E-Portfolio in FS 2

E-PORTFOLIO FOR FIELD STUDY 1
(Observation of Teaching-Learning in Actual School

Environment)
_____________________________
Presented to
NORAIDA G. BARDEMORILLA, MAEd
Field Study Supervisor
______________________________
College of Education
Bataan Peninsula State University
Dinalupihan, Bataan
______________________________
In Partial Fulfillment
of the Requirements for the Course
PRED2213- Field Study 1
by:
NICOLE M. LAYUG
January 2023
Our Vision Our Mission 1

A leading university in the Philippines recognized for its proactive To develop competitive graduates and empowered community members by
contribution to Sustainable Development through equitable and providing relevant, innovative and transformative knowledge, research, extension
inclusive programs and services by 2030. and production programs and services through progressive enhancement of its
human resources capabilities and institutional mechanism.
TABLE OF CONTENTS
Cover page/ Title page .....................................................................................................................1
Table of contents ..................................................................................................................2
Student’s Resume ................................................................................................................3
Statement purpose of the portfolio ................................................................................................4
The Learning Episodes:
Episode 1: The School Environment.................................................................................5
Episode 2: Learner Diversity: Developmental
Characteristics, Needs, and Interest ..................................................................24
Episode 3: Focus on Gender, Needs, Strengths, Interest, Experiences,
Language, Race, Culture, Religions, Socioeconomic,
Difficult Circumstances, And Indigenous Peoples.........................................33
Episode 4: Learner Diversity: The Community and Home Environment ...............47
Episode 5: Creating an Appropriate Learning Environment.....................................60
Episode 6: Classroom Management and Classroom Routines ..................................69
Episode 7: Physical and Personal Aspects of Classroom Management ..................76
Episode 8: The Teacher and the School Curriculum ...................................................84
Episode 9: Preparing for Teaching and Learning ........................................................106
Episode 10: The Instructional Cycle ..............................................................................117
Episode 11: Utilizing Teaching-Learning Resources and ICT ...................................127
Episode 12: Assessment For learning and Assessment as Learning.........................158
Episode 13: Assessment of Learning (Summative Assessment) ..............................169
Episode 14: The Teacher as Person and as Professional ............................................217
Episode 15: Towards teacher Quality: Developing A Global
Teacher Of 21st Century......................................................................................229
Episode 16: On Teacher’s Philosophy of Education ...................................................244
Personal Reflection on the Portfolio & Comments of the Faculty…….....................256
Student’s Self Rating Competency Checklist…………………………………………258

STUDENT’S RESUME

STATEMENT OF THE PURPOSE OF THE PORTFOLIO
COURSE DESCRIPTION:
This is the first experiential course that will immerse a future teacher in a real
classroom setting and learning environment where they will be able to directly observe
teaching and learning episodes that are focused on applying the educational theories they
have learned in content and pedagogy courses. The focus will be on observations of learner
behavior, motivation, and instructor teaching tactics, classroom management, and learning
assessment, among other things. This course will require a portfolio.

FIELD STUDY 1
FS Student: Layug, Nicole M. Program/Year Level: BEEd- 4B
Resource Teacher: Mrs. Jennifer S. De Guzman Teacher’s Signature: ________
School: Old Saan Jose Elementary School Grade/Year Level: Grade 4-2
Subject Area: Field Study Date: October 19, 2022
Learning Episode 1 - Activity 1.1
EXPLORING THE SCHOOL CAMPUS
To realize the Intended Learning Outcomes, 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 the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph c. Photo essay
b. Sketch or drawing d. Poem, song or rap
OBSERVE
As you move around the campus, observation 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 sheet 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 that are available, and say how
each will contribute to the students’ learning and development.
Will it contribute to the

Facilities / Description students’ learning and
development. Why?
Office of the Principal / Near of the front gate. Yes, because of this the teachers
are having a meeting on how to

deal with students who lack the
ability to read or write. Because
of this the children are being
monitored.
Library / Second floor of the new Yes, because there’s a lot of
building. books here that you can learn
by yourself.
Counseling room / At the back of the new Yes, because you will know the
building. condition of the child or his
feelings. You can advise and
guide them.
Canteen/Cafeteria / Near the Auditorium. Yes, because without it, how
will they be able to eat or have a
full stomach without it, because
of this they will have
enthusiasm in their studies.
Medical Clinic / A room full of equipment in This provides medical assistant
times of emergency as well to learners if necessary. This
as goods such as ready to also beneficial in times of
eat foods. emergency and in giving first
aids.
Audio Visual/Learning
Resource Center
Science Laboratory / In the back of the new Yes, because of this the children
building. will learn what they should
learn. Because of this they will
learn how to experiment and
how to use experimental
equipment.
Gymnasium
Auditorium / In front near the gate 1. Yes, because of this the children
can practice, they can sing or
dance here, their confidence in
them can be enhanced.
Outdoor/Garden / At the back of the office and Yes, because of this they will be
in the front near the gate. creative in designing their part
gardens. Because of this they
will learn how to plant correctly
and how to appreciate what is
planted.
Home Economics
Room
Industrial Workshop
Area
PTA Office
Comfort Room for / At the back of the new Yes, because they will know
Boys building beside of how to go on a public comfort
Counseling room. room they will know which
door they will enter.
Comfort Room for / At the back of the new Yes, because they will know
Girls building beside of how to go on a public comfort
Counseling room they will know which
Room. door they will enter.
Others (Please specify)
Math Room / In the left side of the new Yes, because they can improve
building. their knowledge about
numbers.
ALS Room / Besides of the Guidance Yes, because they see the
Room. motivation of the older to finish
their study either it is a ALS
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 The surroundings are quite peaceful and
neighborhood where the school is respectful of the class or the school.
found.
2. Describe the school campus. What The campus is filled with a wide variety
colors do you see? What is the of colors. Additionally, they have brand-
condition of the buildings? new structures, all of which are in
excellent condition due to recent
renovations.
3. Pass by the offices. What Even outside and surrounding it, the
impression do you have of these offices are lovely, clean, and always
offices? clean.
4. Walk through the school halls, the You won’t see them immediately away if
library, the cafeteria. Look around you don’t walk or visit the school
and find out the other facilities the because they still have an ALS room, a
school has. science room, a math room, and an ICT

room.
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?
 Posters have been hung on the wall. No heroic images are there, but there are
religious posters and lessons that are displayed on the front, left, right, and back
of the walls.
2. Examine how the pieces of furniture are engaged. Where is the teacher’s table
located? How are the tables and chairs/desk arranged?
 There are 5 furniture’s including the teacher’s table, and the teacher’s table is
located at the back, and then they have 20 chairs that located at the back and the
arranges of the children’s chair are by 2 and in the middle they have 4 chairs.
3. What learning materials/equipment are present?

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

 20 students in grade 4 section 2 . 22 in total including me and their teacher.
5. Is the room well-lit and well-ventilated?

 Yes it is.
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
Classroom Facilities Description

(location, number, arrangement, condition)

1. Wall Displays There are 20 wall displays in total, spread throughout the
front, rear, and left sides of the classroom. Every wall
exhibit is in high shape, and the arrangement makes
everything easy to read.
2. Teacher’s Table The teacher's desk is at the far end of the room. For the
teacher, there is just one table, and it is big and attractive
for the teacher's table. The table arrangement is excellent
and appropriate for the location.
3. Learner’s Desks In the middle of the classroom are either the student desks
or the armchairs. There are 20 armchairs there, and they are
arranged in a lovely way with decent armchair conditions.
4. Blackboard The classroom's front wall is where the blackboard is
situated. It has two blackboards. Because the students may
use the blackboard, the 3D arrangement of the board is
wonderful. The blackboard is in good shape because it is
brand new.
5. Learning Like the reading resources, the learning materials are on the
Materials/Visual Aids left side of the classroom. The books are nicely organized
and all of them are in good shape with plastic covers. They
have a lot of books to help the kids read more.
6. Comfort Room The restroom is on the front left side, close to the
blackboard. They only have one comfortable room, but it is
clean, in good condition, and it fits the arrangements.
7.
8.
9.
10.
Write your observation report here.
Name of the School Observed: Old San Jose Elementary School
Location of the School: Old San Jose Dinalupihan, Bataan
Date to Visit: Evert Tuesday & Wednesday
ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?

 Environmental cues influence how people perceive. The first time babies saw colors, felt
hot and cold temperatures, tasted sweet or sour foods, heard quiet and loud music, and
smelt rubbish and perfume was at home. From all of these experiences, they are
learning what is good and terrible, better and worse. Therefore, they will apply
whatever they perceived via their senses to be the best when they go to school. If the
educational setting and the classroom are unpleasant, kids could lack motivation to
learn. The senses have a role in learning for both adults and children. They are affected
by many contextual factors in how they perceive The first time infants saw colors, felt
hot and cold temperatures, tasted sweet or sour foods, heard quiet and loud music, and
smelt rubbish and perfume was at home. From all of these experiences, they are
learning what is good and terrible, better and worse. Therefore, they will apply
whatever they perceived via their senses to be the best when they go to school. If the
educational setting and the classroom are unpleasant, kids could lack motivation to
learn.
How does this relate to your knowledge of child and adolescent development/How does
this relate to your knowledge of facilitating learning?
 The child's development greatly affects their capacity to learn. Research indicates that a
child's IQ is significantly influenced by their early development. Modeling a healthy
lifestyle for the child may improve their capacity to learn.
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why
not?
 Yes I want, because it is a challenge for me as a future teacher.
2. What kind of school campus is conducive to learning?
 To be accommodating, a school must offer resources that aid all types of students
in their academic aspirations. Along with intellectual development, it must offer
a variety of learning opportunities in other areas, including physical, emotional,
and social development.
3. What kind of classroom is conducive to learning?

 In a classroom, proper lighting, ventilation, and hygienic conditions are essential
for effective learning. Additionally, the classroom environment should not be
frightful and convey to the pupils that they are cherished, not abandoned, and
need not be terrified.

4. In the future, how can you accomplish your answer in number 3?
 I'll continue to work on this concept in order to give my students a sense of
belonging and to increase their desire to attend class.
5. Write your additional learnings and insights here.

 This topic enables me to acquire the knowledge required for students to become
future educators.

FIELD STUDY 1
FS Student: Layug, Nicole M. Program/Year Level: BEEd- 4B
School: Old San Jose Elementary School Grade/Year Level: Grade 3
Subject Area: Field Study 1 Date: October 19, 2022
Learning Episode 1 - Activity 1.2
OBSERVING BULLETIN BOARD DISPLAYS
The display board or what we more commonly refer to as bulletin board, is one of
the most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to
make the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and
forms provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do
you see?
 There are two bulletin board in the school.
2. Where the display boards found? Are they in places where target viewers can see
them?
 The display found in the left side of the classroom, towards the rear, and over the
front of the chalkboard. The answer is yes, and everyone can see them.

3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
 The displays on the left side are for Lupang Hinirang, Panatang Makabayan, and
Panunumpa sa Watawat, as well as DepEd's mission and vision. The room's mottos
and information on education are written in cursive on the front. Additionally, the
subjects and what they each stand for are listed on the back.
4. What materials were used in making the displays? Are borders used?
 The materials used are tarpaulin and plastic cover. They have boundaries and are
also the same size.
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the
like)
 No. Every display is clear and clean.
6. Are the messages clear and easily understood?
 Yes, because it’s readable and easy to understand.
7. Think about what you got your attention. Why did it get you attention?
 The display in the left side of the classroom. Because it fits to that wall and its
readable and nice and clean.
8. Take a photo of the display board (if allowed).

Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here)
I observed that the board display contains information that are conveyed in a
very organized way for students and teachers to read and understand. They didn’t put
a lot of decoration to prevent distractions and to highlight important details. Also, they
placed the bulletin to the spot where most people can easily notice it. I believe that
bulletin has an important role in the school (especially for visual learners) so they can
post announcements and important programs that will benefit everyone. It also a great
to rely information about the schools’ agendas and activities. Bulletin boards are not
only a decoration but also an engaging way of providing information within the
school.
From among the board displays that you saw, pick the one that you got most
interested in. Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display: Health Protocol
Location of the Board Display in School: Near the gate and the Principal’s Office.
Check the column that indicates your rating. Write comments to back up
your ratings.
4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement
Criteria NI S VS O Comments
1 2 3 4
Effective Communication / It attracts attention from both
It conveys the message visitors and students due to its
quickly and clearly. close proximity to the principal's
office.
Attractiveness / Yellow, green, sky blue, white,
Colors and arrangement orange, and brown are the colors,
catch and hold interest. and pupils find these to be highly
appealing.
Balance / The display's message was clear
Objects are arranged, so and concise because to its
stability is perceived. organization.
Unity / The bored display has a simple
Repeated shapes or colors design.
or use of borders hold
display together.
Interactivity / Because of the published chart.
The style and approach Students will have increased
entice learners to involved knowledge of safety measures and
and engaged. manners expectations.
Legibility / The board display is readable and
Letters and illustration can it can see from a good distance.
be seen from a good
distance.
Correctness / There are no errors in the
It is free from grammar grammar.
errors, misspelled words,
ambiguity.
Durability / Because it is a tarpaulin, the
It is well-constructed, items quality is durability. It is therefore
are securely attached. undamaged, and the borders are
made of wood.
Bulletin Board Evaluated by: LAYUG, NICOLE M.

Location: Old San Jose Elementary School
Brief Description of the Bulletin Board: The bulletin board that portrays every
subject.
EVALUATION: ________________________________________
EVALUATION:
Strengths Weaknesses

Description of the Bulletin It was colorful and very Some of the drawing
Board layout organized as well. sample is too small to see
from long distance.
Evaluation of educational Every subject is very It just very high display
content and other aspects cleared and very detailed for those children who are
and easy to understand. small.
Recommendations or
Suggestions for
Improvement
I recommend that the illustrations of each topic have the proper size so that the kids
can see everything, even from a distance.
Signature of Evaluator over Printed Name:
LAYUG, NICOLE M.
Based on your suggestions, make your board display lay-out. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing illustration or layout
 A collage
My Board Display Lay-out

ANALYZE
1. What do you think was the purpose of the board display?

Answer:
In the classroom, using display boards is a great way to engage your students, get
them excited, and get them working together to enhance learning and build
interpersonal skills. Display boards are an excellent teaching tool for children who
learn best visually because they help them to better visualize what is being taught to
them.
2. Did the board display design reflect the likes/interests of its target audience?
Why? Why not?
Answer:
Yes, because it is colorful and eye-catching to visitors and especially to students who
come to school every day.
3. Was the language used clear and simple for the target audience to understand?
Why? Why not?
Answer:
The word used is English and so that it can be better understood by the students of
the school.
4. Was the board display effective? Why? Why not?

Answer :
Yes, the board display is quite effective since it serves as a roadmap for the pupils'
future.
5. What suggestions can you make?

Answer:
I will just suggest that do my wall design because it will help the students to know
more about their selves.
Based on your suggestions, propose an enhanced version of the display board. Use
the form below.
My Proposed Board Display

Theme:
 Know more about myself.

Board Title:
 First day of Grade 4 Section 2
Rationale: (Purpose)
 To motivate the students to learn more and go to school every day.
Objectives:
 To know about their self.
 To know more about their classmates.
 And to value their Education.
Best features of my proposed bulletin enhancement:

 Dreams and their talents.
Content Resources (Name each needed resource and give each a brief description):
 The picture comes from the internet.
Materials for aesthetic enhancement:

 Plastic Cover
 Illustration Board
 Printing Materials
 Colored Papers
 Crayons

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. Creativity - The person must be able to think of original ways to illustrate lessons
or ideas.
 Elegance - To ensure that the message is effectively conveyed, she or he

must work to strike a balance between vivid and traditional design.
 Patience – To make the board display work better.
 Resourcefulness - She or he will be able to design a compelling board
display utilizing the tools at hand.
 Innovativeness - She or he will be able to include modern subjects in his
or her board presentation.
3. Which of the skills you named in #1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
 I already possess resourcefulness, patience, and creativity. The most
important thing when creating a board display is to have patience so that
you can put forth all of your effort to make it perfect. First, you need to be
more resourceful to learn more about the effects on children. Second, you
need to be more creative to ensure that your board display looks
interesting to their eyes.
4. Which skills do you still need to develop? What concrete steps will you take on
how you can improve on or acquire these skills?
 I need to work on this since it is the ability that I find the most
challenging. I don't always deliver the most important point, and I don't
always employ classic design or vibrant colors.
SHOW Your Learning Artifacts

My Personal Illustration of an Effective
School Environment
The educational setting is among the most significant components of a

student's life. Schools should provide kids with a safe environment where they
can grow socially, emotionally, and behaviorally while also developing their
intellect. Every student requires a secure setting or environment that has rules,
respect, stability, and limits. There are aspects of the educational environment
that aid children in performing better. These include participating in
extracurricular activities, feeling like a member of the college, and having a
sense of belonging. They also include developing close friendships at school,
viewing teachers as encouraging and compassionate, viewing punishment as
effective and fair. Students feel more a part of their environment when they
think that the adults in the classroom are concerned about them as people and
their academic progress.
FIELD STUDY 1

FS Student: Layug, Nicole M. Program/Year Level: BEED-4B
Resource Teacher: Jennifer S. De Guzman Teacher’s Signature:
School: Old San Jose Elementary School Grade/Year Level: Grade IV-2
Subject Area: General Date: November 03, 2022
Learning Episode 2
LEARNER DIVERSITY: Developmental Characteristics, Needs and Interests
Target:
Describe the characteristics, needs and interests of learners from different developmental
levels
Learning Essentials.
Principles of Development
1. Development is relatively orderly. Development follows directional patterns such as

from the head to the toe (cephalocaudal) and from the center of the body then
outwards. ( proximodistal)
2. Development takes place gradually.
3. All domains of development and hearing physical, social and emotional and cognitive
are important and they closely interrelated
4. Development proceeds toward greater self-regulation. Symbolic or representational

capabilities.
FIELD STUDY 1
FS Student: Layug, Nicole M. Program/Year Level: BEED-4B

Resource Teacher: Mrs. Jennifer S. De Guzman Teacher’s Signature:
School: Old San Jose Elementary School Grade/Year Level: Grade IV-2
Subject Area: General Date: November 03, 2022
Learning Episode 2:
Activity 2.1
OBSERVING LEARNER CHARACTERISTIC
AT DIFFERENT STAGES
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem. And high school).
Step 2 Describe each of the learners based in my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE

Use the observation guide and matrices provided for you to document your
observations.
An observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation checklist if a more detailed observation is
preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the
stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood
shifts)
2. How do they express their wants/needs Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking
skills.
3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.

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

Domain Indicate age range of Indicate age range of Indicate age range of
Children observed: 4 Children observed: 10 Children observed: 14
years old years old years old
Physical  Children enjoy  They make  They are
Gross-motor skills walking about more forceful proficient in
the classroom. motions like using
kicking and technology for
hitting. In study.
addition, they
move about
the space.
 They are
skilled at  It gets less  They use their
Fine-motor skills handling and difficult, technology to
writing lines. easier, and create art.
more fluid to
write by hand.
When
drawing, they
are more in
control and
precise.
 They continue
to need their  They are able  They are able
teacher's to work to educate
guidance. independently themselves.
Self-help skills while seeking
clarification
from their
teachers.
Others
Social
Interaction with  The location is  While some  Every grade is
Teacher unfamiliar to children find it competitive
their sight, simple to with them.
thus they will express
require extra themselves,
time to recall others become
it. more reserved
and engage
with their
teachers less.
 They can play  They spend  Because they

to their most of their are paying
Interaction with classmates. time chatting attention, they
Classmates/friends with their can deliver
friends and and explain
classmates. the lesson.
They also
create their
own social
network.
 They  Participating  They adore

particularly in schooling the subjects
enjoy colorful and having they study.
Interests stories. fun while
playing can
coexist
together.
Reading and
writing are
primarily
what they are
Others
Emotional
Moods and  They want to  They always  They become

temperament, be happy all have a smile irate with their
expression of feelings day. on their face. subject teacher
The teacher when their
can determine grades are
whether a low.
student is in a
good mood or
not fairly fast.
It is done by
seeing how
their
movements
are carried
out.
 When their  To avoid

teacher  They can crying in front
Emotional awards them a quickly of everyone.
independence star, they are connect with
happy because individuals
they sense her around them.
pride in them. and
Others
Cognitive
Communication skills  They are able  They are  They are

to converse or starting to friendly.
communicate develop their
with their communicatio
classmates n skills
and friends. without the
aid of formal
education.
They learn
that over time
in school.
 They are able  At this age,  The

to understand, students are surroundings
Thinking skills yet more likely to prevent them
occasionally it be able to from
can be think concentrating
challenging. creatively and on their
make studies.
decisions.
 They are  They are

unfamiliar  They can capable of
Problem-solving with problem- comprehend problem-
solving the teacher's solving on
Others techniques. detailed their own.
explanation of
the process for
solving a
specific
problem.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
Children Children observed:_8- Children
observed:_______ 10 observed:_______
Physical  Some of students
Gross-motor skills can play sports are
leisure
Fine-motor skills (badminton) and
all of them are
Self-help skills bale to walk
properly, can run,
Others jump.
 Most students
have an ability to
write what the
teacher ask. When
it comes to
drawing some are
good and some
needs assistance.
 I observed that
most student wash
their hands as part
of their routine.
They’re also aware
of arranging their
own chair when
needed.
Social  They always
Interaction with address their
Teacher teacher in a nice
way and talks with
Interaction with respect.
Classmates/friends  Some students
sometimes talk
Interests loudly when it
comes to their
Others peers.
 Some girls in class
talks about nails,
dolls while boys
talk about playing
badminton,
watching
basketball and
toys. Majority of
students also like
to talk about each
other works such
as comparing
answer, writing
and drawings.
Emotional  Students are jolly
Moods and but, in some cases,
temperament, they tend to tease
expression of feelings or make fun of
their classmate.
Emotional Few of them tend
independence to give up when
they can’t answer
Others certain question or
didn’t
participating when
they feel stressed.
 Most students can
handle their own
emotions. They
might cry or
misbehave but
after a while
they’re able to
solve it on their
own.
Cognitive  Students can
Communication communicate with
skills their peers very

well but when in
Thinking skills class, some
students struggle
Problem-solving to communicate
with their teacher
Others to express their
ideas.
 They’re capable to
describe things
and few of them
can quickly
provide idea when
ask.
 They’re able to do
things on their
own, some of them
have their own
way of doing a
task particularly in
doing math.
ANALYZE
Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the

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

Observed Teaching-Learning Process
Preschool Children in preschool enjoy After lessons, teachers
Age range of learners playing and moving should offer them time to
Observed 3-5 years old play with their
Elementary They are adept at managing As a result, the teacher must

Age range of learners their time between playing demonstrate to her students
Observed 6-11 years old and attending school. Some how to distinguish between
of them don't know how to serious and lighthearted
balance it, though. situations. Additionally
beneficial is connecting
High School High school students have The instructor should assign
Age range of learners lots of friends, frequent tasks that promote
Observed 12-14 years old hangouts, and a teen-like collaborative work among
experience. the pupils.
REFLECT
1. While you were observing the learners, did you recall your own experiences when
you were at their age? What similarities or differences do you have with the learners
you observed?
I still remember how much fun it was to play with my primary school friends.
As the day progresses, my understanding increases as a result of our teacher's
constant attention to our inquiries. I've steadily picked up writing and drawing skills.
Furthermore, we are taught a wide range of disciplines, primarily English, Math, and
Science. Additionally, I have a group of pals who I will always have. Most of the
time, I talk to them. As the days went by, things in my life started to get more
serious. I now have more effective time management and cognitive skill-building
strategies.
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?
In terms of teaching, I had a professor from my first year of college till my

third year who I absolutely adore. I admire her dedication and how she handled the
class. I always did well on whatever quizzes or examinations she gave us. Even if it's
a small win, she can't stop smiling. She commends and awards those who responded
correctly. She always praises my work, and when she saw how dedicated I am to
doing my projects, she gave me a higher grade than I deserved. She is a very
compassionate educator who is sympathetic and empathic with her students. Even
though she usually made things easy for us, some tasks were rather challenging.
When she met me and thanked me for what I'd done, I felt like I needed to do it the
following time. It helps me to know that not all teachers are like that. It helped me in
both mental and emotional ways. I started to feel respected at that point, so I
increased my academic study and skill development as well as my emotional
development.
3. Share your other insights here.

