Professional Competencies
you answer
Doubtfu
Yes No
l
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
lesson 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 Subject)
ANALYZE
Did you learn from your observation and interview on teacher's professional competences? Now let us analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what Competencies is the teacher
Strong? ____Weak? ____ Doubtful? _______Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the teacher you
observed? 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/s
observed then learners will be

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 a picture from the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about personal and professional characteristics of the teacher)

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

Based on Episode l, choose the correct answer for each item.
1. Any teacher currently teaching is called a professional because he or she is a licensed teacher ______.
Il. has personal qualities appropriate to be a teacher Ill. possesses
the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding C. Aggressive and dominating
B. Humble and open minded D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, mores and tradition of the community
A. I only B. II only C. III only D. I, II and III
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners' characteristics while
teaching
C. Expects equal performance of learners in lessons taught
D. Masters one teaching method and uses it all the time
5. The saying goes, "Many are called, but few are chosen." How is this directly related to teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
FIELD STUDY 1

TOWARDS TEACHER QUALITY: DEVELOPING A
GLOCAL TEACHER OF THE 21ST CENTURY

Activity 15.1 A Day in the School Life of a Quality Teacher

Observation l: This activity will require you to stay in school for one school day. special arrangement by your
faculty should be made for this purpose.
Procedure
1.Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled:" A Day in the School Life of a Quality Teacher".
7. If permitted, you may include the teacher's picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observation.
Teacher’s Major Responsibility Key guide for Observation (Carefully look for the indicators/behaviors of the
teacher along the key points. Write your observations and description in your
notebook. This will be one of your artifacts)
A. Actual Teaching This Teacher
1. is learner-centered
2. acts as a facilitator of learning
3. has mastery of the subject matter
4. sees to it that learning outcomes are achieved
5. is pleasant and fair in dealing with the leaners
B. Management of Learning This teacher
1. allows all learners to participate in the lesson
2. considers the needs of the learners in the seating arrangement
3. uses instructional support materials to help learners understand the lesson
4. sees to it that learning is achieved within the period of time
5. dismisses the class on time.
C. Administrative work This Teacher
1. keeps records of learner’s attendance everyday
2. keeps record of formative and summative tests
3. submits reports and other documents on time
4. does other tasks as required by superiors
5. cooperates with peers and staff in the cleanliness and safety of the school
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
a. Actual Teaching?
b. Management of Learning?
c. Administrative Work?
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when you become a
teacher? Describe.
3.Which of the major responsibilities does this teacher find difficult to comply with? What are the reasons?
4. From your perspective, would you consider this teacher as quality teacher? Why?
REFLECT
Now, that you have spent one school day to observed 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?
Activity 15.2 The Creation and Management of the New Learning Environment as a Skill
of the 21st Century Quality Teacher

OBSERVE
Procedure:
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.
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing
Grade Level __________
B. My Classroom for the 21st Century

ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences. Explain why.
Features of the Present Classroom Why the similarity?

My Vision of the Future Classroom
Components Why the difference?
REFLECT
Based on the task that you made, what challenges await you as a future teacher? How will you manage learning
in the future classroom? How will you prepare yourself to respond to 21st teaching-learning and become a glocal
teacher?
Make a short paragraph on how will you will manage teaching-learning in the 21st century classroom.

These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it. Activity 15.1 Narrative on the
Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision of the Classroom for the 2 1
't Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 2 1M Century classroom.

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

C. My Teacher, My Hero D. CNN Heroes
3.Which is one of these descriptors exemplifies a glocal teacher?
A. Teacher who has taught successfully abroad or overseas.

B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21st century classroom that will address globalization is the
provision of conditions that allow ___________.
A. collaboration, seamless use of technology, flexible student groupings

B. use of technology, teacher-led activities, isolated subjects
C. teacher-centeredness and use of textbooks to the maximum
D. use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century is those who are ____________.
I. well-travelled, global citizens, unmindful of their roots

II. multi-literate, innovative and creative, multi-cultural
III. masters of the discipline, excellent in English, multi-talented
A. 1 only B. 11 only C. 111 only D. 1, 11 and 111