From my perspective, the teachers we work with from preschool through
elementary school and now that I'm in college either have a positive or negative
effect on us, depending on the situation. While some students are traumatized by
specific teacher interactions, others are forever grateful to have had some
outstanding professors in their lives. At each level, there are several ways we can
interact with people. Additionally, education can help students reach their full
potential. As a future teacher, I also hoped to inspire and motivate students to
continue

Which is your favorite theory of development. How can this guide you as a
future teacher? Clip some readings about this theory and paste them here.
Using Erik Erickson's Stages of Psychosocial Development, I can recognize the stages of my pupils'
development. This concept offers a thorough understanding of how a person changes over the course
of their life. It also gives us the chance to underline the social aspect of persons and the significance of
social relationships for development. This notion puts a lot of focus on relationships and family life; I
need to understand more about it. It must be applicable to my students. It is essential to explain
Erikson's theory to students at various grade levels so that they can grasp it from beginning to end
without trouble. This demonstrates the teacher's regard for the students' interests

Learning Episode 3 Activity 3.1
Observing differences among learners’ gender, needs, strengths, interests, and

experiences: and differences among learners’ linguistic, cultural, socio-economic,
religious backgrounds and difficult circumstances
School: _Old San Jose Elementary School_
Grade/Year Level: Grade 4 Section 2 Subject Area: Field Study 1 Date: Nov. 17, 2022
The learners’ differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data to find
out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices the she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
OBSERVE
Read the following carefully before you begin to observe. Then write your observation report on the space
provided on the next page.
1. Find out the number of students . Gather data as to their ages, gender, racial groups, religious and
ethnic backgrounds.
During Class:
1. How much interaction is there in the classroom? Describe how the students interact with one another
and with the teacher. Are there groups that interact more with the teacher than others?
2. Observe the learners seated at the back and the front part of the room. Do they behave and interact
differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete against each
others?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try to help him?
Or do they raise their hands, so that the teacher will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogenously, by age? By gender? by
racial or ethnic group? By their interests? Or are the students in mixed social groupings? If so,
describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in difficult circumstances. Request
them to describe these circumstances and how it has affected the learners. Ask about the strategies they
use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio=economic status
OBSERVATION REPORT
Name of School Observed: Old San Jose Elementary Schol
School Address: Old San Jose Dinalupihan Bataan
Date of Visit : Every Tuesday And Wednesday
1. Find out the number of students . Gather data as to their ages, gender, racial groups,
religious and ethnic backgrounds.
Answer: There were 5 females and 15 males in the area to which I was assigned.
There are currently 20 students in the class, with 9 to 11-year-olds making up the
majority. The majority of the pupils were Catholic, although there were a few who
belonged to other religious groups as well.
During Class:
1. How much interaction is there in the classroom? Describe how the students interact
with one another and with the teacher. Are there groups that interact more with the
teacher than others?
Answer: Based on my observation, They all communicate with their teacher
throughout the lesson, as I observed since I was assigned in second section grade 4,
and they all work together to complete any tasks assigned to them in their classroom
or at school. Additionally, they are all enthusiastic about their courses and pleased
with themselves when they complete them and truly learn something.

2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
Answer: Yes, the students seated in the front and rear are distinct from one another;
the front-sitting students are more engaged in class than the back-sitting students,
perhaps as a result of occasionally observing other students leaving for recess. But I
seldom ever see this in class.
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each others?
Answer: Usually, the students are in competition with one another. But there was
also a circumstance where they worked together.
4. Who among the students participate actively? Who among them ask for most help?
Answer: The students placed in the front are the ones who participate most actively,
while the students seated in the back who also want to take part in the discourse are
the ones who ask for help the most.
5. When a student is called and cannot answer the teacher’s question, do the classmates
try to help him? Or do they raise their hands, so that the teacher will call them
instead?
Answer: On one occasion, the student was requested to respond to a question by the
teacher, but he or she was unable to. The student seated next to her then makes an
attempt to help him with the question, followed by a student from the other side.
Outside class:
1. How do the students group themselves outside class? Homogenously, by age? By
gender? by racial or ethnic group? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.
Answer: As I observe pupils interacting outside of school, I think they establish

groupings based on their home towns. I'm talking about the separation between each
of their residences. Or perhaps because of that period of time, they already have this
network of friends. However, I also note that many of the pupils are placed in groups
with their peers.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Answer: Boys play and walk around most of the time, while girls hang out with
their friends while eating snacks and chatting.
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader. A mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

Answer: The interactions that happen in the classroom are greatly influenced by
both the teacher and the pupils. The teacher plays the role of a facilitator while the
pupils are active learners. Some children try to catch the attention of their teacher
and fellow students because they are attention-seekers. Some students stand out as
the teachers and leaders; they are the ones who mentor their peers who lack a
thorough understanding of the subject. Both the teacher and the pupils crack jokes in
class. The teacher tells jokes to keep things interesting in the classroom.
What makes the learners assume these roles? What factors affect their behavior?
Answer: Family, peers, the school, and the greater society all have an impact on a
student's behavior, learning, and welfare. Our behavior is influenced by a variety of
personal characteristics, including age, sex, personality, temperament, and our
physical and mental health. to ascertain how various environments influence human
growth, wellness, and learning, as well as how potential risk and protective factors
might be involved. Risk factors can increase the risk that a problem will develop and
persist, for example, economic hardship. Protective factors such as a caring family
and community can lessen the impact of risk factors. Even though there are many
risk factors, some children develop in "normal" ways.
2. Is there anyone you observed who appear left out? Are students who appear
“different” Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
Answer: There are cases where students from minority groups are underprivileged.
Other students in the class often laugh when someone blunders, such as speaking
things poorly. Every university is likely to experience this type of situation, which
could make students feel less in control of their lives.
What does the teacher do to address issues like this?

Answer: If you inform your instructor of the situation, they will be able to assist your
school in resolving it. Most likely, your institution has a set protocol for helping
children.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
Answer: The teacher can influence how the students interact while taking into
account their unique traits by modeling fair principles in the classroom. The teacher
does not correct a student who responds incorrectly to the question. Based on her
pupils' performance and demeanor in the classroom, the instructor doesn't show
bias.
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Answer: To use cultural allusions and parallels in your lessons and homework to help
students from different backgrounds develop personal relationships with one another. A
great method to present various themes from a variety of viewpoints and real-world
context is to include speakers from various backgrounds.

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 teachers?
Answer: People converse with one another, including the teacher. Students
connect with one another in many ways while participating in activities, in
addition to participating in class discussions with the teacher. Students interact
with their teachers when they want to ask questions or get clarification from
them. In order to keep the debate interesting, interaction between the teacher and
the students also takes place during the lesson's discussion. Different student
groups engage with the teacher differently. I consider this group of students to be
above average or smart because they are participating more actively in the debate
than the other pupils.

School: Old San Jose Dinalupihan Bataan
Grade/Year Level: Grade 4 Section 2 Subject Area: Field Study 1
Date: November 17, 2022
Activity 3.2 – Observing differences among learners

with disabilities, giftedness, and talents
To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report.
5. Analyze you observation data.
6. Reflect your experience

OBSERVE
Use the observation guide provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your observation report on
the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well those that seem to be behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher and interaction with
others.
OBSERVATION
5. Observe the teacher’s method REPORT
in addressing the individual learning needs of the students in
his/her class.

OBSERVATION REPORT
Name of School Observed : __Old San Jose Elementary School___
School Address : Old San Jose Dinalupihan Bataan

Date of Visit : Every Tuesday and Wednesday
As I observed section 2 of the grade 4 class, I could see that there is

diversity there. The pupils' cultural backgrounds, interpersonal preferences, cognitive
abilities, etc., vary greatly from one another. The kids in front, particularly the females, seem
to be doing well in school. Students who typically lag in discussions are now attentively
listening from their seats. I ask the teacher about the different origins of the students, and
she responds that every student is distinctive in their own way. They differ in terms of their
upbringing (rich, average, or poor), interpersonal interactions, aptitudes and skills, and
strengths and weaknesses. High achievers love engaging with teachers and other students,
are actively involved in the class, contribute significantly, and finish homework rapidly. On
the other hand, low achievers occasionally participate in class, take their time with a task,
and occasionally just rely on their group leader. They periodically seemed bored while they
listened to their teacher. When speaking with their professors, they experience shyness and
fear. I could tell the instructor was doing a great job as I saw her address the many specific
learning needs of the students since she was utilizing strategies that supported the students'
learning. She is aware that the teaching-learning process must take into account the
students' diverse backgrounds and knows how to impart knowledge in a way that her
students will truly understand it.

ANALYZE
1. Did your observation match the information given by the teacher?

Answer: Yes, my observation match with the given 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.
Answer: Those that perform well in class have little trouble understanding the lesson
during the conversation. In the classroom, teachers who differentiate teaching can:
Design lessons based on the learning styles of their students. Assign students to
groups for work based on common interests, classes, or abilities. A technique for
assessing student learning is called formative assessment.
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how.
Answer: Yes, the teacher's strategy for dealing with the different skill levels of the
students was evaluating those who had trouble following along with the lessons. She
wanted everyone in the class to participate and be engaged, particularly the
underachievers. I can infer that they are all doing well since I see the students paying
attention to their teacher and trying to cooperate and participate. The instructor also
employs strategies and techniques that, in her opinion, will benefit or complement
the abilities of her students.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?
Answer: In my fourth year of high school, way back then, we shared the same
classmates. I can tell the difference between high achievers and low achievers. The
majority of high achievers are women, while the majority of low achievers are men;
occasionally, they are even. When the class is divided into groups, our teacher will
put the top students in each group so that the lower achievers can understand the
lesson. This strategy is occasionally somewhat successful because I can detect that
the slower learners are performing well when answering to questions regarding the
lesson's subjects, which is fair because the student groups are balanced (high or poor
performers are put together). I may also say that our instructor succeeds because she
tries to create accommodations for pupils with diverse abilities.
2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
Answer: The attitudes, convictions, and moral principles that inform an educator's
interactions with their students, families, coworkers, and communities in ways that

have an impact on student growth, learning, and learning motivation are known as
professional inclinations.

Grade/Year Level: _Grade 4 Section 2_ Subject Area: _Field Study 1_
Date: November 17, 2022_
Activity 3.3 – Observing the school experiences of learners

who belong to indigenous Groups.
To realize Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners.
Please note: Ensure proper coordination of your college/university to obtain
permission from these schools before you visit.
If an actual visit is not visible, consider a “virtual visit” through social media.
And if still not feasible consider a “virtual” field study through watching Indigenous
peoples in the Philippines videos. Tehre are available at Youtube. You can start with
this video by DepEd:
DepEdIndigenous Peoples Education Office. National Indigenous Month (October)

Video, 2013. Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.

4. Analyze your observation data using the indigenous Peoples Education Framework.
5. Reflect on your experience.

OBSERVE
Use the observation guide 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. Before you observe, read about the specific IP group in the school you will visit. Know their norms
and customary greetings. This will help you blend in the school community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are learning spaces
arranged.
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they have and the
teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the teachers and
in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can use the
questions found on the Analysis part of this activity.

Write your observation report here.
OBSERVATION REPORT
(You may include photos here)
Name of School Observed __Old San Jose Elementary School__
School Address ___Old San Jose Dinalupihan Bataan_____
Date of Visit __Every Tuesday and Wednesday___
My Report
Only students who identify as Aeta-Magansti, also known as Negritos, are admitted
to the Flora Primary School in Maruglu, Capas, Tarlac. There are only three teachers and
roughly 50 students at the school. Due to the travel requirements, the students have four
days of contact with the teachers.
Each classroom contains a mix of students from different grade levels. Grades 4 and
5 students are enrolled in a single classroom due to a lack of teachers and available space.
However, every argument is actively participated in by the students, which makes the class
highly interesting. They have a strong commitment to learning despite the poor quality of
the available learning resources, such as books. Additionally, educators make very creative
and original use of the materials at their disposal. Even though they find it difficult to teach
just with chalk and a board, they nonetheless come up with effective teaching strategies.
Using river stones to teach addition or multiplication, for instance, was one teacher's
method. Another teacher talked about how challenging it was to teach the alphabet using
terms that we frequently identify with each letter. Instead of teaching "A" with an apple, he
uses words that the students are more familiar with.
Another factor that affects how quickly students learn is the curriculum's level of
difficulty. Since it has not yet been given to this school, it does not employ the Indigenous
Peoples Education Curriculum Framework. As a result, they use the Old Curriculum
Framework. The duration of this program, however, is insufficient for the intellectual
capabilities of IP students. A single topic can occasionally last three days.
The problem of food insecurity affects kids' academic performance in the classroom,
regardless of how enthusiastic and effective a teacher is, making it difficult for teachers to
achieve their objectives of supporting IP pupils in learning more effectively.

ANALYZE
Curriculum Design, Answer each question based on your observation and

Competencies and content interview data.
1. Does the school foster One specific example of how the school promotes a sense of
a sense of belonging to connection to the Aeta's beliefs and practices is when one of the
one’s ancestral teachers is teaching the Aeta's traditional dance. By performing
domain, a deep this traditional dance, which is a component of the Aeta
understanding of the culture, the instructor, acting as a representative of the school,
community’s beliefs demonstrated a profound understanding of what the Aeta
and practices. Cite value in their culture.
examples
2. Does the school show Unfortunately, the video didn't demonstrate this particular
respect of the component.
community’s
expression of
spirituality? How?
3. Does the school foster The school shows its deep respect for Aeta's identity by
in the indigenous encouraging the students to learn about their traditional
learners a deep traditions and cultivating awareness for their culture by
appreciation of their including such thoughts into the discussion.
identity? How?
4. Does the curriculum One of the teachers asserts that the prior curricular framework
teach skills and is being used rather than the IPED curriculum. This suggests
competencies in the that the learners should put more of an emphasis on gaining
indigenous learners more general skills and knowledge rather than ones that
that will help them specifically showcase their tribe's ancestry and culture.
develop and protect
their ancestral domain
and culture?
5. Does the curriculum Yes, even though they are still using an antiquated curriculum,
link new concepts and it nevertheless links new concepts and abilities to local,
competencies to the practical experiences.
life experience of the
community?
6. Do the teaching Methods that support the Aeta's instructional strategy and
strategies help improve student learning are used to teach the subject.
strengthen, enrich,
and complement the
community’s
indigenous teaching-
process?
7. Does the curriculum The integration of Aeta ethnic dance in educational programs
maximize the use of that stress the importance of retaining one's culture and
the ancestral domain customs is one particular example of this.
and activities of the
community as
relevant settings for
learning in
combination with
classroom-based
sessions? Cite
examples.
8. Is cultural sensitivity Unfortunately, the video didn't demonstrate this specific
to uphold culture, component.
beliefs and practices,
observed and applied
in the development
and use of
instructional materials
and learning
resources? How? (For
example, Culture
bearers of the
Indigenous Peoples
are consulted.)
9. Do assessment Teachers' assessment practices consider community values and
practices consider culture by ensuring that the assessments are culturally
community values sensitive and specifically take into account the group's culture
and culture? How? in the language, resources that are easily accessible in the
community, and concepts that are pertinent to the group's
background.
10. Do assessment As far as I can tell, students' critical thinking skills are
processes include improved when teachers include real-world concepts and
application of higher events into their classes.
order thinking skills?
What do you think still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in schools?
Based on what I have learnt from watching the film of the Aeta students
in Tarlac, the following are my proposals for the knowledge systems, practices, and rights of
indigenous peoples in the Flora Primary School :
1. All mountain schools, including those that only admit IP students, must follow the IPED
curriculum, according to the Tarlac DepEd Division.
2. The Tarlac DepEd Division must come up with effective solutions for instructors who
struggle to commute from their houses to the mountain schools without reducing the
amount of time that children spend in close touch with their teachers.

3. The Tarlac DepEd Division needs to employ more teachers and pay them decently so that
they can work with indigenous children.
4. The Tarlac DepEd Division shall make textbooks and other contemporary teaching
resources available to teachers.
5. An indigenous framework should be incorporated into the curriculum by bringing
practical ideas into each class.
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
 According to what I've observed, children are more concerned about the dire
consequences of being deceived if they don't study than they are about
concentrating on their goals and desires as learners. I also discovered that
there are a number of factors that influence students' performance in class. As
a result, teachers and parents should be aware of these problems and try to
find solutions to them. For instance, a shortage of nourishment has a
significant impact on the students.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
 I commend the teachers at Flora Primary School for making an attempt to

instruct the students despite the challenges. I like their desire to travel 5–6
hours just to teach the pupils, and more importantly, I admire how persistent
they are in helping these students succeed. They feel that teachers are the
only unsung heroes who can support children in claiming their right to an
education.
3. For indigenous learners, as a future teacher, I promise these three things;
Be open to and respect indigenous peoples by

 Being an effective communicator who understands culture, encourages others
to cherish indigenous people, and leads the way in preserving their rights
Uphold and celebrate their culture, beliefs and practices by

 Including cultural celebration activities in all of your classes, and making the
most use of the numerous teaching methods that highlight inclusiveness and
variety among your students.
Advocate for indigenous peoples education by

 Supporting the development and improvement of the IPED curriculum
consistently, as well as providing the heads of the Department of Education
and Commission on Higher Education with insightful suggestions on how to
strengthen the curriculum to better serve IP students.
With the principle of individual differences in mind, what methods and

strategies will you remember in the future to ensure that you will be able to meet

the needs of both the high and low achievers in your class? Make a collection of
strategies on how to address the students’ different ability levels.
RECOGNIZE
Recognize the range
of skills they possess.
Examine their
approaches for
learning, as well as
their advantages and
disadvantages.
EVALUATE
STRATEGIES THE 5 KEYS TO
Once you've employed your
SUCCESSFULLY strategies, examine the
Prepare your response
to each of their MANAGE A performance of your students
requests. Learn about, CLASSROOM to see if they responded well.
research, and read WITH VARYING If they do well in their
existing studies on ABILITY LEVELS learning, they should advance
effective child-control and use the strategies; if not,
strategies. they should study again to
comprehend their diverse
skills.
APPLY UTILIZE
Assessments,
brainstorming sessions,
SYNTHESIZE
lesson planning, and
material production all Consider how you will
provided you with apply the knowledge you
knowledge. Prepare your have gained to your
response to each of their students after combining it.
requests. Learn about,
research, and read existing
studies on effective child-
control strategies.
FIELD STUDY 1
FS Student: Nicole M. Layug Program/Year Level: BEED - 4B
Resource Teacher: _Mrs. Jennifer S. De Guzman Teacher’s Signature:
School: Old San Jose Elementary School

Grade/Year Level: _Grade 4 Section 2_ Subject Area: _Field Study 1 Date: _Nov. 28, 2022_
Learning Episode 5
Creating an Appropriate Learning Environment
Learning Essentials:
Here are major principles of development relevant to this Episode:
1. Specific classroom rules and procedures are clear.

2. Classroom rules and procedures are discussed within the first few days of the
school.
3. Students are involved in the design of rules and procedures.
4. Techniques to acknowledge and reinforce acceptable behavior are employed.
5. Clear limits for unacceptable behavior are established and negative consequences
or such are communicated.
6. Classroom processes are democratic.
Learning Episode 5
Activity 5.1
Managing Time, Space and Learning Resources

OBSERVE
Observe and use the observation sheet provided for you to document your observations.

1.Sustainable
contribution to As youDevelopment
observe the class,
through look
equitable into the characteristics of the learners. Note their ages.
and providing relevant, innovative and transformative knowledge, research, extension
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
 My observations show that students are very competitive, actively participating in

class, and extremely interested. They range in age from nine to eleven.
4. Can learners already work independently?
- There are 15 boys and 5 girls.

5. Describe their span of attention.
 Already capable of managing their own behavior, the students. They behave
respectfully toward their teacher and fellow classmates.
 While some students prefer to react to their tasks independently, others seek
clarification from a classmate.
 Students are motivated to succeed. They actively participate in discussions

facilitated by the teacher and even make notes on some of the most important
concepts.
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

inclusive programs and services by 2030.
1. Are there areas in the classroom for and
specific purposes
production programs and(storage of teaching
services through progressiveaids, books,
enhancement of its
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if these
your observation. Write your notes below; and the organize your data in the Table that
follows.

6. Observe the noise level in the classroom. How is this managed?
- There is a lot of noise because students frequently chat with their seatmates. The students
are all quite involved in the conversation and everyone wants to give their responses.
7. If a learner is not following instruction or off-task, what does the Resources Teacher do?
Describe he behavior strategies used.
- Some students don't follow the rules, especially when it comes to submitting their
assignments. Although she continues to accept their work, the teacher advises students to
pay attention to the instructions because if they make the same mistake again, she will stop
doing so. This enables students to learn from their mistake and carefully follow the teacher's
instructions.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
- Rather than criticizing them for their problems, she speaks to them in a soothing,
compassionate manner. Then, celebrate the successes by praising them. And by providing
them with incentives or awards to encourage them to work hard in their studies.
REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?
Enforcement of positive discipline is essential for efficient classroom management.

There are unanticipated occurrences that would test the patience of the teachers even when
the students are well-behaved. Positive discipline must be used with students in order to
address any issues that may arise in the classroom without being overly harsh. They won't
participate in unpleasant behaviors or have unfavorable reactions since they won't have
negative self-concepts. Additionally, this will help the teacher educate the students moral
principles.

FS Student: Nicole M. Layug Program/Year Level: BEEd- 4B
School: Old San Jose Elementary School Grade/Year Level: Grade 4-2
Subject Area: Field Study 1 Date: October 19, 2022
Effect on the Learners

(to be filled out after you
Aspects of Classroom Management Description
answer the analysis
questions)
The classroom has a These provide students a

somewhat feeling of comfort and
contemporary familiarity in their
atmosphere. In the left educational settings.
corner are teaching
resources for first aid
1. Specific Areas in the Classroom kits, books, and other
objects. On the right
side of the corner, near
to the chalkboard, is
the water dispenser.
The student seat is in
the center of the space.
No eating during The rules will help pupils
lessons and no become more responsible
additional regulations and polite.
that apply only to the
room are the first
guidelines. And sure,
2. Classroom Rules they are showing
respect to the teacher in
front of them and
concentrating on their
lesson, which is
considered positive
behavior.
3. Classroom Procedures Specific teaching The classroom setting is
methods are not conducive to learning for the

mentioned in the children.
classroom rules; only
broad ideas are.
The class's daily These sustain uniform
routine involves standards if the daily routine
cleaning up their areas is well-established.
in the garden first, then
washing their hands
and removing their
shoes before entering
the classroom. They
will then remember the
song for Region 3, the
Dinalupihan Hymn,
and the Bataan March
after taking a three-
minute break to
prepare for prayer.
They are all content
after that routine and
want to do it again, but
their classes are about
4. Daily Routines to start. They don't
need to check
attendance because
they will check and
record it after their test
to let their teacher
know if there are any
absences, but as of
right now, based on my
observations, the
students are
consistently there. If
they are going to miss
class, make sure the
excuses are good ones;
if not, the instructor
will get in touch with
the parents to find out
why.
5. Seating Arrangement There is a certain This will make it easier for

configuration for the the pupils to relax with their
seats. The pupils are seatmates and keep quiet.
arranged with the girls
in the centre and the
boys on the left and
right of the left side by
line with three columns
and three seats. The
girls are on both sides
and the lads are in the
middle on the right
side, just like on the
left.
The teacher reacts to This motivates the pupils to
6. Handling misbehavior/off-task their behavior in a cool, perform better the next time
behavior polite manner. around rather than putting
them in risk.
Rewarding good It increases their self-
7. Reinforcement of Positive behavior is the proper assurance, regulates their
Behavior course of action. behavior, and prevents
inappropriate behavior.
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
 By encouraging responsibility and bettering learning management, routine
and organization in the classroom have a positive effect on students' conduct.
Furthermore, it raises their self-esteem, reins in their behavior, and promotes
wholesome interactions in the classroom. As students gain self-control, their
likelihood of failing may decrease.
2. What should the teacher have in mind when she/he designs the classroom
organizations and routines? What theories and principles should you have in mind?
When establishing the organization and routine of the classroom, the teacher
must take into account the following theories and principles:
 Humanist theory or humanism that stresses human capacities, goals, learning

preferences, and learning styles.
 Behaviorist theory, often known as behaviorism, which places emphasis on
both the positive and bad behaviors of kids.
 Democratic philosophy, in which students are given the chance to take part in
decisions about their education and are given the same options to pick their
own educational route.
 Cognitive theory should also be taken into account to focus on the learners'
thought processes and knowledge development.
 Psychoanalytic theory, in which the instructor must take into account
students' conscious or unconscious thoughts, feelings, and experiences.
3. Which behavior strategies were effective in managing the behavior of the learners? Is
motivating students? Why were they effective?
The following behavioral techniques can be used by teachers to control or

effectively inspire pupils' behavior:
 Rearrange the equipment in the classroom to create a modern, learner-centered
learning space that will enable pupils to be more independent and self-reliant.
 Use a variety of resources, materials, strategies, and instructional styles to
support the different learner types.
 Establish classroom norms or requirements that the students can meet. Reinforce
instructional methods and procedures in an efficient manner.
 Reward them for their efforts and compliment their good conduct. This will
encourage them to act morally and will maintain their positive behavior show.
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level
do you see yourself? What routines and procedures would you consider for this level
Why?
- At the near future, I see myself working as a teacher in a primary school.

And I'll start my lecture with a prayer, which I believe to be absolutely
necessary. Then I will inquire about my students' well-being, happiness,
opinions on our class, and other matters. By asking these questions, I'll be
able to gauge the quality of training my kids are now receiving. If they
ever expressed their feelings about learning my subject, I could easily
figure out the strategies I should use to satisfy their demands. The usual
techniques were used, including persistent questioning, reward
programs, and genuine dialogue.
2. Make a list of the rules you are likely to implements in this level. Why would you
choose these rules?
The following are the regulations that I would most likely enforce in my
classroom:
 Be on time to help them understand how important it is to arrive on time.
 Everyone should learn the virtue of respect because it is universal.
 Remind them to adhere to the rules and directions so that everything
proceeds as intended.
 If you want to be heard, remain silent and raise your hand to speak.
 No consuming food or liquids while the lesson is in session. It is disrespectful
to the lecturers if students eat while they are speaking.
 Ask questions if the concepts are unclear to them in order to normalize asking
questions. Moreover, to prevent them from delivering erroneous findings.
3. Should learners be involved in making the class rules? Why?

- Students are required to contribute to the development of classroom rules in
order to develop their leadership skills and to help them understand the
value of taking responsibility for their own actions and behavior. It also
makes it possible for teachers and students to work together to set the
necessary rules. However, since they are the ones who are most familiar with
them and know how to support the conversation about the rules to include,
teachers should offer help when establishing the rules.

Paste pieces of evidences of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
FIELD
STUDY 1
FS Student: Nicole M. Layug___

Program/Year Level: BEED - 4B

Grade/Year Level: Grade 4 Section 2 Subject Area: Field Study 1 Date: Dec. 06, 2022
Learning Episode 6
Classroom Management and Classroom Routines
Learning Essentials
1. Enables you to run your daily activities run smoothly;

2. Ensures you to manage time effectively;
3. Helps you maintain order in the classroom;
4. Makes you more focused in teaching because you spend
5. Less time in giving directions/ instructions; and
6. Enables you to explain to the learners what are expected of them.
Observing Classroom Management and Routines

Grade/Year Level: Grade 4 Section 2 Subject: Field Study 1 Date: Dec. 06, 2022
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
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 of lavatories/comfort room/washrooms ✓
5.Passing of papers ✓
6. Passing of books ✓
7.Working with pairs/groups ✓
8. Tardy students ✓
9.Absent students ✓
10.Submission/Collection of materials ✓
11. Submission of projects ✓
12.Asking questions during lessons ✓
13.Asking for assistance ✓
14.Joining classroom activities ✓
15.Lining up ✓
16.Walking in line ✓
17. Fire drill / Emergencies ✓
18.Movement between activities ✓
19. Use of classroom supplies ✓
20.Checking of assignments ✓
Others please specify.
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?
- The routines followed in class effectively preserve order and discipline. It is obvious
that the class is organized, the students are paying attention, and the teaching is
going well. The conversation, exercises, and examinations make efficient use of the
time available. The specific learning objectives for each session were thus met.
2. Which of those routines were systematic and consistently implemented? Explain

your answer.
 Cleaning Garden
 Morning Prayer
 Energizer
 Recording of Present/Absent
 Recess
 Lessons
 Test
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
The following will probably be used from the routine I have seen in class:
A. Morning prayer: A important way to start class, in my opinion. I also want to teach
my children the importance of prayer and how crucial it is for them to seek God's
will in whatever they do.
B. Energizer: This, in my opinion, is a critical way to start class after prayer because it
makes the students more engaged and cheerful each day.
C. Recording of Present/Absent: I must monitor my students' attendance and call out
any who arrive late for class. It also aids in my memory of my children's names and
faces.
Learning Episode 6
Activity 6.2
Listing Down Classroom Rules
Grade/Year Level: _Grade 4 Section 2_ Subject: _Field Study 1__ Date: Dec. 06, 2022

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
- To clarify any doubts.

1. Ask questions.
-To make sure they understand.
-To increase the students' ability to manage
their time.
2. Be on time.
-In order to reduce interruptions and
disruptions in the classroom.
- Reduces errors or mistakes in the students'
3. Follow the Directions/Rules.
output.
- Promotes student and teacher trust.

4. Be Respectful.
- Establish friendly ties with one another.
-To allow uninterrupted conversation.

5. Keep Quiet.
-That the kids fully comprehend the lesson.
6. No Food/Beverages/Chewing Gums while in

- No interruptions during class.
class.
ANALYZE
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
1. Ask Questions - Students may have been confused, which resulted in erroneous or
error-filled work.

2. Be on time - There is a risk that pupils were tardy, which interferes with their
ability to learn.
3. Follow the Directions/Rules - It's probable that students were turning in work that
was riddled with mistakes, which had an impact on their grades.
4. Be Respectful- It's possible that pupils developed miscommunications with their
teachers or classmates that resulted in conflict or other serious problems.
5. Keep Quiet - The loudness and distractions from the other classes may have made
it challenging for them to understand the concepts being delivered.
6. No Food/Beverages/Chewing Gums while in class - It's possible that classmates'
food caused students to become preoccupied and fail to pay attention to what the
teacher was saying.
2. Are classroom rules really important?
- Classroom rules not only serve to deter possible student misconduct but also to
penalize pupils, modify their behavior, and improve learning. As a result, they
acquire responsibility and learn the do’s and don’ts of the classroom.
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.
 I will without a doubt abide by the rules that my Resource Teacher made for
my classroom since I have seen how responsible and orderly the children are
with their behavior. They behave respectfully and, maybe more importantly,
refrain from actions that are inappropriate in a classroom. As a result, they
were able to understand the lessons effectively. Following these rules, in my
opinion as a teacher, will make it easier for me to manage my class and
successfully complete the learning objectives.
Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating.

FIELD STUDY 1
FS Student: Nicole M. Layug__ Program/Year Level: BEED - 4B

Grade/Year Level: Grade 4 Section 2__ Subject Area: Field Study 1_ Date: _Dec. 06, 2022_
Learning Episode 7
Physical and Personal Aspects of Classroom Management
Learning Essentials
Importance of Effective Classroom Management
1. increases chance of student success

2. paves the way for the teacher to engage students in learning
3. helps create an organized classroom environment
4. increases instructional time
5. creates consistency in the employment of rules and regulations
6. aligns management strategies with school wide standards
7. decreases misbehavior in the classroom
8. gives student boundaries as well as consequences
Two Aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to

ensure order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well-being of

your class.
2. Physical Classroom Management consists of managing the learning

environment.
Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
2.1ventilation
2.2 lighting

2.3 acoustics
2.4 seating arrangement
2.5 structure/design of the classroom
2.6 physical space/learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.

2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Identifying Personal and Physical Aspects of Classroom Management
School: _Old San Jose Elementary School__

Grade/Year Level: _Grade 4 Section 2_ Subject: __Field Study 1_ Date: Dec. 06, 2022
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
Analyze the different elements of personal/physical classroom management and

answer the following questions?
1. How does the voice of the teacher affect classroom instruction?

 The opinion of a teacher is quite beneficial. When used skillfully, the voice
can pique a student's curiosity and promote interaction with the teacher and
course material. The teacher's regulated loudness and clear voice are among
the most important components of effective personal classroom management.
The teacher's voice should be audible across the entire classroom when giving
directions to guarantee that every student pays attention and listens closely
during class discussions. In order to gain the pupils' respect, a teacher must
also speak with authority.
2. How does the punctuality of the teacher affect classroom discipline?

 If the students can see that their teacher is on time, they will try their best to
imitate that conduct. Therefore, the instructor's punctuality and demeanor
have an impact on the pupils. However, it will negatively affect management
and discipline if teachers regularly arrive late and perform sluggishly in the
classroom.
3. Why do we need to check on the physical aspects of classroom management?

 We must look at the practical aspects of classroom management to make
sure that conversations and learning activities go smoothly for the teacher
and the students. The best versions of these actual classroom elements
would be implemented, ensuring the class's security and discipline.
REFLECT
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.”
 If a teacher is unable to effectively manage a particular classroom, the
students may occasionally be unable to learn since they won't receive any
effective instruction from the teacher..
2. What are your plans in ensuring effective classroom management?

 In order to first ensure efficient classroom management, we must possess all
the qualities of a professional teacher and have mastered all the individual
classroom management components, such as personal hygiene, punctuality,
etc. Make sure the classroom's physical administration, including proper
lighting, ventilation, and workstations, is in order as well.
Demonstrating knowledge of positive and non-violent discipline in the management 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 observed and (O) for no opportunity to observe.
ANALYZE
No
Not
Observed Opportunity
Effective Classroom Management Strategies Observed
(✓) to Observe
(✖)
(O)
1. Model to the students how to act in different ✓

situations.
2. Establish classroom guidelines. ✓
3. Document the rules. ✓
4. Refrain from punishing the entire class. ✓
5. Encourage initiative from class. ✓
6. Offer praise and rewards. ✓
7. Use non-verbal communication. ✓
8. Take time to celebrate group effort. ✓
9. Let students work in groups. ✓
10. Interview students to assess their needs. ✓
11. Address bad behavior quickly. ✓
12. Consider peer teaching. ✓
13. Continuously engage the students. ✓
14. Assign open-ended project. ✓
15. Write group contracts. ✓
Others(Please specify),
16.
17.
18.
19.
20.

Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
 In my observation there are ten effective strategies employed by my resource
teacher and I would say that it really contributes to a better management of
teaching-learning process; it also helps learners to possess and acquire good
behavior inside and outside the classroom. It also avoid unnecessary actions
by students and make the learners more engage with the discussion.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
 My resource teacher avoids executing group activities inside the classroom
because she said that the learners are not yet capable to do so. Instead, my
resource teacher conducts a game related to the lesson which all learners is
the participants.
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?
 Giving students freedom and flexibility is another classroom management
strategy I'll need to employ as a future teacher because I believe that everyone
is intelligent in their own way and that I want them to discover their own
skills and abilities. Practicing cultural sensitivity among students will help
them avoid certain situations in the future.
Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.

FIELD STUDY 1
FS Student: Layug, Nicole M. Program/Year Level: BEED - 4B

Grade/Year Level: Grade 4 Section 2 Subject Area: Field Study 1
Learning Episode 8
Understanding the School Curriculum- Close Encounter with the School Curriculum
Learning Essentials
1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across
every level and subject.
3. Builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from K to Grade 3, learners will become ready for higher
level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral

progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and
retention.
5. Gears up for the future. It is expected that those who finish basic education in Grade
12 will be ready for college or Tech-VOC careers. Their choice of careers will be
defined when they go to Grade 11 and 12.

6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be
ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to Grade
12 in the country.
 The enhanced curriculum K to12 curriculum is the Recommended
Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It
reflects the substance of RA 10533 or the Enhanced Basic Education Act of
2013. In the teacher's class it is the lesson plan. A lesson plan is a written
curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting

life to the written curriculum, which is referred to as the Taught Curriculum.
The guidance of__ the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher implement the
curriculum. This is referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson
plan, an assessment shall be made. It can be done in the middle or end of the
lesson. The curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned

Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools. These are not written,
nor deliberately taught but they influence learning. These include peer
influence, the media, school environment, the culture and tradition, natural
calamities and many more. This curriculum is called Hidden Curriculum or
Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who:
 know and understand the curriculum as enumerated above;

 write the curriculum to be taught;
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.

Curricula in the School Setting
School: Old San Jose Elementary School Grade/Year Level: Grade 4 Section 2
Subject: Field Study 1 Date: December 6, 2022
OBSERVE
1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process and record your information in the matrix below.
Describe your observations.
Type of curriculum Where Found Description

It identifies its area every
DepEd Website quarter and is where you
1. Recommended Curriculum
may find the most
(K to 12 Guidelines)
important abilities that
you can use all year long.
The school staff contracts
School a professional under a
2. Written Curriculum service agreement to
(Teacher's Lesson Plan) develop a strategy to
accomplish their stated
goals and objectives.
The group activities begin
Classroom after the teacher's speech.
3. Taught Curriculum
In a sense, the teacher acts
(Teaching Learning Process)
as a role model for the
students.
These are the materials
School that the institution must
make available. Along
with people (teachers),
4. Supported Curriculum
literature like textbooks,
(Subject Textbook)
workbooks, teacher's
guides, and others, it can
also comprise laboratory
equipment.
The learners' assessments,
5. Assessed Curriculum
School whether formative or
(Assessment Process) summative, define the
level of their learning.
Through training
School sessions, seminars, and
6. Learned Curriculum other activities, you may
(Achieved Learning Outcomes) be able to impart these
skills or knowledge to the
students..
The teacher may or may
7. Hidden Curriculum
School not have learned this stuff
(Media)
in school.
ANALYZE
1. Which of the seven type’s curriculum in the school setting is easy to find? Why?
 Of the seven types of curricula used in schools, the suggested curriculum

is the one that is the easiest to find. Because it is marked "K-12 MELCS"
and is available on the DepEd website, it is obvious that the curriculum is
the one that is advised.
2. Which is difficult to observe? Why?
 Because you are unsure of the student's level of proficiency, it can be

difficult to detect the hidden curriculum.
3. Are these all found in the school setting? How do curricula relate to one another?
 Yes, all of these curriculum make reference to students' learning.
4. Draw a diagram to show the relationship of one curriculum to the other.

5. Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
Three of the seven curriculum are aimed at the same curriculum, which is the
suggested curriculum, and have the same fundamental objective. This curriculum includes
all forms of instruction, including written, taught, and assessed instruction. Their interaction
with one another addresses the higher order thinking abilities of each student. They set
goals to help learners advance and acquire the necessary level of competencies. The
alternative curriculum required students to assess their own learning as they went along. Or,
what abilities they are lacking. Several activities may enable learners to evaluate their own
performance.
Learning Episode 8
Activity 8.2
The Miniscule School Curriculum: The Lesson, A Closer Look
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular

grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Key Guide for Observation (Carefully look for the
Major Curriculum
indicators/behavior of the teacher along the key points. Write
Components
your observation and description in your notebook.)
1. Borrow the teacher's lesson plan for the day. What major
part you see? Request a copy for your use.
Answer the following questions:
a) What are the lesson objectives/learning outcomes?
 Understanding Unfamiliar Blended Words
by Inference
b) What are included in the subject matter?
 Blended Words
c) What procedure or method will the teacher use to
implement the plan?
A. Planning  Motivation: Play a game
 Lesson Proper: Thoroughly discuss the
lesson with the learners.
 Assessment: The teachers give the students
individual activities.
 Reflection: An examination of the learner's
comprehension through the synthesis of a
realistic situation.
d) Will the teacher assess or evaluate the lesson? How will
this be done?
 Yes, by the activity in their notebook.
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?
 To get the students motivated, the teacher
started by playing games.
b) What procedure or steps were followed?
 The three steps were followed are introduction,
integration and interaction.
c) How did the teacher engage the learners?
B. Implementing  They engaged the learners through various
activities.
d) Was the teacher a guide at the side?
 Yes, particularly in performance task.
e) Were the learners on task?/ Or were they participating
in the class activity?
 Yes, the learners are actively participating in
discussion.
f) Was the lesson finished within the class period?
 Yes
Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
 Yes
C. EvaluatingOur Vision 82
b. How did the teacher assess/evaluate Our Mission it?
contribution to Sustainable Development through equitable and  providing
Through an activity.
relevant, innovative and transformative knowledge, research, extension
inclusive programs and services by 2030. c. What evidence was shown?
and production programs andGet pieces
services ofprogressive
through evidence. enhancement of its
human resources
 The scores of the learners. capabilities and institutional mechanism.
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?
 I observed a competitive teacher in action. I can see and feel how hard she
worked to provide her students the greatest instruction she possibly could.
She coaches her students truly to help them navigate the hardships of life.
2. Was the lesson implemented as planned? Describe.
 Yes, the teacher carried out her lesson plan exactly. The kids are actively
participating in the class because it is so well-organized and interesting from
the start.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
 The teacher radiates joy, fulfillment, and contentment. Despite the fact that
their practice isn't ended, she seems content, which suggests that the kids
have picked up the lesson.
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
 The students seem animated and happy. Because some of these are
performance activities, they are keen to see themselves and discover how
their behaviors affect others.
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
A lesson plan might be challenging to create. Construction involves using your

imagination. pretending you're enrolled in the course already. But reality sets in in the
classroom, and things take a completely different turn. Thoughts arise, but sadly, reality
wins out. Consider this when drafting a lesson plan. This isn't just a lesson plan, either.
Therefore, even if the necessary skills are already present, I still need to plan ahead while
creating one. How will I go about reaching the objectives I've established, furthermore? I
should evaluate whether the lesson plan I developed will accomplish the goals as I intend.
I structure my lesson plan according to the sections; each lesson should build on the
one before it and smoothly lead into the next. The major components of the curriculum must
follow certain guidelines. Each is based on a variety of important considerations, including
the type and academic level of the students, their prior knowledge, which enables us to
progress, and the teaching strategies I can employ in my lesson plan. Establish the learning
objectives, then plan specific activities, prepare the class, and assess the students' progress.
Learning Episode 8
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: Inferring the Meaning of Unfamiliar Blended Words

II. Subject Area: English
III. Grade level: Grade 4 Section 2
Outcomes Teaching Method Assessment
Using the clues provided  Technology-based  Spelling

in the sentences, the learning  Matching types
students will be able to (PowerPoint,  4 pics 1 word
identify the meaning of Lesson  Identification
unfamiliar mixed words. Presentation with  Choose the Letter
conceptualization) of the answer
 Lecture-based
Learning
(Providing image
regarding to the
lesson/topic)
 Group Learning
(Group the
learners into a
group and after let
them present their
work by group)
ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
 The learning outcomes come first, followed by the techniques that should be
utilized to achieve them, and finally the type of assessment that should be
used to determine the student's level of learning. Yes, the three aspects are
constructively aligned.
2. Will the outcomes be achieved with the teaching methods used? Why?
 The goals are being achieved with the help of the existing instructional
technique. Throughout the lecture, discussion, and video presentation, the
knowledge needed to help the students reach their goal will be presented.
3. What component would tell if the outcomes have been achieved?
 The evaluation and assessment phase can evaluate whether the outcomes
have been reached when students are able to earn passing or above average
marks and perform well on the set of tasks that were assigned.
REFLECT
What lessons have you learned in developing or writing a lesson plan?
 Making or writing a lesson plan taught me to take the classroom layout into
consideration. No matter how interesting your subject is and how well-
prepared you are, it will be impossible for students to pay attention if the
classroom atmosphere does not encourage listening and participation from
them.
What value will it give to the teacher if the three components are aligned?
 The teacher will prosper if the three elements are in balance. achievement in
effectively instructing students and promoting effective learning
Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the

school setting. This can be in pictures, realia, documents or others.