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

FIELD STUDY 1

ON TEACHER’S PHILOSOPHY OF EDUCATION

Activity 16.1 Analyzing DepEd’s Philosophy of Education
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission statements, core
values and mandate and on the K to 12 Curriculum Framework and Guide.
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kt012 Curriculum Framework and Guide and Sec
5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are expressed?
 Cite relevant statements to back up an identified philosophy of education. You are given an example.
Philosophies of Education Which philosophies are expressed in the Which philosophies are expressed in the
DepEd Vision, Mission Statements, Core K to 12 Curriculum Framework and Guide
Values, Mandate? Give proof. and Sec. 5 of RA 105337? Give proof.
1. Essentialism – teach mastery of the Essentialism – the core values of maka- Essentialism – List of standards and
basics; curriculum is prescribed; subject Diyos, maka-tao, maka-kalikasan, and competencies that learners are expected
matter – centered there are universal, maka-bansa show that DepEd is to attain is the subject matter that
objective values; inculcate values in essentialist. DepEd believes in students are expected to learn –
subject matter. unchanging values that need to be Essentialist
included.
2. Perennialism – teach those that last the Any proof of perennialism?
classics; there are universal values,
inculcate these universal, objective values
3. Progressivism - very child-centered. Any proof of Progressivism?
teach those that Interest the child. one
learns by experience learners learn by
doing so teacher teacher's teaching is
experiential, values are Subjective. no
inculcation of VBIUOS since they are
subjective. Instead, teachers help
students clarify their values
4. Reconstructionism - school is agent of Any proof of Reconstructionism?
change; schooling is preparing students
for the social changes; teaching is
involving the students in discussions of
moral dilemmas
5. Existentialism - Teachers teach Any proof of Existentialism?
learners to make a choice, to make
decisions and not merely to follow the
crowd; one who does not make a choice
and so simply follow others do not leave
meaningful life
6. Pragmatism - That which is useful, that Any proof of Pragmatism?
which is practical and that which works is
what is good; that which is efficient and
effective is that which is good. e.g.,
showing a video clip on mitosis is more
efficient and more effective and therefore
more practical than teacher coming up
with a visual aid by drawing mitosis on a
cartolina or illustration board
7. Rationalism - emphasizes the Any proof of Rationalism?
development of the learners' reasoning
powers; knowledge comes though reason;
teacher must develop the reasoning
power of the learner
8. Utilitarianism - what is good is that Any proof of Utilitarianism?
which is most useful (that which brings
happiness) to the greatest number of
peoples;
9. Empiricism - source of knowledge is Any proof of Empiricism?
through the senses; teacher must involve
the senses in teaching-learning
10. Behaviorism in the - behavior Any proof of Behaviorism?
environment is shaped and that
deliberately the forces by type of person
and actions desired can be the product of
design; behavior is determined by others,
rather than by person's own free will;
teacher must carefully shape desirable
behavior; drills are commonly used to
enhance learning, rewards reinforce
learning.
11. Constructivism — Learners are Any proof of Constructivism?
capable of constructing knowledge and
meaning; teaching _learning therefore is
constructing knowledge and meaning;
teacher does not just "tell" or dictate but
asks learners for knowledge they
construct and meaning of lesson
12. Other Philosophies

Activity 16.2 Articulating My Personal Philosophy of Teaching
OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by observing
what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher said, taught or
did).
1. Essentialism – teach mastery of the basics; curriculum is
prescribed; subject matter – centered there are universal,
objective values; inculcate values in subject matter.
2. Perennialism – teach those that last the classics; there are
universal values, inculcate these universal, objective values
3. Progressivism - very child-centered. teach those that
Interest the child. one learns by experience learners learn by
doing so teacher teacher's teaching is experiential, values are
Subjective. no inculcation of VBIUOS since they are
subjective. Instead, teachers help students clarify their values
4. Reconstructionism - school is agent of change; schooling is
preparing students for the social changes; teaching is involving
the students in discussions of moral dilemmas
5. Existentialism - Teachers teach learners to make a choice,
to make decisions and not merely to follow the crowd; one who
does not make a choice and so simply follow others do not
leave meaningful life
6. Pragmatism - That which is useful, that which is practical
and that which works is what is good; that which is efficient
and effective is that which is good. e.g., showing a video clip
on mitosis is more efficient and more effective and therefore
more practical than teacher coming up with a visual aid by
drawing mitosis on a cartolina or illustration board
7. Rationalism - emphasizes the development of the learners'
reasoning powers; knowledge comes though reason; teacher
must develop the reasoning power of the learner
8. Utilitarianism - what is good is that which is most useful (that
which brings happiness) to the greatest number of peoples;
9. Empiricism - source of knowledge is through the senses;
teacher must involve the senses in teaching-learning
10. Behaviorism in the - behavior environment is shaped and
that deliberately the forces by type of person and actions
desired can be the product of design; behavior is determined
by others, rather than by person's own free will; teacher must
carefully shape desirable behavior; drills are commonly used
to enhance learning, rewards reinforce learning.
11. Constructivism — Learners are capable of constructing
knowledge and meaning; teaching _learning therefore is
constructing knowledge and meaning; teacher does not just
"tell" or dictate but asks learners for knowledge they construct
and meaning of lesson
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies of education are
dominant in Philippine basic schools? Why do you say so?
2. If there is one philosophy that schools and teachers should give more attention to, what should that be and why?
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 help of:
I believe that the learner………… (concept of the learner)