Activity 2: Artifact
1. Present a sample curriculum in a 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.
a. Example:
Lesson Title: Inferring the Meaning of Unfamiliar Blended Words
Subject Area: English
Grade Level: Grade 4 Section 2
Lesson Outcomes Teaching Methods Evaluation
 Technology-based
learning
(PowerPoint, Lesson
Presentation with
conceptualization)
Using the clues provided in  Lecture-based
 Spelling
the sentences, the students Learning
 Matching types
will be able to identify the (Providing image
 4 pics 1 word
meaning of unfamiliar mixed regarding to the
 Identification
lesson/topic)
words.  Choose the Letter of
 Group Learning
the answer
(Group the learners
into a group and after
let them present their
work by group)

FIELD STUDY 1
Subject Area: Field Study 1 Date: January 5, 2023
Learning Episode 9
Preparing for Teaching and Learning
Learning Essentials
These are the time-tested principles of teaching and learning:
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember, what I
do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real
world experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning

process. It is the practical realization or application of an approach. All methods of
teaching classified either as deductive (direct) or inductive (indirect).

DEDUCTIVE INDUCTIVE
Begins with a rule, Methods Begins with the concrete,
generalization, abstraction experience, details,
Of
and ends with concrete, examples and ends with a
experience, details, Teaching rule, generalization,
examples. abstraction.
Learning Episode 9
Activity 9.1
Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching And Learning
Subject: Field Study 1 Date: January 5, 2023
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.
What did the Resource Teacher do to apply

Principles of Learning
the principle of learning
To demonstrate her intended learning
1. Effective learning begins with the setting
objectives for the topics, the teacher uses
of clear and high expectations of learning
learning materials.
outcomes.
The instructor pushed the students to

2. Learning is an active process. contribute actively to class discussions and
learning activities.

The teacher gives the class the opportunity
3. Learning is the discovery of personal to hear the students' thoughts on,
meaning and relevance of ideas. explanations of, and discussions of the topic.
By having the students produce, share ideas

with their peer groups, and then reflect on
4. Learning is a cooperative and a
their findings in a group work activity, the
collaborative process. Learning is enhanced
teacher assigns the students the duty of
in an atmosphere of cooperation and
interpreting the poetry. The kids are eager to
collaboration.
communicate, share ideas, discuss, and work
in groups in order to comprehend the texts
completely.
ANALYZE
1. What principles of learning were most applied? least applied?
Most Applied
The learning principle that is most frequently applied is "learning is cooperative and
collaborative process"; the resource instructor regularly divided the class into small groups
so that students would feel comfortable exchanging ideas; after they had exchanged ideas,
they would have an answer to present.
Least Applied
Because the teacher spent the majority of the class session explaining and elaborating
on his or her points of view, the learning principle that is used the least is "learning is the
uncovering of personal importance and relevance of concepts."
Give instances where this/these principle/s could have been applied?
 The teacher completed the majority of the tasks in class. This differs from a teacher who
primarily facilitates students' learning while the students themselves provide feedback
on a certain topic.
REFLECT
From among the principles of learning, which one do you think is the most important?

The idea that learning is a process that needs students to actively follow their
interests and engage in higher-order cognitive processes like analysis, synthesis, and
assessment is the one I think to be the most important. Active learning techniques are
encouraged in this context for instructional activities that include students doing things
while simultaneously thinking about what they are doing.
Learning Episode 9
Activity 9.2
Identifying Learning Outcomes That Are Aligned With Learning Competencies
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART objectives?) Achieved
Yes No Yes No
/ /
1. Uses colors and shapes to create a landscape.
2. Creates a mural utilizing drawing and paints it in a / /

style that is suited for the cultural community.
3. Recognize that color selection affects mood or / /
emotion.
/ /
4. Analyzing pictures.
/ /
5. Make a paragraph from the picture presented.

2. Cite pieces of evidence that these learning outcomes were achieved.
1. Picture of students painting a landscape.
2. The paragraph presented by the students.
3. The learners’ output.
4. The teacher started her lecture by stating her goal.
5. The lesson began with the teacher introducing and outlining the learning objectives. The
teacher provides the students a chance to reflect on the lesson's goals.
1. The learners were able to identify the parts of the eye using an illustration as well as its
function.
2. The learners were able to provide a proper and accurate noun in each given to complete
the sentences.
3. The learners can answer question after reading the story altogether with the guidance
of the teacher.
4. The learners can identify the correct illustration of each given topic.
5. The learners were able to provide a polite response in each given circumstances.
ANALYZE
1. Do SMART objectives make the lesson more focused?
 Yes, because it is not only feasible, but also feasible for students. Additionally, it
applies to our everyday lives.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.

 Specific (S), measurable (M), achievable (A), relevant (R), and timely (T) learning
objectives are those (T). Such objectives are premised on the idea that learners would

be able to demonstrate and then apply certain learning objectives in a substantial
way that educators can quickly recognize. SMART learning objectives should be
timely, realistic, and applicable to our daily lives. Nothing would make sense if you
were to merely educate without also critically assessing your own work.
Learning Episode 9
Activity 9.3
Distinguishing Between Inductive and Deductive Methods of Teaching
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
- Yes passive recipients of instruction?
- All activities are engaged in and

actively participated in by the pupils.
Was the emphasis on the mastery of the lesson Was the emphasis on the students' application
or on the test? Prove. of the lesson in real life? Give proofs.
- Since the teacher used a class exercise to - The pupils were asked to react to a
further illustrate what the students question by the teacher in the context of
needed to comprehend. an actual situation.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
- Yes, because they are actively - Yes, they participate in teams and work
participating. as a group.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
- No, the teacher integrated another - Yes

subject.
What teaching-learning practice shows that teaching approach was:
a) constructivist-connected to past experiences of partners learners constructed new lesson

meanings,
- Students were instructed to draw a comparison between a scene from their exercise
and an actual situation.

b) inquiry-based
- I considered the students to be adequately questioning.
c) developmentally appropriate-learning activities fit the developmental stage of children
- The activities that the teacher assigns should correspond to the pupils'
developmental stage.
d) reflective
- The pupils learn to apply ideas to practical circumstances, as I've already mentioned.
e) inclusive - No learner was excluded; teacher taught everybody.
- Each student receives their own work, which the instructor assesses individually.
f) collaborative-Students worked together.
- Students brainstorm to generate ideas.
g) integrative - Lesson was multidisciplinary - e.g. In Science, Math concepts were taught.
- The students try to relate their course or topic to other specialized fields.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
- It might be interesting to certain students, particularly those who do well in class, but
it might not be interesting to others, especially slow learners. I think low achievers
want a twist to make them understand the lesson.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student- centered? Why?
- Classroom instruction shouldn't be boring for students nowadays. They won't pay
attention if you don't, or worse, they'll fall asleep and show that you're not worth
trying to educate them to. If I were to teach the course again, I would prioritize the

students in order to engage them, enhance their learning, and encourage the
development of their critical thinking.
REFLECT
Reflect on Principles of teaching worth applying
- In my opinion, if I'm going to teach, the classroom environment needs to promote a

nice mood. Why? It's because they can make them aware of this location. The ability
of the students to concentrate and pay close attention to the teacher As it is an
exercise, I will also make sure to commend them and offer helpful critique.
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.

FIELD STUDY 1
FS Student: Nicole M. Layug Program/Year Level: BEED - 4 B
Learning Episode 10
The Instructional Cycle
Learning Essentials
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active-process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students' everyday life.
7. An integrated teaching approach is far more effective than teaching isolated
bits of information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its K to
12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has
been ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency Standards-Based teaching and Assessment. CHED requires all higher
education institutions in the country to go outcome-based education (OBE) in its CHED
Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is OBE applied in the
teaching-learning process. It is equivalent to competency-based and standards-based
teaching and learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and
in tum the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In
other words, in OBTL you first establish your intended learning outcomes (lesson

objectives). Then you determine which teaching-learning activities (TLAs) and also the
assessment tasks (ATs) you will have to use to find out if you attained your ILO's.
In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities we
use to teach and the AT's are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the art
of questioning and reacting techniques to ensure the effective delivery of instruction. These
are the types of questions that teachers ask.
Types of Questions That Teacher Ask
Who, What, Where, When questions with one

1. Factual/Convergent/Closed/Low-level
acceptable answer
2.Divergent/Open-ended/High-level/Higher- Open ended; has more than one acceptable

order/conceptual answer
a. evaluation
e.g. when the phone rang and Liz picked it up,

b. inference she was all smiles. What can you infer about
Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior

11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay", "right”

Learning Episode 10
Activity 10.1
Applying The Guiding Principles In The Selection And Use Of Strategies
OBSERVE
Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.
E.g. Teacher used video on how digestion

1. The more senses that are involved, the
takes place and a model of the human
more, and the better the learning.
digestive system.
The teacher give the pupils freedom to

2. Learning is an active process. organize their own groups, giving each
group a leader and a reporter.
No one was embarrassed in front of the class

3. A non-threatening atmosphere enhances
by the teacher, which allowed the pupils to
learning.
learn while having fun.
Teachers keep the atmosphere cheerful and

4. Emotion has the power to increase
joyful to make lessons pleasant for the pupils
retention and learning.
and avoid boredom.
According to good thinking skills, the

5. Good teaching goes beyond recall of development of both creative and critical
information. thinking depends on higher-order thinking
capabilities.
The teacher uses real-world examples to

6. Learning is meaningful when it is
draw pupils in and motivate them to pay
connected to student’s everyday life.
attention in class.

Lessons that are essential for the
7. An integrated teaching approach is far
development of her students are
more effective than teaching isolated bits of
incorporated by the teacher. She does not
information.
focus on a particular concept or isolated fact.
ANALYZE
What is the best method of teaching? Is there such a thing? Reflect on this question.
 There is no perfect teaching strategy. Some methods have been demonstrated to be

more effective than others. The teaching strategy a teacher can use, including any
experiments, will be influenced by the students' characteristics, the subject content, and
the degree of student motivation.
REFLECT
How do we select the appropriate strategy for our lessons?
When deciding on the most effective technique, we must take the pupils'
requirements and backgrounds into account. It is critical for us to understand the
circumstances in which each kid finds themselves as instructors. For instance, some of my
classmates in high school had to find employment to support their families and studies. In
order to comprehend and take specific factors into consideration during the learning
process, it is vital that we are aware of each learner's needs and history..

Learning Episode 10
Activity 10.2
Determining Outcomes-Based Teaching and Learning
FS Student: Ronel Z. Ronquillo Program/Year Level: BEEd- 4B
Resource Teacher: Lucia A. Castro Teacher’s Signature: ________
School: Pagalanggang Elementary School Grade/Year Level: Grade 3
Subject Area: General Date: January 2022
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?
 The teacher specifies the learning aim and expected learning results after
reviewing the previous lesson (ILOs). She asks a child to read it to the class
from the board.
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.
 Her teaching-learning methods included lectures, group debates, team-

building exercises, video presentations, and group activities. She can finish
this assignment to help her accomplish the objectives and ILOs for the lesson.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ ILOs?
 The teacher assessed students through written assignments and group

projects. The evaluations are in line with the ILOs and educational goals..

ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
 The new curriculum used outcome-based teaching and learning (OBTL), a

strategy that is focused on the needs of the students. OBTL placed greater
emphasis on what the learner's desired response to that teaching should be
than on what the teacher wished to teach.
REFLECT
Reflect on the use of OBTL.
 In outcome-based teaching and learning, the emphasis is on the possible outcomes

for a student once they complete a particular course. All of the knowledge learned
throughout the course will be built on the basis of his or her performance. OBTL is
used to identify the targeted learning goals and link each learner's teaching, learning,
and evaluation with those outcomes. The procedures of teaching, learning, and
assessment must all align with the designated learning outcomes. Another crucial
step is to set measurable, observable goals or targeted learning outcomes.

Learning Episode 10
Activity 10.3
Applying Effective Questioning Techniques
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
The teacher asked the students the what, who, where, and
1.Factual/Convergent when questions. I once heard someone discuss the
Closed / Low level importance of the male and female reproductive systems.
The teacher questioned each student individually in the

2.Divergent/Higher-order/ classroom what they felt about the "Male and Female
Open-ended/ Conceptual Reproductive System" or if they had any more in-depth
philosophical considerations.
The instructor sought their opinions on the male and female
a. evaluation
reproductive systems.
She enquired about the implications for the male and female
b. inference
She inquired as to what distinguishes the male and female
c. comparison
She asked how they can relate and apply their learning in
d. application
real scenario.
She let the students to illustrate the characteristics of each
e. problem-solving
gender through a collaborative work.
She asked what they feel about the Male and Female
3.Affective
Reproductive System in their self.

ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school
as periods!" Does this have something to do with the type of questions that teachers
ask and the questioning and reacting techniques that they employ?
 Yes, the quotation refers to the speaker's questions and the students' in-class
responses. That is an additional example of a question to which the students might
react well. where they may think more deeply intellectually about that quote.
Effective asking can also aid improve a student's conceptual understanding and
boost their confidence, enabling them to participate fully in class discussions.
REFLECT
Reflect on
The importance of using various reacting techniques
It's crucial to employ a range of reacting strategies in order to offer pertinent, high-
quality solutions. Promoting participation in a class discussion is a successful strategy. For
instance, when someone answers a query, we follow up with more questions. to evaluate
whether pupils' responses were factual and appropriate.
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.

FIELD STUDY 1

Section 2 Subject Area: Field Study 1 Date: January 5, 2023
Learning Essentials
Learning Episode 11
UNESCO ICT Competency Framework for Teachers Version 3

(ICT CFT v3, 2018)
The Information and Communications Technology Competency Framework

for Teachers (ICT CFT) version 3 is a comprehensive framework guide teachers'
development on the effective and appropriate use of ICT in education.
It highlights what teachers should know and do clustered in six aspects, namely:
1. Understanding ICT in Education,
2. Curriculum and Assessment,
3. Pedagogy,
4. Application of Digital Skills,
5. Organization and administration, and
6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels
which guide teachers as they develop their ICT skills from Level 1, Knowledge
Acquisition, to Level 2, Knowledge Deepening, and Level 3, Knowledge Creation.
The Commission on Higher Education Teacher Education Curricula (2017) includes
the UNESCO ICT CFT so most likely you have tackled this in your Technology for
Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in
this episode. The activities here are meant for you to observe, analyze and reflect
about the competencies discussed in the framework.

(Access it at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency
%20Framework%20V3. pdf)
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-
learning process. Over the years the name of this center has evolved. Some of the
names are Audiovisual Center, Media and Technology Resource Center, Teaching-
Learning Technology Department, or Simply Learning Resource Center.
2. With the swift development of ICT, the natural outcome was the ever-expanding
interface between the traditional library and ICT both in terms of hardware and
software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center
(LRC). Some have replaced the term library with LRC. Some have a separate library,
LRC, and Audio Visual or Media Center. Some only have the LRC both for teachers
and students. Still some have combined their learning resource centers with maker
spaces.
4. The common purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the use of
audiovisual and ICT resources, working with teachers and administrators in
producing instructional materials, making available useful resources to the students,
teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions: center of resources, laboratory of learning, agent of teaching,
service agency, coordinating agency, recreational reading center, and a link to other
community resources.
Technology Integration
The Technology Integration Matrix provides a comprehensive framework for

you to define and evaluate technology integration. It will provide you direction and
guide you in the process of achieving effective teaching with technology. The teacher's

integration of technology in instruction can be described as progressing in 5 levels: entry,
adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages

and enables quality technology integration. The interdependent characteristics of the
learning environment are being active, collaborative, constructive, authentic, and
goal-directed. The Technology Integration Matrix connects the Levels of Technology
Integration and the Characteristics of the Learning Environment. Examine the matrix
below. To make you understand how integration is done in each of the levels and
environment, explore the TIM website and learn from the many interesting videos
showing technology integration. Go to http://fcit.usf.edu/matrix/matrix.php
(Reproduced with permission of the Florida Center for Instructional Technology,

College of Education, University of South Florida,fcit.usf.edu)
Evaluation of ICT Resources
The World Wide Web is like an endless network of information, ever-

expanding and almost limitless. Electronic resources come in different forms like
websites, web quests, blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the
ability not only to search for information but to make decisions, as to which ones
you will take and use and which ones you will put aside. Aim to develop your
skills in evaluating internet resources. You will be able to choose the best
resources that will help you attain your teaching-learning objectives.
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is accurate,
free from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches

what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be

able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will

encourage the active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which

steps should be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe
(2003).A Gateway to Educational Materials: An Evaluation of an Online Resource for
Teachers and an Exploration of User Behaviors. Journal of Technology and Teacher
Education. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at
which technology is evolving has disrupted many vital processes that involve how we run
production, businesses and consequently how we teach and learn. The following
Technology trends have huge potential to transform the ways we teach and learn (UNESCO,
2018):

1. Open Educational Resources (OER). OERs are materials that can be used for
teaching and learning that do not require payment of royalties nor license fees. There
is an abundance of OERs in the form of textbooks course materials, curriculum maps,
streaming videos, multimedia apps, podcasts, and many others. They can have a
significant impact on education as they are made available and easily accessible in
the internet. Be sure to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn
about things and share information. Sites and apps such as Facebook, Twitter,
Instagram provide a virtual venue for teachers and learners to work together interact
among themselves and with other classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also
one who sends the most number of text messages per day. This indicates the high
number of mobile device users. These devices can also be used as a learning tool by
allowing teachers and students more opportunities to learn inside and even outside
the classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become built-
in into many everyday things, that allow sending and receiving data through the
internet. A lot of things have turned "smart.” We have smart cars that can navigate
on its own. Smart houses that monitor temperature and light. Smart TVs that
interface with the internet. Watches that send our vital signs to our doctors. All of
these development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when

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

computer program that allows a person to visit and experience the environment
virtually. In AR, images from computer programs interlay with the actual views of
the real-word, resulting in an extended, expanded, or altered view of a real-world
environment. In education, among others, VR and AR programs and apps allow
more exciting ways of seeing and experiencing things that add to the motivation and
engagement of learners.

7. Big Data. Through the billions of interactions and transactions are done
electronically, and through the internet, an enormous amount of data is generated
and stored. The challenge is how to make sense of this data, through analytics and
research, possibly answer pertinent questions about how to make teaching and
learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary programs
introduce and hone the skills of young learners. Coding helps learners develop novel
ways of exploring and trying out ideas, especially when done with problem or
project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, It is crucial to
ensure that human values and principles govern or guide our use of technology.
Ethical practices that protect the rights of every person need to be upheld.

Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of
people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants,

usually larger than the number of students that can fit a regular
classroom. There can be hundreds or even be a thousand students or
more.
Open Online
 There is mostly freedom of place, pace and time.

 Courses can be accessed by anyone anywhere as long as they have
internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations,

social media and animation
 Facilitation interaction among peers. Builds a learning community
through opportunities to interact
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with
some feedback mechanism. Can be automatically generated like quizzes,
feedback from peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and most likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may
learn from the materials and interactions presented.

- Based on Definition Massive Open Online Courses vl.1 licensed under
Creative Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, İversity. You will
have a chance to explore them as you go through this Episode.
Visiting the Learning Resource Center

Section 2 Subject: Field Study 1 Date: January 11, 2023
To realize the Intended Learning Outcomes, work through these steps:
1. Visit a school's Learning Resource Center. Look around and see what resources
and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or
facilities are used.
3. Make an inventory of its available resources and classify them according to their
characteristics and functions.
OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided. Ask the assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
access?

4. Read the guidelines/procedures for borrowing of materials. Are these
guidelines/ procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the
center (if allowed).
After you are through with your observation, classify the resources available that
you believe are most useful. Use the activity form provided for you.
Name of Center Observed: Old San Jose Learning Center

Date of Observation: January 10, 2023
Name Of Observer: Nicole M. Layug
Course/ year/ School: BEED-4B / Old San Jose Elementary School
List of Available Learning Resources
Available Learning Teaching Approaches

Characteristics and Unique
Resources where the Resource is Most
Capabilities
(Enumerate in bullet form) Useful
1. Print Resources Boost the students' language Lecture approach - source of
 Books and reading skills. Teachers knowledge for the
 Encyclopedia will find this website to be a instructor's teachings.
 Magazines helpful resource for further Linguistic Approach - allow
information. one to enhance their reading
and vocabulary skills
2. Audio Resources Students' listening abilities These learning tools are used
 Speaker will improve, and the using a metacognitive
 Microphone learning process will be approach, which necessitates
 Cassette more effective. deliberate thought on their
part.
3. Non-electronic Used to visually Use the lecture method to
Visual Resources communicate the teacher's present the lesson.
 Cartolina/Manila lessons.
Paper
 Blackboard
4. ICT Resources Stay informed about recent The many senses of the
 Computers events and news students will be engaged
 Television through the utilization of
 Projector ICT resources in an
integrated learning
approach.

Impression about the LRC:
The Learning Resource Center has a friendly atmosphere and can handle the expectations of
the students. Resources will greatly improve and inspire kids' learning.
Name and Signature of Observer:
Nicole M. Layug
Name and Signature of the learning Resource Center In-Charge:

Candy F. Suba
ICT Competency Standards For Teachers (CHED Teacher Education Programs (2017):
ANALYZE
1. Are the learning resources/materials arranged properly according to their

functions and characteristics?
 I believe that the resources/materials are correctly arranged in line with their
roles and qualities because they are carefully chosen, planned, and
implemented, and because someone is in charge of monitoring and ensuring
that all resources are safe and available for use. Computers have sufficient
airflow, and doors are free of dust. Policies are also in place to prevent the
erroneous use of resources and materials.
2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
 Yes, policies and procedures ensure that everyone has an equal
opportunity to use resources while also promoting easy access to them.
To guarantee that everyone may use the computers, the resource center
has established some limitations on their use. If the students want to take
the book with them, just complete a borrowing form..
3. What are the strengths of this Learning Resource Center?
 The learning resource center is highly conducive, in my opinion, due to its

excellent lighting, ventilation, and cleanliness. The resources and
materials reflect the most modern advancements in technology.

4. What are its weaknesses?
 One of its limitations is certainly the fact that the library is located on the
campus of the extension school rather than the main library of the SSCT,
where there is a vast collection of books. In addition to borrowing books,
students can utilize the library for activities besides reading and research.
Instead, because to the air conditioners, many come there to unwind.
5. What suggestions can you make?

 It is important to maintain the learning resource center's cleanliness and
conducive learning environment. Always verify whether the sources and data
have been recently updated and verified.
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the
most? Why?
 The ability to conduct research on a computer is the educational resource that

has sparked my curiosity the most. Children's learning would be greatly
aided by the immense knowledge and information accessible on computers
with internet connection. Unlike in the past, when students were only reliant
on books and other written materials.
2. Which gadgets/materials are you already confident to use/operate?
 I find computers to be the most comfortable technology instrument because I

have used them for a very long time and am accustomed to using them. And
it is necessary today; it is crucial.
3. Which ones do you feel you need to learn more about?
 I think the topic I need to research for reporting time is projector installation.
It is clearly a product of my electrophobia, a difficult-for-me-to-overcome fear
of plugging in electrical lines.

Observing Technology Integration In The Classroom
To realize my Intended Learning Outcomes, I will work my way through these steps:
Step 1. 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
Subject: Science Topic: The Reproductive Parts of the a Flower
Grade/Year Level/: Grade 4-2
ANALYZE
Grade or Year Level of Class observed: Grade 4-2
Subject Matter: Science
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids used Strengths Weaknesses Appropriateness of

(Enumerate in bullet form) the Teaching Aids
used
 PowerPoint It caught the Sometimes the To get students'
Presentation and attention of the students get attention and
Video Presentation students. bored with video provide them
presentation. background
information on the
topic, use the tool
at the beginning of
the session.

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123. In which level of technology integration do
you think the teacher you observed operated? Why?
 I infer that the teacher's level of technology integration was transformational

since the students took part in tasks that would have been impossible to
achieve without technology.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your
answer.
 The learning environment in the class I observed, in my opinion, is genuine;

rather than simply completing the task, the students use technology and their
creativity to produce a more imaginative outcome.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
 The instructor has gotten praise from the students for the quality of the
learning tools she utilizes in the classroom. They paid great attention to the
teacher's questions and gave thoughtful, positive responses, so they were
pleased with their performance. The fact that students pay attention to the
course contents enables them to respond quickly to exercises and the
instructor. They will be able to learn more and have a better understanding of
the subject with these teaching tools.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group of
students? Why?
Additionally, I would encourage students to collaborate with one another

when creating their work if I were the teacher. I'm considering attempting something
new: allowing all of my students to respond to my question after each reporter. This
will avoid me from wasting the students' opinions. Because sharing one's opinions
will boost one's confidence as a student.

Exploring Education 4.0
School: Old San Jose Dinalupihan Bataan Grade/Year Level: Grade 4 Section 2
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 observe.
1. What is the lesson about? What are the teacher's objectives?

 The male and female reproductive systems are the focus of the lesson. The
teacher's goal is for the students to contribute to the species' survival, which
is primarily what the reproductive system does. Other physiological systems
including the endocrine and urinary systems must constantly function in
order for a human to survive.
2. Note the important concepts that the teacher is emphasizing.

 The teacher places special attention on the similarities and differences
between the male and female reproductive systems.
3. Note the skills that the teacher is developing in the learners.

 The teacher helped the students improve both their communication and
critical thinking abilities.
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 Grade 4 Section 2
Subject Matter/Topic (Based The Male and Female Reproductive System

on the class you observed)
Describe the components of the male reproductive system,
including the testes, glands, sperm ducts, urethra, and penis.
Outline the functions of the components of the male reproductive

Lesson objectives/Learning
system.
Outcomes
State that the male hormone testosterone controls the development

of secondary sexual characteristics.
Name and Describe Put a check if the resource satisfies the criterion Describe
Type of the how you can
Electronic electronic use it if you
Resource resource were to teach
(include in the class
author/pub you
lisher/sourc observed.
e) Accur Approp Cle Comp Motiv Organi
ate riate ar lete ating zed
Google Meet A learning ✓ ✓ ✓ ✓ ✓ ✓ It will be
manageme used to set up
nt system my internet.
(LMS) that
attempts to
make it
easier to
assign,
distribute,
and grade
homework
as well as to
involve
students in
online or
remote
learning.
PowerPoint Presentatio ✓ ✓ ✓ ✓ ✓ ✓
Presentation n software
is a
powerful
tool for I'll use it as
creating my medium
and to convey the
showing lesson.
professiona
l electronic
presentatio
ns, which
often
include a
variety of
effects such
as
animation,
sound, and
clip art.
Video ✓ ✓ ✓ ✓ ✓ ✓ To be able to
Presentation listen to them
talk about the
nation's
current
issues.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic

resources for the class? What made it easy? Difficult?
 It is straightforward to look for pertinent resources due to the abundance of

material that is accessible online and can be obtained with just one click.
However, because fake news is so pervasive in today's digital platforms and
so much material is often unreliable, teachers must be diligent researchers
and only download information from reputable and trustworthy sources.

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?
 I chose those digital resources because they are crucial sources and a platform
for teaching and learning in these epidemic times. In these difficult times,
everything must be done utilizing technology, thus I want to go farther into
the huge digital platform.
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?
 I am capable at using basic computer applications including Microsoft Word,

Excel, and PowerPoint. I am aware, though, that I still have a lot to learn
about technology, including how to edit compelling movies, use Photoshop,
and produce films, which I think is another crucial ability I should have.
Professional Development through MOOCS

Section 2
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to
develop more.

Step 2: Visit sites of MOOC providers and explore the courses offered that are
relevant to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you
identified. You may try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-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 MOOC provider

work on to the
competency/ies
(include a short
description)
1. Content knowledge and Methods for enhancing Creative

pedagogy higher order thinking diversity
competencies such as allowed CIC to Coursera
critical and creative pinpoint
thinking creative
identity.
The ability to organize Positive
and control the psychology and Coursera
activities in the K–12 education
classroom. meet. This
course examines
the core
principles of
positive
psychology and
2.The Learning
demonstrates
Environment,
how
outstanding
instructors can
use those
principles to
maximize their
students'
motivation and
success.
Students under difficult The teacher's
circumstances. work becomes Coursera
more
significance
3.Diversity of Learners,
when research
and learning
theories are
included.
Directing the teaching Both teaching
and learning process.. and learning are Coursera
4.Curriculum and governed by a
Planning, framework
called a
curriculum.
Enhancing teaching and The course is
5. Assessing and learning programs and not available. Coursera
Reporting, practices using
assessment data.
Parents and the whole This has the
school community are peaceful
6.Community,Linkages involved in the integration of Coursera
and Professional educational process. the school and
Engagement the community
as one of its key
goals.
7. Personal Growth and Professional analysis You will be able
and education to to talk about the
advance practice. importance of Saylor.org
objectives,
Professional priorities, and
Development, planning once
you have
finished this
course.
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are
the most appropriate for you. Describe the MOOCs below.
1. MOOC Title: English for Research Publication Purposes
Provider: Coursera
Objectives of the MOOC: Improve literacy, research skills and networking.
Content Outline: This course serves as a solid introduction to the world of research
publication. It is intended to help you win a research project, publish in an international
journal, or present research findings by converting your familiarity with academic
writing into a thorough understanding of issue trends in scientific writing.
Why did you pick this MOOC? : The ideal resource for me to better my mediocre
technical writing skills would be here.
2. MOOC Title: Presentations: Speaking so that People Listen
Provider: The provider of this course is Coursera. It is well known website that offers
different online courses or educational organization.
Objectives of the MOOC: Learn to organized and create meaningful presentation.

Content Outline: This course will assist you in having opportunities to practice your
presentation skills. It also assists you in gaining the necessary experience to feel more
confident when giving a speech in the classroom
Why did you pick this MOOC? : It's crucial to have strong communication skills and the
ability to make engaging presentations if you want to become a teacher. The best method
to develop the abilities and confidence necessary for a persuasive presentation will be
through this course.
3. MOOC Title: Business English: Networking
Provider: The MOOC provider is coursera created by UCI Extension continuing
education. The course begins with a welcome message and an overview of the
specialization.
Objectives of the MOOC: The course learning objectives are used to establish whether
the objectives of the specialization fit with your learning objectives. Examine your
present level of business English communication ability. Develop job-related vocabulary
by sharing pertinent facts about yourself in a discussion forum.
Content Outline: This course has a 5-week time commitment per day and the themes
include Introduction to Business in English Communication, Introduction, Meeting
Arrangement on the Phone, and Meeting Arrangement (Email ). You will begin learning
language and customer service relevant to socializing and networking in English during
the course.
Why did you pick this MOOC? : I hoped that by participating in this MOOC, I would
improve my communication skills and practice my language skills. It will enable me to

develop experience in business startup. By doing this, I'll also brush up on my
vocabulary and develop my public speaking skills, preparing me for my future career.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
 MOOCs have been a huge benefit to me. It enables me to pick up new skills
that will benefit my teaching and learning. It is easier for me to obtain
information as a possible instructor.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
 I discover that anyone can get a top-notch education by enrolling in free

online courses. Distance is no longer an obstacle to learning. You can access
this course from any location with an internet connection.
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
 I will prepare for massive open online courses (MOCC) as a learner, and as a
result of researching this course, I will become familiar with these programs.
SHOW your Learning Artifacts
1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful
instructional materials (worksheets, visual aids, flashcards, rubrics, etc.) and include
them here. Indicate how they might be useful considering your major or area of
specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what
you discovered and share how these tools can be helpful to you.as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned.
5. Paste an article about an example of technology gadget/material that you want to

learn more about. How can this gadget/material be-useful in instruction/teaching?
FIELD STUDY 1

Learning Episode 12
Assessment FOR Learning and Assessment AS Leaning (Formative Assessment)
Learning Essentials
 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by

Objective, we ensure that the intended outcome/competency/objective is attained at
the end of the lesson and so while we are still in the process of teaching we do check
learners' understanding and progress.
 If we find out that the learners failed to understand prerequisite knowledge and
skills, we reteach until learners' master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment for

learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the lesson
or not because if it is only at the end of the lesson that we discover that the learners
did not understand the lesson, we have wasted so much time and energy teaching
presuming that everything was clear, only to find out at the end of the lesson that the
learners did not understand the lesson at all. This means that we have to reteach
from the very beginning, something that we could have saved ourselves from doing
had we given time to find out if the lesson was understood while still teaching.
 Assessment for learning encourages peer assessment.
Observing Assessment FOR Learning Practices
(Formative Assessment)

OBSERVE
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
Do you understand the lesson class? IIIIII 6

Do you have any questions class? IIII 4
Any clarification about the lesson? III 3
What Teacher did?
Answer the following question. IIIIIIIIIIII

IIIIIIIIII 12
Review your lesson. 10
2. Did the teacher ask the class “Did you understand”? If she did, what was the class'
response?
 Yes, even after she has finished talking about the lesson, the teacher keeps asking.
Did you understand class? was the standard question the instructor used to
determine whether or not the students had understood her.

3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
 Some pupils remained silent when the teacher asked them if they understood the
lesson.
4. If they did, how did the teacher respond?
 When the instructor thinks the pupils did not comprehend the lecture and they do
not respond to the instructor's inquiry on whether or not they comprehend the
lesson. Positively responding, the teacher gave the students a copy of the
presentation and went over the concept or area of the subject that they were
confused about.
5. Were the students given the opportunity to ask questions for clarification? How was this
done?
 Yes, but they are continually claiming that they understood the lesson.
6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.
____ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates
Each- one-teach-one (Students paired with one another).
✔ Teacher gave a Module for more exercises for lesson mastery
✔ Teacher did re-teaching
Others, please specify____________________________________________________________

______________________________________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
 No, she takes a different approach, inquiring as to what she didn't comprehend.
8. While re-teaching by himself/herself and /or with other students-turned tutors, did
teacher check on students' progress?
 Yes.
If yes, How?
 The teacher likes to roam around the classroom. Also, through formal assessment the
teacher can check on the students’ progress.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It not better to do a once-and-for- all assessment at the completion of the entire
lesson?
 It is crucial that the teacher follow up with the class to make sure everyone is
understanding so that failure to meet the lesson's objectives can be avoided. It ought
to be done this way so that students don't spend the entire lesson wondering if they
understood something.
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends
to check on learners' progress?
 Because methods other than questions and answers are used to measure learner
improvement. Naturally, pupils won't say they don't understand because they are
afraid of being corrected or because they don't want to put themselves through the
misery of continuing in class. The teacher can evaluate progress via a test or quiz, a
performance activity, a project production, and other techniques. These tools will
allow teachers to monitor student learning and identify the skills that are most and
least difficult to pick up. Evidence should always be available to help determine how
to evaluate the learners' development. In this way, the instructor will be able to
decide on an intervention that will greatly improve the learner's comprehension of
the subject.
3. Should teacher record results of formative assessment for grading purposes? Why or why
not?
 No, formative evaluation isn't made to be evaluated. It is used to help teachers
identify the unique learning needs of children or groups, as well as choose and adapt
resources and content. Summative tests are not instructive; they are utilized for
grading.
4. Based on your observations, what formative assessment practice worked?

 I've seen that quizzes, both short and long, are commonly employed as a form of
formative assessment.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
 Peer tutoring encourages greater levels of participation and feedback from students,
which improves academic success. Additionally, it increases retention by giving

students more opportunities to use specific skills. The student tutor gains their own
grasp of the subject by teaching another student about it.
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?
 Yes, a majority of educators and experts concur that effective teaching requires
formative evaluation. Contrary to most summative assessments, which are purposely
kept outside from education, formative evaluations are integrated into the teaching and
learning process. Formative assessments and summative assessments are sometimes
used in contrast. Summative assessments are used to evaluate student learning progress
and accomplishment at the conclusion of a specific instructional period, typically at the
conclusion of a project, unit, course, semester, program, or school year. Formative
assessments are used to quantify learning, as opposed to summative evaluations, which
do so.
REFLECT
 Formative assessment is tasting the soup while cooking.
- Formative evaluation is a sort of assessment used to monitor students'

development throughout the course of a course. The use of assessments in the
teaching and learning process is essential. Similar to how you would taste your
soup as you prepare it by adding ingredients to get the flavor you want,
formative evaluation in the classroom enables you to get your students ready to
meet their learning objectives and succeed all the way through. Formative
evaluation enables you to alter the aspects and procedures required for success.
You are aware of what is occurring and the state or level of learning of the
students. Instead of at the end, learning is evaluated during the process, usually
more than once. To ensure that they fully understand what is expected of them,
teachers provide feedback on students' work as well as suggestions for
improvement.
 Reflect on this and write your reflections. Should you record results of formative
assessment? Why or why not?
- Formative assessment is used to monitor students' learning progress. "In

assessment for learning, teachers use assessment as an investigable tool to learn
as much as they can about what their students know and can do, and what
confusion, preconceptions, or gaps they might have. The vast array of
information that teachers gather about students' learning processes provides the
basis for determining what they need to do next to move students' learning
forward. It also provides the basis for providing students with descriptive
feedback and deciding what to teach next.
1. My Accomplished Observation Sheet

 In a typical classroom setting, formative evaluation occurs both before and during
instruction. Sometimes, teachers will provide diagnostic tests or pre-tests before the
actual lesson begins. Additionally, actions related to the subject and the discussion's
goals are taken, such as calling a person to get clarification or an answer to a question,
among other things.
When a student is having trouble understanding a subject, the teacher will

ask the other students to help by asking someone to explain the concept and clarify
it. The teacher will occasionally record the students who are speaking in the
conversation.
2. My Analysis
Teachers can use formative evaluation to check on their students'
understanding of the lesson.
Methods the teacher employed when students didn't fully understand
the subject.
 Peer tutoring (Tutors were chosen by teachers to work with one
or more students.)
 Each-one-teacher-one (Students matched with one another)
(Students paired with one another)
 Teacher did re-teaching.
3. My Reflection
Evaluation is crucial to the teaching and learning process. You can assess how
well you've learned thanks to it. Evaluation done for learning is known as
formative evaluation. Assessment of learning is typically done during the
process rather than at the end. Students are thoroughly informed of what is
expected of them and receive comments on their work as well as tips on how
to improve it. According to Assessment for Learning, teachers use
assessments as investigative tools to find out as much as they can about the
knowledge and skills of their students as well as any misconceptions,
presumptions, or knowledge gaps they might have. The wide range of data
that teachers get about students' learning processes provides the foundation

for figuring out what they should do next to advance students' learning. It
serves as the basis for deciding on student groupings, teaching strategies, and
resource allocations. It also serves as the basis for providing students with
descriptive feedback. In order to increase their students' motivation and
dedication to learning, teachers also use assessment for learning. Using
formative assessment can help students and teachers both thrive in the
learning cycle. Failures at the end can be avoided if it is implemented
correctly and effectively.
OBSERVING ASSESSMENT AS LEARNING PRACTICES

(SELF-ASSESSMENT)
Learning Essentials
 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to monitor their
own learning.
 This is manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own
learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning.
 It encourages self-assessment and reflection.
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 theYes, because when the teacher gives an
learners to monitor and reflect on their ownactivity and checks it, she will determine
learning? whether or not the students have grasped
the lesson. If not, she will query them over
the accuracy of their response. In addition,
the students will assess the accuracy of their
response.
2. What are proofs that students were When a child's response is accurate, I
engaged in self-reflection, self-monitoring occasionally inquire if it is. I will also
and self-adjustment? question them if their response is accurate if
I determine that it is incorrect.
3. Did students record and report their own Yes, because if they do, they'll come up to
learning? me and say they already know the solution.

4. Did teacher create criteria with the Before asking students to perform, create an
students for tasks to be completed or skill artwork, or write something, teachers always
to learned? provide the requirements so that they can
reflect on what they should do to achieve
them.
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support
student learning. Do you agree? Why or why not?
 I firmly agree, yes. Assessment is necessary to assist student learning and should
occur at the same time as instruction. Assessment should be in line with goals,
objectives, curriculum, and outcomes in order to enhance learning.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
- The main objective of both assessment for learning and assessment as
learning is to monitor and reflect on students' learning progress. Assessment
for learning is a continuous process that assesses and monitors student
development with the goal of informing instruction and assisting students in
managing their own learning. It instructs both teachers and students on the
sensible next step to take. Formative assessments are intended to be used as
learning tools. Learning assessment is a continuous process that helps
students become successful, independent, self-directed, metacognitive
learners by encouraging them to reflect on their own learning, recognize their
own weaknesses and strengths, change their learning strategies, fix past
errors, and plan their best course of action. Formative assessments, like self-
and peer-assessments, serve the purpose of assessment as learning.
REFLECT
The primary purpose of assessment is not to measure but to further learning.

Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
- Assessments are performed to improve learning as well as to decide grades.
My personal experience with evaluations at school has allowed me to reflect
on and measure my own learning development. I am able to reflect on my
own learning by looking at and having the criteria and rubrics on hand
whenever I am completing a performance assignment. We must also maintain
a learning record in a particular subject and, at the end of the term, compile it
into a portfolio. The aforementioned elements have an impact on my learning
since they aid in my comprehension of what I have really learnt and my
current learning status. It supported my self-evaluation of my growth. It
helps me make changes and advancements so that I can achieve in my
academic activities completely.
1. My Accomplished Observation Sheet
- In addition to formative assessments given by the teacher, assessment as
learning is frequently carried out in courses. When pupils are given
performance tasks, clear criteria are also provided. Teachers provide their
students the chance to assess and consider what they have learned.
- The teacher always permits the pupils to have a clear set of learning
objectives whenever a new lesson is introduced.
2. My Analysis
- Formative assessment is used to precisely identify whether students are
progressing. Additionally, it allows the teacher to plan how to reteach and
assist the students in understanding a lesson that they are struggling with. It
can be done through other artistic efforts, peer-led remedial instruction, the
educator teaching themselves, or other means.
3. My Reflection
Through evaluation as learning, students can learn about themselves as

learners and become mindful of how they learn, developing metacognition
(awareness of one's own mental processes). When reflecting on their work
and deciding their next course of study (sometimes with the teacher's help,

especially early on), students frequently analyze their own and other other's
work. The ability to control one's own learning and keep track of impending
talks is improved for students who use evaluation as learning. Teachers can
support students in developing their own learning through assessment as
learning by modeling and teaching self-assessment skills, helping them set
and track their own goals, providing examples of excellent work that reflects
curriculum outcomes, and working with them to develop clear standards of
good practice. Effective feedback encourages self-reflection and the rewriting
of notions by putting theories to the test, providing fresh information and
alternative interpretations, and providing additional details. Feedback in
evaluation as learning, on the other hand, encourages students to concentrate
on the job at hand rather than on getting the response right. Feedback gives
students suggestions for revising, reevaluating, and articulating their
understanding, which will lead to additional feedback and further learning. If
all feedback does is provide directions for what students need to do, that is,
the feedback doesn't refer to students' own roles in moving forward to the
next learning, they will perpetually ask questions like "Is this right?," "Is this
what you want?"
Students are better prepared to take responsibility for their education, reflect,
and devise solutions for success.
FIELD STUDY 1

Subject Area:Field Study 1 Date: January 5, 2023
Learning Episode 13
Assessment OF Learning (Summative Assessment)
Intended Learning Outcomes
At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative assessment strategies consistent with
curriculum requirements by being able to:
 A determine the alignment of assessment tools and tasks with intended learning
outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student
learning;
 distinguish among the 3 types of learners' portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom's Taxonomy as revised by
Anderson and Krathwohl and Kendall's and Marzano's taxonomy;
 explain the function of a Table of Specifications;
 distinguish among types of learners' portfolios and their functions;
 A compute students' grade based on DepEd's grading policy;
 state the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
Aligning Assessment Task with the Learning Outcome
School: Old San Jose Elementary School Grade/Year Level: BEED - 4B

Learning Essentials
 In accordance with Outcome-Based Teaching-Learning, the learning outcome

determines assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning outcome.
OBSERVE
 Observe at least 3 classes - 1 Physical or Biological Science or Math, English, Filipino;

1 Social Science or Literature/Panitikan, EsP and 1 P.E/Computer/EPP/ TLE.
Subjects Learning Assessment Is the If aligned,

outcome/s task (how did assessment improve on
teacher assess tool/task it
the learning aligned to
outcome/s? the learning
Specify) outcome/s
P.E/EPP/TLE To dance Written quiz- No Performance

tango enumerate the test-let
steps of tango students
in o.xeyeh rder dance tango
Social Science. Each The economic Yes Nothing has

Literature /Panitikan. economic systems are to be
EsP system's set up on the modified
differences tables by the because the
can be teacher. The evaluation
explained. students will objective is
assess each clearly
according to specified
its and the
characteristics, economic
benefits, and system is
disadvantages. already
available.
The pupils
must just fill
out the
necessary
details for
the table.