I believe that I should teach the learners.......... (what)
by ……………... (how)
I believe that I…………. (How should you relate to learners, colleagues, superior, parents and other stakeholders)

 Accomplished Observation Sheets
 My Philosophy of Teaching

4 3 2 1
outcome
deadline
COMMENT/S
(Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. In its vision and mission statements, DepEd wants to develop learners …. " Whose values and competencies enable
them to realize their full potential…. "On which philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd's mission statement, "quality basic education means that students learn in a child-friendly, gender-
sensitive, safe, and motivating environment". This implies that DepEd believes that environment affects learning. Which
philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study I which is primarily observation of classes and teachers, is based on which philosophy of education?
A. Rationalism C. Existentialism
B. Utilitarianism D. Progressivism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of which philosophy?
A. Rationalism C. Existentialism
B. Utilitarianism D. Progressivism
5. It's Valentines' Day. The lesson is a part of human digestive system - the stomach. Students bargain with teacher and so
ask if they can discuss the heart in place of the stomach. Teacher responds "Let's talk about the stomach which is the
lesson for today then go to the heart when we are done with stomach. Based on philosophies of education, which is TRUE
of teacher?
A. Is essentialist in the sense that she sticked to the subject matter for the day and progressivist since she also
considered student's interest
B. Is pragmatic because it was practical to give way to students' request even if she prepared for the day's lesson
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson
6. What do the DepEd vision and mission statements and core values imply about Philippine educational system?
I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist.
A. I only
B. I and II
C. II and III
D. I, II and III
7. For a lesson on developing classifying skills, instead of making students bring objects to classify, teacher considers it
most practical to simply use the students' body parts like kinds of ear lobes, kinds of hair line or a lesson on classifying.
On which philosophy is teacher's practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empiricism
8. The history of curriculum development in the Philippines shows reduction of units in the humanities but an increase in
the natural and physical sciences. On which thought is this action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empiricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter such as taxation and agrarian
reform, etc. This proves that schools must bring about reform in society.
On which philosophy of education is this based?
A. Perennialism C. Empiricism
B. Progressivism D. Reconstructionism
10. Teacher makes use of moral dilemmas to enable students to make a stand in moral issues. Which word CORRECTLY
applies to teacher's teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist
Certificate of Completion
is awarded to
Name of FS Student
Name of Teacher Education Institution
in the City / Province of

Region
for having satisfactorily completed the required number of hours (54hrs) for
Field Study 1
Observation of Teaching-Learning
in Actual School environment
Given this _______________ day of ___________________
in the year of our Lord,
Two Thousand and _________________
_________________________ _________________________
FS Teacher Academic Dean

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FIELD STUDY 1

OBSERVE, ANALYZE, REFLECT

SCHOOL FACILITIES OBSERVATION CHECKLIST

Will it contribute to the student’s learning

Office of the Principal

Industrial Workshop Area .

Comfort Room for Boys

Comfort Room for Girls

Other’s (Please Specify)

Guide Question Classroom Observation Report

1. Describe the community

2. Describe the school

3. Pass by the offices. What

4. Walk through the school

Resource Teacher: _______________ Teacher’s Signature: School:

CLASSROOM FACILITIES MATRIX

The learning material

or visual aids which

Write your observation report here.

Name of the School Observed Analysis

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

3. What kind of classroom is conducive to learning?

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

OBSERVE, ANALYZE, REFLECT

Resource Teacher: Teacher’s Signature: School:

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

Brief Description of the Bulletin Board:

Description of the Bulletin Board layout

Evaluation of educational content and

Recommendations or Suggestions for Improvement

Signature of Evaluator over Printed Name:

My Bulletin Board Display

Was the board display effective? Why? Why Not?

What suggestions can you make?

Best Features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

LINK Theory to Practice

My Personal Illustration of an Effective School Environment

TRANSMUTATION OF SCORE TO GRADE/RATING

Learner’s Development Matrix

Development Preschooler Elementary High School

Fine Motor Skill

Level Salient Characteristics Observed Implications to the Teaching-Learning

3. Share your other insights here.

EVALUATE Performance Task

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

OBSERVE, ANALYZE, REFLECT

What does the teacher do to address issues like this?

1. Observe the class to see differences in abilities of the learners.

Name of the School Observed

OBSERVE, ANALYZE, REFLECT

An observation Guide for Indigenous Peoples Education

3. For indigenous learners, as a future teacher, I promise these three things:

3.2 Uphold and celebrate their culture, beliefs and practices by

SHOW Your Learning Artifacts

LINK Theory to Practice

EVALUATE Performance Task

Name of FS Student: Date Submitted:

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date