Physical/Biological
Science/Math/English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
 Yes, each assessment task my resource teacher gave me was in line with the goal and
the expected 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?
 Yes, it will, considering how interconnected they are. A teacher cannot evaluate and
complete the learning goal and objective of his or her lesson plan if the assessment
assignments are not aligned. Since the assessment result reflects performance, a
teacher will not have a strong and effective teaching-learning process if assessment
tasks are not in line with learning outcomes.
3. Why should assessment tasks be aligned to the learning outcomes?
 Assessment tasks must be linked to the learning objectives in order to properly

assess students' performance on a particular course or topic.
REFLECT
 Reflect on past assessments you have been through. Were they all aligned with what
your teacher taught with learning outcomes?
- There are rare occasions when assessments do not align with what the teacher taught
or the learning objectives. Assignments for evaluation are typically in line with learning

objectives, though. I think circumstances like that happen because certain lessons are so
broad that it's hard for the teacher to connect them to the learning objectives.
 How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
- Assessments that don't reflect what the teacher taught have a big impact on a person's
performance. It leaves me as a learner perplexed as to how to react or complete the
targeted learning objective. As a result, this observation enables me to decide what I
should do in my class as a future teacher. I've discovered that each assessment activity
must be in line with the learning objectives. Before using any instructional materials,
check the learning objectives and outcomes to ensure quality learning.
Observing the Use of Traditional Assessment Tools
Learning Essentials
 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional or paper-and-pencil tests can be classified either as selected-response
tests or constructed-response/supply type of tests.
 Common examples of selected -response type of tests are alternate response test
(True-False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay:
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher's permission, secure a copy of the assessment tool.
Direction: Put a check (✓) on the test which teacher used. From your teacher’s test items,
give an example.
Type of traditional Put a Learning Sample Test Common (Is the

assessment Tool/ check Outcome Item of assessment tool
Paper and Pencil Test (✓) Assessed Resource constructed in
here Teacher accordance with
established
guidelines?)
Explain your
answer.
Selected Response Type
1. Alternate Response ✓ Understanding Magkapareha The assessment
ang is
kakapusan at constructed
kakulangan. according to the
o Sang- ayon established
o Di sang-ayon guidelines
because
the students
just
need to pick
whether
it is sang-ayon
or
hindi sang-
ayon.
2. Matching Type Not Not Observed Not Observed Not Observed

Observed
3. Multiple Choice ✓ Remembering Anong Yes, it has been

suliraning established in
pang- accordance with
ekonomiya the
ang tinatawag aforementioned
na principles since
pansamantala o the students will
panandalian simply recall
lamang ang di- what they have
kasapatan ng talked about
mga and select the
produkto at correct response.
paglilingkod?
a. alokasyon
b. kakapusan
c. kagustuhan
d. kakulangan
4. Others

Type of traditional Put a Learning Sample Test Common (Is
assessment Tool/ check Outcome Item of the assessment
Paper and Pencil Test (✓) Assessed Resource tool
here Teacher constructed in
accordance
with
established
guidelines?)
Explain your
answer.
Constructed-Response Type
1. Completion Not Not Observed Not Observed Not Observed
Observed
2. Short Answer type ✓ Analyzing Ang Pilipinas ay Yes, it was

sumailalim sa designed in
Quarantine conformity with
noong the rules since it
Marso, 2020 is an open-
dahil ended question
sa COVID – 19, that requires
dahilan ito students to
upang examine the
ang mga tao ay situation and
magkaroon ng provide the
panic buying sa appropriate
bansa. Ilan sa response.
mga
laman ng balita
kaugnay ng
“panic
buying” ay ang
“hoarding”,
kung
saan iniipit o
binibili sa mas
murang halaga
ng
ilang negosyante
ang mga

nagkakaubusang
produkto lalo na
yung mga
COVID-19
essentials at
saka
lamang ilalabas
sa
merkado ang
mga
nasabing
proyekto
ng may dobleng
presyo. Kahit pa
mataas ang
presyo
ng mga product,
binibili pa din
ito
sa merkado sa
takot na
mahawa
ng
nakamamatay
na sakit.
3. Problem solving ✓ Applying / Paano Yes, it is built in

Evaluating maibabahagi ng accordance with
pamahalaan ang the rules
mga limitadong because the
pinagkukunang students must
yaman para use and assess
sumapat sa what they have
kailangan ng learned to
mamamayan ng address the
bansa. problem at
hand.
4. Essay-restricted ✓ Creating/ Paano Yes, the
Evaluating nakakaapekto students will
ang have the
matalinong opportunity to
pagkonsomo sa use their
iyong pang knowledge and
araw- express their
arawna ideas about the

pamumuhay? situation, so it is
Panindigan. built in
accordance with
the rules.
5. Essay-non-restricted ✓ Remembering Ibigay ang iba’t- Yes, the pupils
ibang uri ng will only need
pagkonsomo. to recall the "uri
ng
pagkonsomo"
that they
discussed, so
yes, it is built in
compliance
with the rules.
6. Others ✓ Remembering / Tumutukoy sa Yes, it is built in
Understanding mga accordance with
mamimili na the rules since
bumibili ng the students
produkto na must first
ginagamit ng comprehend the
kapatid, issue before
kaibigan o they can recall
maging the connected
kapitbahay. topics they have
discussed.
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
 Since multiple-choice exams are more reliable at assessing student knowledge

than the more common essay-based tests, they are a common method of
evaluation employed by teachers. Additionally, it saves time that pupils can
respond to it fast.
2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? Least skilled?
 According to the above table, my resource instructor most expertly created

the problem-solving and essay limits examinations since the statements were
well-written, germane, and succinct and evaluated students' comprehension
and analytical skills. And because I didn't see that she employed this specific
assessment method, the completion is the least skillful.
3. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
 Yes, despite the fact that it is a written assessment, the paper and pencil test
utilizes cutting-edge learning experiences to gauge students' skills and
knowledge in a practical setting.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
 I'm still learning how to construct conventional assessment tools, so I'm not
too proficient in that area just yet. However, it's difficult for me to think of
tests that need you to answer problems. It is important to construct since you
need a really effective issue design for the pupils to understand and produce
the necessary response.
Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics

Section 2
Learning Essentials
 There are learning outcomes that cannot be assessed by traditional assessment
tools.
 Authentic/non-traditional /alternative assessment tools measure learning
outcomes like performance and product.

 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student's work that includes descriptions
of levels of performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics - analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student work
as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use -analytic or holistic?
Authentic Learning Sample of How a product/ Comment/s

assessment/non- Outcome product/performan performance was (is the
traditional/alternati Assessed ce Assessed assessed scoring
ve rubric
One example of a Describe how the constructed
product product/performan according
assessment. (put a ce was assessed. to
photo of the Which was used standards?
product/documente analytic rubric or
d performance in holistic rubric?
My Teaching INCLUDE THE
Artifacts. RUBRIC IN MY
INCLUDE THE TEACHING
RUBRIC IN MY ARTIFACTS
TEACHING
ARTIFACTS.)
1. Product Napahalagaha The product was The
n ang evaluated using a children
sistemang single criterion will have no
pang rubric and holistic trouble
ekonomiya sa rubrics, which were meeting the
matalino at employed by the standards-
maunlad na teacher. based
pang-araw- rubrics that
araw na were
buhay. created.
2. Performance Napapatunaya The teacher used The rubrics
n na ang rubrics to grade and were
pagtuklas at evaluate the pupils' created in
pagpapaunlad performance, much an
ng mga like when organized
angking evaluating the and
talento at product. systematic
kakayahan ay Additionally, she manner,
mahalaga employed single and the
sapagkat ang criterion holistic students
mga ito ay rubrics. complied
mga kaloob na with the
kung requirement
pauunlarin ay s for how
makakahubog the teacher
ng sarili tungo would score
sa their
pagkakaroon performanc
ng tiwala sa e.
sarili,
paglampas sa
mga kahinaan,
pagtupad ng
mga
tungkulin, at
paglilingkod

sa pamayanan.
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
 I saw that the analytical rubrics, which have a score range of 1–5 and
descriptions for each item, were frequently used in addition to the production
and performance rubrics mentioned above. Kids can comprehend it more
easily, and there is assistance on how to create her outputs or performance.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
 Holistic grading rubrics with only one criterion were developed by and
mostly used by my resource teacher. But while describing the activity, she
also goes over each of the rubrics separately.
3. Will it make a difference in assessment of student work if teacher would rate the product
or performance without scoring rubrics? Explain.
 Yes, there are variations since rubrics serve as a guide for teachers to score
and grade students' output and performances as well as a guide for students
on how to make and create their products and performances. Without
rubrics, pupils would be confused by the teacher's assessment of their work.
4. If you were to improve on one scoring rubric used, which one and how?
 If I could improve one scoring formula, it would be the holistic ones. I'll give
descriptions for each criterion. I'll give a detailed description of the content
for each category, such as content, inventiveness, and the like.
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.
 Yes, even if the assessment is in the form of a written task or essay, it is still
regarded as authentic since it allows the students to put their prior
knowledge into practice. If the students truly get the lesson and use what
they have learned to accomplish the exercise or essay, it can still be used to
assess the students' abilities.
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?
 Yes, since they provide instructions on how to perform a task or activity or

what the content of their work should be, rubrics help students become self-

directed and autonomous learners. Without a predetermined rubric, the
students might create a work or activity that is improper for the standard you
want, or they might become lost.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
 Yes, producing better results is advantageous because it provides guidelines

for how to do your assignment and what its content should be. You'll get
ready and organized for the knowledge and materials needed for your task or
activity.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student
 In my experience as a student, it is not brand-new since, even though we are

unable to perceive it as a true evaluation, it is still characterized as a work
that students can complete using their newly learned skills and knowledge.
The work and activity that were assigned to us allowed us to put what we
had learned from the lecture into practice, therefore it fulfilled the criterion
even though I had no concept what authentic assessment was or meant.
 Accomplished Observation Sheet

 Observations
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers - one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary.
Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: Layug, Nicole M. Teacher’s Signature:

Section 2

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

4. Put a check in the right column.
What a Portfolio Includes
Elements of a Portfolio Present Missing?
1.Clear objectives – ✓
The objectives of the
lesson/unit/course are clear
which serve as bases for
selection
2. Explicit guidelines for ✓

selection - What, when,
where, how are
products/documented
performances selected?
3. Comprehensible criteria- ✓
the criteria against which the
portfolio is graded must be
understood by the learners
4. Selective significant ✓
pieces - The portfolio
includes only the selected
significant materials.
5. Student’s reflection - ✓
There is evidence that
students reflected on their
learning.
✓
6. Evidence of student
participation in selection of
content of portfolio –
There is proof that students
took part in the selection of
the content of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to
show that what the student was supposed to learn was learned?

 The selection of pieces of evidence to demonstrate that what the students
were expected to learn was learned should be based on whether the activities
or works that fit for the objectives meet on those activities or works that are
included in the portfolio.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
 I think this belongs in the development or growth portfolio based on the

qualities mentioned above because there are tidbits of data showing that
students reflect on the knowledge they have learned from the session.
Elements of a Development/Growth 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 portfolio?
 The teacher will use the portfolio at the designated times and places because
each type has distinct important characteristics. The instructor first looks for
signs that their students are changing and growing throughout the
development/growth stage. Students have a second chance to show off their
knowledge of a subject in the showcase or exhibition portfolio. It's a normal
chore for a performance or product. The second is the assessment evaluation
portfolio, wherein the instructor reviews or assesses the students' prior
learning before giving them the same task so they may observe any changes
in their assignments or learning. It is also used to assess whether their
objectives have been met.

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?
 The portfolio assessment makes the learning evaluation process easier

because you can tell whether or not your students are improving and
growing by looking at different sorts of portfolios. Yes, the effort put forth in
portfolio assessment is commensurate with the improvement of learning and
development of learners' metacognitive process that result from the use of
portfolios. This is because there are a number of activities that can gauge a
student's progress and development, particularly their metacognitive process
that occurred during the creation and completion of the portfolio. The
relationships in the portfolio call for the students to consider their own
learning.
 Sample/s of Improved Written Tests, both selected-response type and supply

type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students' reflection on his/her portfolio.
Determining The Level of Teacher’s Questions
Subject Area: Field Study 1 Date:_____________
Learning Essentials

Table: 1.4 Examples of Cognitive Activities
Cognitive Processes Examples

Remembering- produce the right information from memory
Recognizing
Recalling  Name three 19th-century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding – make meaning from educational materials or experiences.
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru's tryst with destiny speech.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by
Charles Dickens are similar and different.
Explaining  Draw a diagram explaining how air pressure affects the
weather.
 Provide details that justify why the French Revolution
happened when and. how it did.
 Describe how interest rates affect the economy.
 Applying- use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 Have a student open house discussion
Implementing  Design an experiment to see how plants grow in different
kinds of soil.
 Proofread a piece of writing.
 Create a budget.
 Analyzing- break a concept down into its parts and describe how the parts relate to
the whole
Differentiating  List the important information in a mathematical word
problem and cross out the unimportant information.
 Draw a diagram showing the major and minor characters in
a novel.
Organizing  Place the books in the classroom library into categories.

·Make a chart of often-used figurative devices and explain
their effect. ·Make a diagram showing the ways plants and
animals in your neighborhood interact with each other.
Attributing 
Read letters to the editor to determine the authors' points of
view about a local issue.
 Determine a character's motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize
about their perspectives on issues.
Evaluating- make judgments based on criteria and syllabus guidelines.
Checking  Participate in a writing group, giving peers feedback on
organization and logic of arguments
 Listen to a political speech and make a list of any
contradictions within the speech.
 Review a project plan to see if all the necessary steps are
included
Critiquing  Judge how well a project meets the criteria of a rubric.
 Choose the best method for solving a complex mathematical
problem.
 Judge the validity of arguments for and against astrology.
Creating-put pieces together to form something new or recognize components of a new

structure.
Generating  Given a list of criteria, list some options for improving race
relations in the school
 Generate several scientific hypotheses to explain why plants
need sunshine
 Propose a set of alternatives for reducing dependence on
fossil fuels that address both economic and environmental
concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain's views on religion.
 Design a scientific study to test the effect of different kinds
of music on hens' egg production.
Producing  Build a habitat for pigeons.
 Write a journal from the point of view of mountaineer.
 Put on a play based on a chapter from a novel you're
reading.
(Source:Anderson,L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and
assessing, New York: longmans)

Figure 10. The New Taxonomy in Detail
Source: http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/
x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf

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 Rank Cognitive Rank Tally Of Totals

Processes Processes(And Assessment
(Bloom As Kendell And Task/Questions
Revised By Marzano)
Anderson And
Krathwohl)
Self-system
6
Thinking
Metacognition 5
6-
Creating
Highest
Evaluating 5 ||||| 5
Analyzing/An 4 Analysis 3 |||||-||||| 10
Knowledge
Applying 3 4 ||||| 5
Utilization
Understanding/ 2 Comprehension 2 |||||-|||||
Remembering 1-lowest Retrieval 1 ||||-Example 4

Table 2. Examples of Assessment Questions/Assessment Tasks
Tally And Total Rank Tally And Total Rank Example Of Rank
Score Of Cognitive Score Of Cognitive Assessment Based
Processes (Bloom Processes(And Tasks/Questions On Use
As Revised By Kendell And Given By
Anderson And Marzano) Resource Teacher
Krathwohl)
e.g. teacher asked

Self-system 6- students: why is
thinking Highest the lesson
important to you?
Metacognition 5
Example:
Creating = | 6-
Not Observed
Highest
Dahil sa suliranin 5
sa kakulangan ng
ekonomiya, tama
ban a ang
pamahalaan ay
Evaluating=|
umaangkat ng
5
mga pangunahing
produkto sa ibang
bansa upang
mapunan ang
pangangailangan
ng tao sa lipunan.
Analyzing/An=||
Batas ng
4 Analysis 3 3
pagkonsumo
Pano
nakakaapekto ang 4
Applying=||| matalinong
Knowledge
3 4 pagkonsumo sa
Utilization
iyong pang-araw-
araw na
pamumuhay.
Understanding =|| 2 Comprehension 2 Tumutukoy sa
mga mamimili na 2
bumibili ng
produkto na
ginagamit ng
kapatid, kaibigan
o maging
kapitbahay.
Anong suliraning
pang-ekonomiya 1
na tinatawag na
pansamantala o
panandalian
lamang ang di
Remembering=|||| 1- 1-
kasapatan ng mga
lowest Retrieval Lowest
produkto at
| |
pagilingkod?
A. Alokasyon
B. Kakapusan
C. Kagustuhan
D. Kakulangan
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
 The cognitive skills with the highest number of assessment questions were recalling,
understanding, and analyzing because in these cognitive skills the teacher will
decide whether there is something that the students have recalled and understood
and that is appropriate for the time allotted to answer the assessment questions. Due
to the lengthier time required to answer questions and produce something to assess
the students, the creating component has a lower value.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher's level of questions?
 According to the resource teacher's assessment of the minimum and maximum

number of questions, the questions are easy or low-level, which demonstrates that
students will only recall what they have already learned and discussed.
3. Based on Kendall's and Marzano's taxonomy,which are the highest cognitive skills? Give
an example of an assessment question for each of the two highest cognitive skills-
metacognitive skills and self-system thinking.
 According to Kendall and Marzano's taxonomy, the highest cognitive talents are self-
system thinking and metacognition, and they are what teachers should focus on
when they ask students questions about their knowledge and understanding from
lessons. Students will also talk about the importance of education.
REFLECT
If you were to rate yourself on HOTS-where will you be from a scale of 1 to 5 (5 as highest)
where will you be?
 If I were to rate myself according to HOTS. I'll award myself three points. Only in the
middle since I'm still trying to get to 5, and I lack the necessary skills or training to
use HOTS.
As a future teacher, reflect on how will you contribute to the development of learners'
HOTS?
 "In my future capacity as a teacher, I will help students' HOTS expand by raising
questions or giving examples that are taken from real-world circumstances, allowing
students to connect the topics to their own experiences," says the future teacher. They
will become more capable of critical thought and decision-making in light of their
surroundings.
Learning Episode13 Activity 13.6

ANALYZING A TABLR OF SPECIFICATIONS

Section 2
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 levels Total

Learning Outcomes Class
Hours Rem Un Ap An Ev Cr
1. Nasusuri ang sistema ng 2 | | || | 5
edukasyon sa bansa.
2. Nasusuri ang mga programa 2 | | || | 5
ng pamahalaan na nagsusulong
ng pagkakapantay-pantay sa
edukasyon.
3. Nasusuri ang kalidad ng 2 | | || | 5
edukasyon sa bansa.
4. Natatalakay ang mga 2 ||| | | 5
suliraning kinakaharap ng
sector ng edukasyon sa bansa.
5. Nakapagmumungkahi ng 1 | || 3
mga pamaraan na
makakatulong sa pagpapataas
ng kalidad ng edukasyon sa
pamayanan at bansa.
Total 9 3 6 1 7 4 2 23

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
 All sections of the TOS are essential for assuring the legitimacy of test content
because they will be used as a guide when creating tests or questions.
2. Why is there a need for number of items per cognitive level?
 There are a number of components for each cognitive level that help determine the
extent to which each cognitive talent will be tested. It also reveals which number best
achieves those objectives.
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why
or why not?
 Yes, it is correct to list the learning outcome in the first column rather than the topic
to show what our goal is at the lesson's end. It is to ascertain whether our course of
action or assessment will be suitable for the outcome that we have.
4. Can a teacher have a test with content validity even without making a TOS? 5. Complete
the given TOS.
 The TOS serves as a guide for developing the exam and assuring the validity of its
material, hence the answer is no. As a result, we must first create our TOS before
coming up with the test question. The questions' arrangement and content may not
be appropriate to the subject matter we studied if there isn't a TOS beforehand.
REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflections
here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro,wala!(Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.!Nakakaiinis! (You are right! How annoying!")
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
 I've also experienced the situation where there are some exam questions that we
don't know the answers to or are unfamiliar with because the teacher hasn't covered
them. We simply gave answers based on our past knowledge without verifying their
accuracy in order to pass the exam. In that case, it's possible that no TOS was created
prior to the test's construction. TOS is essential for test design since it offers content
validity and organizes the exam questions. All of the learning objectives from that
session are included in the TOS, allowing us to choose the types of exam questions to
be asked.

COMPUTING STUDENT’S GRADES BASED ON DepEd GRADING SYSTEM

Section 2
Learning Essentials
 With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of the
Department of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes students' performance in
written tests and performance tasks, with emphasis on the latter. The quarterly exam
may be a combination of written test and performance task.
OBSERVE
A. Sample Students' Report Card
1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with
a group student regarding the new grading system.
B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you
required doing with this new grading system which you were not asked
before?
 According to my resource instructor, the new grading system went from a ratio of
60:40—where 60% of the mark was based on written outputs such quizzes and
activities—to 40%:60—where 60% was based on performance tasks.
2. Which do you prefer-the old or the new grading system? Why?
 The new grading system, which gives performance assignments the highest rating,
was chosen by my resource teacher because not all students are great writers and test
takers. When grades are calculated using this scale, students' grades are balanced in
a way that allows them to make up for bad written work even if they perform well
on performance assignments.
C. Interview of 5 Students
1. What do you like in the new grading system?
 The five students I spoke with favored the new approach since the performance task
allowed them to make up for their lower marks because they were all weak writers
who also struggled on tests and quizzes. Their grades as a result are balanced or get
better.
2. Do you have problems with the new grading system? If there is, what?
 They had no problems with the new grading scheme because our class is entirely
online and all tasks must be turned in electronically; rather, their concern was how
they would finish it in time. But because of the poor internet connection, they
periodically had technical problems and failed to pass the test on time.
3. Does the new grading system give you a better picture of your performance? Why or Why
not?
 In light of the fact that people now place a higher value on your skills, abilities, and
talents than on your knowledge and IQ, their answer is "yes." Despite your academic
shortcomings, you still possess the qualities and skills necessary to succeed in
performance-based work.

4. Which do you prefer - the old or the new grading system? Why?
 They assert that they support the current grading scheme, which places less
emphasis on knowledge and intelligence. Even though they don't perform well in
school, they can nevertheless excel in the classroom and get good scores because of
their abilities.
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?
 The elements of the summative assessment serve as the foundation for grades, as
stated in DO 8, s. 2015. Three categories of summative evaluations are used: written
work (WW), performance task (PT), and quarterly evaluation (QA).
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to
12.Give an example?
 Get the total score for each component.

 Divide the total raw score by the highest possible score then multiply the quotient by
100%.
 Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the
weight of the component.
 Add the Weighted Score of each Component.
 The result will be the Initial Grade.
 Transmute the Initial Grade using the Transmute Table.
3. How do you compute grades at the end of the school year?
 For Kindergarten
In kindergarten, there are no letter grades. Checklists and student portfolios are used
to describe the learner's progress across the different learning domains. At the
conclusion of each quarter, they are presented to the parents for debate. We'll employ
additional program rules for kindergarten.
 For Grade 1-10
 The Final Grades are determined by averaging the quarterly Grades (QG).
 The General Average is calculated by dividing the total number of learning areas by
the sum of all final grades. Every area of study is equally important.

 Whole numbers are used to report the overall grade as well as the final grades for
each subject area.
 For Grade 11 and 12
 The two quarters determine the Final Grade in a semester.
4. What descriptors and grading scale are used in reporting progress of learners?
 The overview of students' progress is presented to parents and guardians every three
months during a parent-teacher conference, which also includes discussion of the
report card. If a student's overall performance on Written Work and Performance
Tasks often falls short of expectations, parents or guardians must be informed no
later than the fifth week of the quarter. They will be able to help and guide their child
as they grow and prepare for the quarterly evaluation thanks to this. The instructor
must intervene by offering remediation and additional training if a student earns
grades of less than 75 in any subject over the course of a quarter.
5. What are the bases for learners' promotion and retention at the end of the school year?
 A Final Grade of 75 or higher in all learning areas allows the students to be promoted
to the next grade level.
6. What is the report on learners’ observed values?
 The learner’s observed values or based on DepEd Mission, Vision and Core Values.
 School may craft additional indicators for the behavior statements.
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
unused.
Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
 Yes, a new grading system is being developed because performance and talents are
being rated on a larger scale in addition to information.
2. What are the good points of the new grading system according to teachers? According to
students?
 The higher scale on the grading system for performance tasks was frequently
mentioned as a positive.
3. What are teachers challenged to do by this new grading system?
 Even though this is a virtual class, the new grading scheme is difficult to use.
Another crucial element is the students' involvement in the activities, since they took
into account the virtual class members who did not cooperate. As a result of allowing
the students to turn in their assignments late, the calculation of the students' grades
was delayed.
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
 Yes, I agree with the allocation since in today's world, abilities are so important. We
need to develop their skills rather than increase their knowledge.
5. Did you like the experience of computing grades? Why or why not?
 We haven't calculated grades before because we haven't yet mastered the skill.
Simply monitoring what our resource teacher is doing, we are.
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies

- knowledge, skills and values learned (outcomes-based education) - do grades really
matter?
 In spite of our emphasis on self-directed learning and competency-based learning,

grades still matter since we can monitor the development of our students through
grades. Even though it's just a number, we can still assess a person's genuine talents
and abilities and keep track of which areas or elements still need work.

REPORTING STUDENTS’ PERFORMANCE
Learning Essentials
 Grades fulfill their function if reported meaningfully to students and most of all
to parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have
high IQ but not necessarily achieving or performing because of lack of motivation
or other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
 The distribution of the cards went smoothly because the parents of the students had
a relationship with their children's teachers. Some parents were unable to attend, but
they were still able to inquire about what was being covered during the distribution
of the cards via social media or instant messaging. The pupils' issues, which may
have contributed to their poor grades, were also discussed. In addition, the teacher
displayed the results of their tests, which revealed the number of points they
received on the tests and quizzes they took.
2. Describe how the Resource Teachers communicated learners' assessment results and
grades to parents.
 My resource teacher first went over the grading system with the parents to make
sure they understood the grades of their children. She also gave guidelines on how to
compute the children's grades.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
 She thoroughly and plainly explained to the parents how to calculate the students'
grades in her capacity as my resource teacher, so there are no problems or questions.
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?

 If there are questions, she responds to them politely and to the best of her ability. She
goes through each stage in detail and is quite transparent about how she determines
the grades for the students.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do
you give feedback?
 Studies have shown that mainly negative feedback might demotivate students' effort
and performance. Giving pupils encouraging feedback that is constructive is
typically not difficult. Every time I provide feedback to students, I am very explicit
about what they are doing well and poorly. However, the focus of the feedback
should mostly be on what the pupils are doing well. When students are given an
explanation and examples of what is right and wrong with their work, it is most
advantageous to their learning.
2. How do you report students' performance to parents? Does the school have a regular
way of reporting grades to parents?
 Quarterly report cards for students are made available. Parents' questions about
computation and grades are also taken into account. If a youngster doesn't submit by
the deadline, it is also required to inform the parents.
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
 I haven't yet run into this issue with parents in respect to reporting grades.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
 According to the students I spoke with, she recognized the importance of her grades
because she had access to and could always check her school report card. They are
the only ones who can view and see it because it is visible on their portal.
2. Does knowing your grade motivate you to work harder?
 They are really motivated, especially when they see their amazing and high grades,
so yes, they are. They are motivated to put forth their best effort in class and strive to
improve on their previous performance.

Interview with Parents
1. Does your child's Report Card give you a clear picture of how your child is
performing?
 They assert that the response is "yes," as it will have an impact on how well their
children succeed in the class they attended.
2. If you were asked what else should be found in the Report Card, which one? Why?
 Perhaps the teacher's comments or criticism will help the students and them as
mothers to decide what needs to be changed and what needs greater attention.
3. Do you find the Card Distribution Day important? Why or why not?
 The Card Distribution Day will show them whether or not their children are
genuinely learning, which is why it is so important for them as parents. They will
decide whether to focus on training them or watching over them based on the
outcome of their children's effort.
4. Any suggestion on how to make Card Distribution more meaningful?
 Only what they have learned from the teacher, not any guidance from the parents.
Considering how clearly it can be seen that they understand the concepts being
taught to them.
ANALYZE
1. What were the most common issues raised on students' performance?
 Their attendance and participation in school activities.
2. Based on your observations and findings, what practices must be
a. maintained and
b. Improved to make grades and reporting meaningful?
 According to the observation, teachers must maintain the open communication with
parents. mostly because the teacher values transparency highly, especially when it
comes to the grading system. The observations also show that there are currently no
additional issues or practices that need to be rectified because the grades and
reporting are accurate and properly structured.

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it

will result to effective learning?
Being honest and considerate of the parents, in my opinion, can help prevent
misconceptions regarding grades. With the parents, the teacher must be sincere. Parents
will understand the report even though it isn't good because it is based on how well and
diligently their children worked throughout the quarter. Include all of the grades and
achievements in your report, and be sure to make it clear how the grades are calculated.
Let them compute whether there are anymore misunderstandings or hostile reactions
regarding their children's grades. Give the parents' children's information so that they
can compute their grades and learn how to get good grades.

FIELD STUDY 1

Section 2
Subject Area: Field Study 1 Date: _______________
Learning Episode 14
Knowing the Quality of the Teacher: The Teacher as A Person and As A Professional
Learning Essentials
"My Teacher, My Hero" was a banner during the World Teachers' Day celebration in
the Philippines in the years past. Are Filipino teachers, real heroes? What do you think?
Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve the
country just like any other hero. To be a teacher requires a lot of personal and professional
qualities. These qualities make an excellent Filipino teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary and are
fitted to be teachers. These are natural tendencies of a person. Here are some of the qualities
and attributes that distinctly characterize a teacher.
Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and DOES

 This teacher is honest, has integrity,
 Lives with dignity that exemplifies
self-respect and self- discipline.
self-respect, integrity and self-
Likewise, respected by students,
discipline
peers and the community.

 This teacher is physically,
 Takes care of one's physical, emotionally and mentally healthy.
emotional and mental well-being Clean and neat, dresses appropriately
and pleasant in words and in action
 This teacher behaves according to the

 lives a life inspired by spiritual personal spiritual beliefs that are not
principles and beliefs contrary to the norms, mores and
tradition of the community.
 This teacher is mentally alert, makes

correct decision, intelligent to be able
to acquire new knowledge, skills and
values needed in order to teach.
 Exhibits deep knowledge and
She/he has the ability to learn new
understanding across disciplines
things, re-learn old knowledge in
new ways, and un-learn knowledge,
skills and values that are no longer
applicable to the current times.
 This teacher sets high goals for

himself/herself, but remains humble
 Recognizes own strength with and willing to share success. She/he
humility is confident of doing task but does
not consider self to be better than
others all the time.
 This teacher is calm in the midst of

chaos, remains steadfast under
 Perseveres in challenging situation
pressure, does not easily give up and
adjusts to different situations.
 A This teacher volunteers tasks for

others, always willing to share,
 Demonstrates a natural action to extends help willingly, accepts
work together with others responsibility, tolerant of other
people, and gives up time for the
group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the
old saying goes: "Teachers are born but good teachers are both born and made."

Professional Competences of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional teacher if
you earn a degree to teach in either elementary level or high school level. You should also
earn a license to teach by passing a licensure examination for teachers. While studying in
college you are learning the ropes of becoming a professional teacher. You learn the content
courses including the major or specialization and the professional courses including the
pedagogy courses. Your professional courses include experiential learning courses that
include Field Study 1, Field Study 2 and Teaching Internship. These are important in your
preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You will
find these in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competencies What the Teacher DOES

 Abides by the code of ethics for the
 This teacher practices the rules and
profession
conduct of professional teachers.
 Enter
 This teacher masters and updates

 Masters the subject matter to be
himself/herself with subject matter
taught
content to be taught.
 This teacher keeps abreast with

educational trends, policies and
 Updates oneself on educational curricula by taking up graduate
trends, policies and curricula studies, attending seminars and
workshops
 This teacher practices different ways

 Uses teaching methods to facilitate
of teaching appropriate to the
student learning
learners and the subject matter.
 This teacher engages the cooperation

 Builds a support network with
of parents and stakeholders in
parents and community
educating the learners

 Demonstrates knowledge,  This teacher has substantial
understanding of the characteristics knowledge of the characteristics and
and needs of diverse learners needs of the learners
 This teacher plans, prepares,

 Plans, prepares and implements implements and innovates the day-
school curriculum responsibly to-day curriculum with the view in
mind that learners will learn.
 Designs, selects and utilize  This teacher designs, selects and uses
appropriate assessment strategies appropriate assessment tools for, as,
and tools and .of learning.
 This teacher arranges the classroom

 Provides safe, secure, fair physical
to provide safe, secure psychological
and psychological learning
environment that supports and
environment that supports learning
encourages learning.
 This teacher does task and works

 Serves beyond the call of duty even beyond the official time when
needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified
professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the
teachers you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.

TEACHER PERSONAL QUALITIES: A VIEW FROM MY LENSES

Section 1
Subject Area: Field Study 1 Date: __________
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.

2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will
observe and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities
that you have found out. If the personal quality is not observed by you or is not
revealed in your interview, write not observed or not manifested
Personal Qualities Observe (O) Data Results

Interview (|) I Have found out that
a. Dignifies Observe The teacher I am observing
has dignity and is well-
respected by their peers.
b. Healthy Observe The instructor is in good
physical condition.
c. Spiritual Observe The teacher has strong

Interview personal ideas about her
religion.
d. Knowledge Observe The instructor exhibits his or
her familiarity with the
teaching field.
e. Humble Observe Despite her success, the
Interview teacher is modest and has
her own aspirations for the
future.
f. Determined Observe This teacher maintains their
Interview composure under pressure
and doesn't give up quickly.
g. Cooperative Observe The teacher is willing to help
Interview out and reach out to others
in times of uncertainty.
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your
sample Teacher in Activity 1 with another teacher or you can still observe the same teacher.
In case you will not change your teacher to be observed the same teacher will be your
sample for both Activity 1 and Activity 2. Aside from direct observation, you will also do a
Survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal

qualities of the teacher you chose as your case? Why do you consider these as
outstanding
a. Knowledgeable
- Students learn things through a variety of channels, including their

professors. As a result, they ought should be able to convey their information.
The teacher should be able to convey their knowledge. Even if the teacher is
very informed about the subject but is unable to effectively convey that
information, it is meaningless. When students thoroughly understand every
topic in a subject, they love it more and perform better. Similar to this, pupils
admire instructors who make complex ideas simple to understand. Sharing
knowledge is therefore becoming increasingly important.
b. Dignified
- Respect for all people is what dignity is. Teachers must respect all pupils,
regardless of gender, sexual orientation, gender diversity, appearance, age,
religion, social standing, origin, opinions, abilities, and accomplishments. A
teacher who is honorable and deserved acts honorably and deserving,
displaying a high level of respect for oneself and others. A teacher should
always conduct themselves in a way that can serve as an example for pupils,
coworkers, and other people. As a result, a teacher must constantly conduct
themselves with morality, honor, and dignity.
c. Determined

 A dedicated instructor is dedicated to achieving their goals despite the obstacles.
Teachers with a strong sense of purpose are effective decision-makers who can assess
a circumstance and decide on the appropriate course of action. Persistent teachers
help pupils stay motivated to succeed.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Yes, Why? Describe yourself.
 I tend to be the kind of person who is always willing to provide a helping hand, thus
I would describe myself as cooperative. I'm aware that I have responsibilities to
fulfill. I think having this quality will help me be a better teacher. A teacher must be
passionate to support students' learning and development and responsible enough to
understand that even small actions can have a big influence.
REFLECT
Good teachers are role models, whether in school, at home or in the community.
From the teachers that you had from elementary to college, did the personal qualities that
they possess, help you learn better as a student?
 Yes, the characteristics I possess help me as a student learn more efficiently. I am

motivated to work more so that I may make up for the effort they put in by virtue of
their qualities, such as their readiness to assume the role of teacher and help us learn
and develop our skills.
Identify one personal characteristic of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
 The quality of my instructor as a role model that has the biggest impact on my life is
her determination. Despite the shortcomings of the current educational system, she is
open to change and does not give up easily for her children. Knowing how she
fought through and overcame the challenges she had inspires me to have the same
determination as her. It also makes me wonder why I shouldn't do the same and
repay the favors since my instructor is making such an effort to help us. It's quite
challenging to be a student during this pandemic, but our teachers aren't the only
ones that face difficulties. When teachers are courteous and enable modifications to
occur, students appreciate it.

IS THE TEACHER A PREOFESSIONAL TEACHER?

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

Competencies of the Professional Teacher: A Special Case
Dear Ma'am/Sir:
I am a future teacher and I would like to know the characteristics of a professional teacher. I will
be very glad if you could answer the survey form about your co-teacher Layug, Nicole M.
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.
Layug, Nicole M.
BEED/BSEd Student
Name of the Teacher: Mrs. Jennifer S. De Guzman

PRC License No: 0389044
Answer the following statements based on your OBSERVATION of the teacher.

Check Yes or No or Doubtful.
Does the teacher exhibit

the competence of a
Professional Competence professional teacher?
Check your answer below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers /
2. Teaches the subject matter very well with mastery /
3. Keeps self-updated with educational trends, policies and /
curricula
4. Uses varied teaching methods that facilitate learning with /
skill and ease
5. Engages the parents and other stakeholders to cooperate as /
partners in educating the children

6. Teaches with compassion based on the knowledge and /
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with /
innovation in every lesson
8. Designs or selects and utilizes appropriate assessment /
strategies and tools for lessons taught
9. Makes classroom atmosphere physically (arrangement) and /
psychologically (friendly, inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by participating in /
other extracurricular activities when needed
Jennifer S. De Guzman
Name and Signature of the Teacher Informant (Peer)
OR:
___________________________________________________________
Name and Signature of the Supervisor Informant (Head)
AND
Layug, Nicole M.
Your Name and Signature (Pre-Service Student)
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?
 The instructor had great abilities, as evidenced by the fact that she used all of her
professional skills in her work as a teacher. She was also a subject area specialist and
upheld a strict code of ethics each time she presided over a session. She can also
exhort parents and other interested parties to work with her as partners in educating
the kids, supporting their learning styles, and fostering learning.
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?
 Yes, the co-teacher and I have the same observation since we apply some
professional competencies when we observe and practice teaching. This
demonstrates the teacher's true and genuine professionalism.
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
 The results indicate that I should put my professional Filipino teaching competencies
into practice as a potential teacher. I have to act professionally and uphold the moral
standards expected of a teacher. To convey knowledge and aid students in
developing their talents, I must be totally versed about the subject or career I have
chosen. I cannot give away what I do not have, and I cannot get paid for time spent
doing nothing.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed then learners will be
 If all of the teachers now employed possess the professional traits and abilities that
the teacher or teachers noticed, the pupils who are inspired by their professors will
change into better persons. Students will be able to increase their knowledge and
develop abilities that they can use in the real world and outside of the classroom. For
their students to be motivated to work more and grow as individuals, teachers must
act as positive role models.


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
She is Jennifer S. De Guzman, currently teaching in Old San Jose Elementary School. She is an accomplished
teacher who is well-liked by his pupils, coworkers, and parents. By learning about their existing
circumstances before to the commencement of the session, he develops friendships with the parents and
students. Although she is known as a very sweet or soft-spoken teacher, she always makes sure to give
everything she has to teach each of her valuable kids in the classroom in the most efficient way possible. She
encourages diversity in her students as well as in other people's beliefs, practices, and cultures. During the
lesson discussion, she did a fantastic job of explaining the material and employed approaches that were
appropriate for the kids. She is modest and, even to me, the FS student, sees other people as teachers rather
than as superior to herself. I also saw how dedicated she was to instructing each of her pupils well and
disseminating the information. She boasts a distinctive competence, technical writing abilities, a wealth of
knowledge, and substantial experience in the field of education teaching, I must say.
FIELD STUDY 1


Section 2
Subject Area: Field Study 1 Date: __________
Learning Episode 15
Towards Teacher Quality: Developing Global Teacher of the 21st Century
Learning Essentials
FILIPINO GLOCAL TEACHER
A survey of the ASEAN countries and beyond tends to show that there are
three major FILIPINO GLOCAL TEACHER responsibilities of teachers. These are
(1) Actual Teaching.
(2)Management of Learning and
(3) Administrative Work.
While the number of actual teaching hours per day varies all over the world,
in our country, teaching in the public schools requires six hours of actual teaching,
that includes administrative work such as management of learning per day. The two
hours of the working day is allotted to administrative work such as scoring and
recording learners outputs, making reports, filling forms, preparing for the next
day's activity and performing other administrative tasks. The previous Episode on
the teacher, reminded us of the qualities and competencies mentioned earlier.
Teachers should be multi-literate, multi-cultural, multi-talented, innovative and
creative. The future Filipino teacher like you shall act locally but think globally.
"Teach local, reach global” means that the teacher brings diverse experiences
in the classroom with the various skills to live and work as citizens of a global
society. What teachers do in the local communities impacts the larger community. As
global citizens, the work begins, where the teachers are, thus a "glocal” teacher.

Towards Quality Glocal Teachers
Quality teachers are characterized by different attributes and skills needed in the 21st
century education. Partnership 21 identified (1) Global awareness, (2) Financial, economic,
business and entrepreneurial literacy, and (3) Civic and Health Literacy which require:
1. Learning and Innovative skills.

2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the following
characteristics:
1.
Understands one's own cultural identify and rootedness
2.
Knows and integrates global dimensions in the subject area
3.
Engages learners in the learning processes
4.
Uses real life local and global examples
5.
Values the inputs of culturally and linguistically diverse learners
6.
Models social responsibilities in local and global content
7.
Encourages learners to find appropriate actions to improve local and global the
conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning environment

that encourages creativity and innovation among learners.” With it, comes the management
of learning in such environment. These are required skills for a global teacher.
Majority of the current classrooms provide learning spaces that can hardly prepare
the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a facilitator of
learning. Students no longer study each subject in isolation, but they work on
interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus classroom
designs should respond to the 21s century learning. More so, quality teachers should be
changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration .with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the new
roles of teachers.
How should a new classroom be? Here are some suggestions on the six elements
of a new classroom:
1. Flexibility of furniture and space

2. Collaborative learning

3.
Facilitation of movement
4.
Foster creativity
5.
Use of technology
6.
Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage learning
under a very conducive learning environment. Teacher should use effective classroom
management strategies that will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by seeing it to

it that learners are
 organized,
 orderly,
 focused,
 attentive,
 on task, and
 are learning.
This will take much of your skill, experience and patience. The two important factors
that may affect learning management are the use of technology and the diversity of learners.

A DAY IN THE SCHOOL LIFE OF A QUALITY TEACHER

Section 2
Observation 1: This activity will require you to stay in school for one school day.
Special arrangement by your faculty should be made for this purpose.
Procedure
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life of a
Quality Teacher".
7. If permitted, you may include the teacher's picture in action to your essay.

OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher's Major Key guide for Observation (Carefully look for the indicators/behaviors
Responsibility of the teacher along the key points. Write your observations and
description in your notebook. This will be one of your artifacts.)
A. Actual This teacher

Teaching
1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management This teacher

of Learning
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners understand
the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.
Administrative This teacher

Work
1. keeps records of learners attendance everyday.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.

5. cooperates with peers and staff in the cleanliness and safety of the
school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being

practiced?
A. Actual Teaching?
 The teacher adopts a learner-centered methodology, is an

authority in the subject, and shows consideration for the welfare of
the pupils.
B. Management of Learning?
 The teacher allows the students to take part in class. Use of

instructional aids to help students understand the material and
complete their learning within the allotted time. On-time
discharge of the class.
C. Administrative Work?
 In addition to the formative and summative tests, the instructor

also keeps a daily attendance record. She cooperates with other
teachers and staff members while working on additional tasks that
have been delegated to her by her superiors.
2. Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
 If I ever decide to become a teacher, I should strive to model the

management of learning after them. Thanks to efficient learning
management, the teacher may conduct the class in a disciplined
manner. Facilitating the well-being of the pupils in the classroom
and learning environment as well as the efficient operation of the
lesson.
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
 I don't think a teacher has any major responsibilities to uphold.

Since teachers have the ability to control the learning environment,

provide a learner-centered environment, keep all records, and
present documentation. These requirements are not overly
onerous if a teacher has a valid excuse for not fulfilling them.
4. From your perspective, would you consider this teacher as quality teacher? Why?
 Yes, as she not only performs her administrative duties but also
those related to learning administration and practical teaching.
She is also a good teacher because she possesses these traits.
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good
for you to reflect on all your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
 Yes, after seeing how the teacher's techniques help the students learn. I'm inspired to
work toward becoming one in the future. Along with teaching knowledge, I would
appreciate helping my students acquire the abilities and morals required to grow into
fully formed individuals.
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
 If you want to improve yourself, you must possess the knowledge, values, and
morals of a great educator. As a teacher, I have the remarkable capacity to have a
direct impact on my students, thus it seems to reason that I must initially enjoy
instructing or educating children. I'll make sure the students fully grasp both the
theoretical underpinnings and practical applications of what I've taught.
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you
think you will be ready to address these? Give at least 2 concerns.
 Controlling student behavior and the diversity of my students will likely be among
my future concerns. In spite of these concerns, I am confident that I can handle and
copeOurwith them. I have to have a positive attitude and be focused on the duties that
Vision 202
Our Mission
A leading university inare expectedrecognized
the Philippines of me for
asitsaproactive
teacher. To develop competitive graduates and empowered community members by
4. In what aspects of the teacher's day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thank you card?
(Include this in your artifact)
 Since she impressed me with how modest, thoughtful, and determined she is, I'd
want to commend the teacher whose behavior I've seen. Despite every obstacle we
currently encounter.
THE CREATION AND MANAGEMENT OF THE NEW LEARNING ENVIRONMENT

AS A SKILL OF THE 21ST CENTURY QUALITY TEACHER

Section 2
This activity will allow you to develop your sense of creativity and imagination of designing
a classroom for the 21st century and determining how to manage learning in this classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.

2. Indicate and label all significant parts and furniture that you find inside
including these but not limited to:
a) Doors, windows
b) Teacher Table, Demonstration table
c) Cabinets, chalkboard, bulletin 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 drawing A and B. Describe the similarities and differences.
Explain why.

Features of the Present My Vision of the Future Why the Similarity?
Classroom Components classroom Why the Difference?
- Ample space for - Wide classroom - The current

class. space. classroom appears to
- Have boards and - Have long table for be a typical
white screen. demonstration and classroom, however
- Have lights and activities. my futuristic picture
electric fan, also - Have its own set of of the future
electric outlets. tablets per student classroom takes into
- Medium size of place in each account what
table for teachers. student’s seat when learners will require
they need to use it. in a classroom in the
- Have a big wide 21st century and how
screen or television. education will be
delivered in that
setting.
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.
I will first comprehend and assess the unique characteristics and backgrounds of my
students in order to effectively manage teaching and learning in a classroom of the twenty-first
century. I'll be able to plan my teachings and determine how they'll be delivered in the
classroom thanks to this. I'll prepare to work with the new type of students that technology in
education is developing. In order to satisfy the needs of my future pupils, I will start learning
more about the numerous ways that technology is being used in education today. I'll
concentrate on how, in the context of the current educational system, I might assist my
students in developing the literacy and abilities required for the twenty-first century. I must, at
the at least, possess those abilities and know-how in order to impart them to others and make
studying interesting for them.
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 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the
21st Century classroom.
FIELD STUDY 1

Section 2
Subject Area: Field Study 1 Date:__________
Learning Episode 16
On Teacher’s Philosophy of Education
Learning Essentials
We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers
of the past and of the present. The way teachers relate to learners and the way they teach are
anchored on philosophies of education.
Basic documents such as the vision and mission' statements, core values and
mandate of the Department of Education and the features of the K to 12 Curriculum as
contained in Section 3 of RA 10533 and the K to 12 Curriculum Guide are manifestations or
expressions of the philosophies of education of the country. They state the standards and the
outcomes of education towards which all curricular activities and teaching-learning should
be directed.
Learning Episode 16
Activity 16.1
ANALYZING DEPED PHILOSOPHY OF EDUCATION


Section 2
Subject Area: Field Study 1 Date: ______________
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 Kto12 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 Which philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum Framework and
Core Values, Mandate? Give Guide and Sec 5 of RA 10533?
proof. Give proof.
1.Essentialism - teach mastery Essentialism - The core Essentialism - List of tandards
of the basics; curriculum is values of maka-Diyos, maka- and competenciest hat learners
prescribed; subject matter- tao, maka-kalikasan and are expected to attain is the
centered there are universal, makabansa show that subject matter thats students are
objective values; inculcate DepEd is essentialist. DepEd expected to learn. - Essentialist
values in subject matter believes in unchanging
values that need to be
inculcated.
2. Perennialism - teach those The Deped Mission shows In order for students to
that last, the classics; there are how DepEd applied contribute good values and
universal values; inculcate perennialism; it helps to traits to the K–12 Curriculum

these universal, objective make students pleasant and Framework, students needed to
values excellent citizens of our acquire in-depth knowledge,
country in the future as they talents, values, and attitudes
bring positive values that through continuity and
they learnt in school. consistency across all levels and
Students learn in a child- courses.
friendly, gender-sensitive,
safe, and inspiring
environment.
3. Progressivism- very child- The DepEd is progressive Curriculum Development: The
centered; teach those that because it is a learner- curriculum must be learner-
interest the child; one learns by centered organization that is centered, inclusive, and
experience; learners learn by always enhancing itself to developmentally appropriate in
doing so teacher teacher's better serve its stakeholders. order to demonstrate how
teaching is experiential; values DepEd has the view that Progressivism is utilized in this
are subjective; no inculcation teaching students about statute.
of values since they are subjects they are interested in
subjective; instead. teachers doesn't always result in
help students clarify their learning by doing.
values
4.Reconstructionism - school DepEd is reconstructionism, According to the Curriculum
is agent of change; schooling is as shown by the Relevant To Learners
preparing students for the administrators and personnel (Contextualization And
social changes; teaching is who, in their capacity as Enhancement), reconstructionist
involving the students in stewards of the institution, methodology is used in the way
discussions of moral dilemmas maintain a conducive and that students address the issues.
encouraging environment for
effective learning. To help
students grasp the
repercussions of their actions,
DepEd thinks that teaching
should involve students in
discussions of moral
dilemmas.
5. Existentialism - Teachers Teachers encourage learning It demonstrates that an
teach learners to make a and provide ongoing support Existentialism argument can be
choice, to make decisions and for each learner in the DepEd used to allow students to choose
not merely to follow the admission, proving that a specialty based on aptitude,
crowd; one who does not make existentialism is at the heart interests, and academic
a choice and so simply follow of DepEd. According to proficiency. Based on the job
others do not leave meaningful DepEd, society shouldn't route they choose, students in
life restrict someone's life or Grades 11 and 12 enroll in
behaviors because doing so specific courses.
prevents them from
exercising their free choice
and maximizing their
potential.
6. Pragmatism- That which is DepEd used pragmatism As students obtain in-depth
useful, that which is practical because they believe that knowledge, abilities, values, and
and that which works is what teaching students things that attitudes through continuity and
is good; that which is efficient are practical for life allows consistency to support their
and effective is that which is them to grow into better personal growth on all levels,
good. e.g. showing a video clip people. This is demonstrated the curriculum is relevant to
on mitosis is more efficient and by the DepEd Vision, which learners and also serves as an
more effective and therefore enables them to fulfill their example of pragmatism.
more practical than teacher full potential and
coming up with a visual aid by meaningfully contribute to
drawing mistosis on a cartolina the nation's building.
or illustration board
7. Rationalism - emphasizes The DepEd Core Values of Curriculum development is an
the. development of the Maka-Diyos, Maka-tao, illustration of rationalism in
learners' reasoning powers; Makakalikasan, and action because students only
knowledge comes though Makabansa provide as learn through their reason and
reason; teacher must develop evidence that DepEd adhered not the senses. The curriculum
'the reasoning power of the to the Rationalism school of must be up to date, flexible, and
learner thought, which restricts its supported by research.
beliefs to those that are
grounded in reason and
serve as the main source of
information.
8. Utilitarianism - what is As evidence that DepEd also Curriculum creation is an
good is that which is most practices utilitarianism, instance of utilitarianism in
useful (that which. brings which favors activities that action because the curriculum
happiness) to the greatest increase happiness or must be culturally sensitive and
number of peoples; pleasure while opposing the teacher approach lacks a
those that increase misery or concept of what constitutes an
harm, we dream of Filipinos education.
who ardently love their
nation.
9. Empiricism - source of Teachers support learning Empiricism is used in
knowledge is through the and continuously nurture curriculum development, which
senses; teacher must involve each learner, displaying how calls for the use of constructivist,
the senses in teaching- learning DepEd uses empiricism, inquiry-based, reflective,
which bases teaching- collaborative, and integrative
learning of students on the pedagogical techniques.
senses of humans and shares
the conviction that
information is not innate but
rather is acquired through
experience.
10. Behaviorism - behavior is Evidence that DepEd The curriculum should be
shaped deliberately by forces implemented behaviorism, in learner-centered, inclusive, and
in the environment and that which the instructor rewards developmentally appropriate, as
the type of person and actions students for excellent shown by curriculum
desired can be the product of behavior at the end of the development. Teachers should
design; behavior is determined day, includes students praise pupils for excellent
by others, rather than by studying in a kid-friendly, behavior in order to encourage
person's own free will; teacher gender-sensitive, safe, and desirable behavior on their part.
must carefully shape desirable inspiring atmosphere.
behavior; drills are commonly
used to enhance learning
rewards reinforce learning.
11. Constructivism- Learners Teachers encourage learning It serves as evidence of

are capable of constructing and provide ongoing support constructivism and encourages
knowledge and meaning; for each student, students to consider sharing
teaching -learning therefore is exemplifying how DepEd their priceless knowledge and
constructing knowledge and uses constructivism by experiences.
meaning; teacher does not just encouraging students to
“tell” or dictate but asks actively create knowledge
learners for knowledge they rather than merely absorb it.
construct and meaning of
lesson
12. Other Philosophies
Articulating My Personal Philosophy of Teaching


Section 2
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; In what way was teacher essentialist?
curriculum is prescribed; subject matter-
centered there are universal, objective values; E.g. He/she saw to it that the students mastered
inculcate values; subject basic concepts and skills.
He/she inculcated values.
2. Perennialism - teach those that last, the It is the teacher's responsibility to ensure that
classics; there are universal values; inculcate her students are capable of reading, writing,
these universal, objective values speaking, and understanding.
3.Progressivism- very child-centered; teach Each student is given a solid foundation in
those that interest the child; one learns by reading, writing, speaking, and comprehending
experience; learners learn by doing so teacher by the teacher.
teacher's teaching is experiential; values are
subjective; no inculcation of values since they
are subjective; instead teachers help students
clarify their values
4.Reconstructionism - school is agent of The instructor encourages her students to write
change; schooling is preparing students for the essays or action plans that are based on real-
social changes; teaching is involving the world issues, and she makes sure that all
students in discussions of moral dilemmas children participate in school drills like fire and
earthquake drills.
5.Existentialism- Teachers teach learners to Using HOTS, the teacher asks questions of the
make a choice, to make decisions and not students. She let the students to prepare their
merely to follow the crowd; one who does not own appetizers and salad.
make a choice and so simply follow others do

not leave meaningful life.
6. Pragmatism - That which is useful, that She tries out various strategies to find which
which is practical and that which works is what ones are most effective at educating her
is good; that which is efficient and effective is children. She effectively engages the pupils'
that which is good. e.g. showing a video clip on attention with visuals.
mitosis is more efficient and more effective and
therefore more practical than teacher coming
up with a visual aid by drawing mistosis on a
cartolina or illustration board
7. Rationalism- emphasizes the development of She probes the kids' opinions on the matter at
the learners' reasoning powers; knowledge issue. She exhorts the students to give reasons
comes though reason; teacher must develop the for their responses.
reasoning power of the learner
8. Utilitarianism - what is good is that which is She probes the kids' opinions on the matter at
most useful (that which brings happiness) to issue. She exhorts the students to give reasons
the greatest number of peoples; for their responses.
9. Empiricism - source of knowledge is through She uses visual aids to teach the subject. allows
the senses; teacher must involve the senses in for experimentation while actual appetizers,
teaching-learning salads, and salad dressings are being presented.
10. Behaviorism - behavior is shaped She develops ground rules for the classroom,
deliberately by forces in the environment and gives children verbal breaks, leads by example,
that the type of person and actions desired can and recognizes and promotes good behavior.
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 Allow students to share their unique
constructing knowledge and meaning; teaching viewpoints, experiences, and expertise as you
-learning therefore is constructing knowledge guide them to the correct response. Permit
and meaning; teacher does not just “tell” or several responses to certain queries or
dictate but asks learners for knowledge they situations.
construct and meaning of lesson
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?
 Existentialism, progressivism, existentialism, behaviorism, and essentialism.

These five ideologies have all been utilized throughout the years in Philippine
education, from pre-school through college.
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
 Despite the focus on teacher-centered learning, I favor the essentialism

philosophy of education because the curriculum steadily progresses to more
complicated abilities and specialized knowledge. Essentialism seeks to instill
in each pupil the most fundamental academic concepts, abilities, and
character traits.
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 colleague our Superiors and all other stakeholders. Write them down. This is
your title, "My Philosophy of Teaching.”
My Philosophy of Teaching
These may be of help:
I believe that the learner not everyone picks up information equally or rapidly. They take a
different approach to learning than I do, and I need to be aware of and understand that.
I believe that I should teach the learners to use their existing knowledge and experiences to
build and transform their own expertise.
by educating about and introducing the actual world
I believe that I have a responsibility as an efficient diagnostician to evaluate pupils'

interests, abilities, and past knowledge. The next thing I need to do is create learning
exercises that will challenge each student academically and help them grow.

Accomplished Observation Sheets
Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum Framework and
Core Values, Mandate? Give Guide and Sec 5 of RA 10533?
proof. Give proof.
1.Essentialism - teach mastery Essentialism - The core Essentialism - List of tandards
of the basics; curriculum is values of maka-Diyos, maka- and competenciest hat learners
prescribed; subject matter- tao, maka-kalikasan and are expected to attain is the
centered there are universal, makabansa show that subject matter thats students are
objective values; inculcate DepEd is essentialist. DepEd expected to learn. - Essentialist
values in subject matter believes in unchanging
values that need to be
inculcated.
2. Perennialism - teach those The Deped Mission shows In order for students to
that last, the classics; there are how DepEd applied contribute good values and
universal values; inculcate perennialism; it helps to traits to the K–12 Curriculum
these universal, objective make students pleasant and Framework, students needed to
values excellent citizens of our acquire in-depth knowledge,
country in the future as they talents, values, and attitudes
bring positive values that through continuity and
they learnt in school. consistency across all levels and
Students learn in a child- courses.
friendly, gender-sensitive,
safe, and inspiring
environment.
3. Progressivism- very child- The DepEd is progressive Curriculum Development: The
centered; teach those that because it is a learner- curriculum must be learner-
interest the child; one learns by centered organization that is centered, inclusive, and
experience; learners learn by always enhancing itself to developmentally appropriate in
doing so teacher teacher's better serve its stakeholders. order to demonstrate how
teaching is experiential; values DepEd has the view that Progressivism is utilized in this
are subjective; no inculcation teaching students about statute.
of values since they are subjects they are interested in
subjective; instead. teachers doesn't always result in
help students clarify their learning by doing.
values
4.Reconstructionism - school DepEd is reconstructionism, According to the Curriculum
is agent of change; schooling is as shown by the Relevant To Learners
preparing students for the administrators and personnel (Contextualization And
social changes; teaching is who, in their capacity as Enhancement), reconstructionist
involving the students in stewards of the institution, methodology is used in the way
discussions of moral dilemmas maintain a conducive and that students address the issues.
encouraging environment for
effective learning. To help

students grasp the
repercussions of their actions,
DepEd thinks that teaching
should involve students in
discussions of moral
dilemmas.
5. Existentialism - Teachers Teachers encourage learning It demonstrates that an
teach learners to make a and provide ongoing support Existentialism argument can be
choice, to make decisions and for each learner in the DepEd used to allow students to choose
not merely to follow the admission, proving that a specialty based on aptitude,
crowd; one who does not make existentialism is at the heart interests, and academic
a choice and so simply follow of DepEd. According to proficiency. Based on the job
others do not leave meaningful DepEd, society shouldn't route they choose, students in
life restrict someone's life or Grades 11 and 12 enroll in
behaviors because doing so specific courses.
prevents them from
exercising their free choice
and maximizing their
potential.
6. Pragmatism- That which is DepEd used pragmatism As students obtain in-depth
useful, that which is practical because they believe that knowledge, abilities, values, and
and that which works is what teaching students things that attitudes through continuity and
is good; that which is efficient are practical for life allows consistency to support their
and effective is that which is them to grow into better personal growth on all levels,
good. e.g. showing a video clip people. This is demonstrated the curriculum is relevant to
on mitosis is more efficient and by the DepEd Vision, which learners and also serves as an
more effective and therefore enables them to fulfill their example of pragmatism.
more practical than teacher full potential and
coming up with a visual aid by meaningfully contribute to
drawing mistosis on a cartolina the nation's building.
or illustration board
7. Rationalism - emphasizes The DepEd Core Values of Curriculum development is an
the. development of the Maka-Diyos, Maka-tao, illustration of rationalism in
learners' reasoning powers; Makakalikasan, and action because students only
knowledge comes though Makabansa provide as learn through their reason and
reason; teacher must develop evidence that DepEd adhered not the senses. The curriculum
'the reasoning power of the to the Rationalism school of must be up to date, flexible, and
learner thought, which restricts its supported by research.
beliefs to those that are
grounded in reason and
serve as the main source of
information.
8. Utilitarianism - what is As evidence that DepEd also Curriculum creation is an
good is that which is most practices utilitarianism, instance of utilitarianism in
useful (that which. brings which favors activities that action because the curriculum
happiness) to the greatest increase happiness or must be culturally sensitive and
number of peoples; pleasure while opposing the teacher approach lacks a
those that increase misery or concept of what constitutes an
harm, we dream of Filipinos education.
who ardently love their
nation.
9. Empiricism - source of Teachers support learning Empiricism is used in
knowledge is through the and continuously nurture curriculum development, which
senses; teacher must involve each learner, displaying how calls for the use of constructivist,
the senses in teaching- learning DepEd uses empiricism, inquiry-based, reflective,
which bases teaching- collaborative, and integrative
learning of students on the pedagogical techniques.
senses of humans and shares
the conviction that
information is not innate but
rather is acquired through
experience.
10. Behaviorism - behavior is Evidence that DepEd The curriculum should be
shaped deliberately by forces implemented behaviorism, in learner-centered, inclusive, and
in the environment and that which the instructor rewards developmentally appropriate, as
the type of person and actions students for excellent shown by curriculum
desired can be the product of behavior at the end of the development. Teachers should
design; behavior is determined day, includes students praise pupils for excellent
by others, rather than by studying in a kid-friendly, behavior in order to encourage
person's own free will; teacher gender-sensitive, safe, and desirable behavior on their part.
must carefully shape desirable inspiring atmosphere.
behavior; drills are commonly
used to enhance learning
rewards reinforce learning.
11. Constructivism- Learners Teachers encourage learning It serves as evidence of

are capable of constructing and provide ongoing support constructivism and encourages
knowledge and meaning; for each student, students to consider sharing
teaching -learning therefore is exemplifying how DepEd their priceless knowledge and
constructing knowledge and uses constructivism by experiences.
meaning; teacher does not just encouraging students to
“tell” or dictate but asks actively create knowledge
learners for knowledge they rather than merely absorb it.
construct and meaning of
lesson

My Philosophy of Teaching
Each student, in my opinion, is unique, with a distinct learning style, set of needs,
and set of skills that they bring to the classroom. It is my duty as a teacher to draw attention
to their talents and to promote a learning environment that satisfies each child's unique
requirements. I believe that I should educate the learners how to grow and learn because I
am aware that children actively acquire and adapt their own knowledge based on prior
learning and experiences, and that not all students learn in the same way or at the same rate.
I think it's my responsibility as a teacher to correctly identify my pupils' interests, aptitudes,
and prior knowledge. The next thing I'll do is create instructional tasks that will both test
and help every learner improve.
To become a teacher, I believe I should achieve my goals. by forming deep links with
the community, my friends, and the parents of my students. Teachers must work with other
school stakeholders to foster a learning environment where children can grow and learn.
PERSONAL REFLECTION ON THE PORTFOLIO
This new experience requires a lot of things of me, namely experience, abilities, and
knowledge. Under the guidance of my incredibly committed resource teacher, Mrs. Jennifer
S. De Guzman, I was tasked with observing and learning alongside students at Old San Jose
Elementary School. I have the chance to investigate and ponder everything both inside and
outside the classroom during Field Study 1. I've discovered a lot about the students,
teachers, faculty, and the entire school community, which together make up the general
well-being of the institution. I'm incredibly appreciative of everything I've accomplished,
especially overcoming my anxiety of speaking in front of huge groups. As a result of this
experience, I am better able to comprehend and observe the many teaching styles and
methods used by teachers in accordance with the demands of their students. In a varied
classroom, I was also able to see how the teacher managed the various learning styles.
Although creating this portfolio wasn't particularly easy for me, I was still able to complete
it since I enjoyed it and thought it was worthwhile. I put a lot of thought, care, and effort
into each episode. It also provides me an opportunity to consider the lessons I've learned
from each episode. This made me realize how everything in the classroom can work for the
benefit of all students. It helped me comprehend how the teacher's extra effort impacts the
teaching-learning process. I've also seen firsthand how beneficial a positive teacher-student
connection is in a variety of contexts. Above all, I'll always be appreciative for this fantastic
opportunity to closely examine and actively connect with real-world situations in order to
learn something truly worthwhile.

COMMENTS OF THE FACULTY

SELF-RATING COMPETENCY CHECKLIST


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E-PORTFOLIO FOR FIELD STUDY 1

(Observation of Teaching-Learning in Actual School

Our Vision Our Mission 1

Cover page/ Title page .....................................................................................................................1

Table of contents ..................................................................................................................2

Student’s Resume ................................................................................................................3

Statement purpose of the portfolio ................................................................................................4

The Learning Episodes:

Episode 1: The School Environment.................................................................................5

Episode 2: Learner Diversity: Developmental

Characteristics, Needs, and Interest ..................................................................24

Episode 3: Focus on Gender, Needs, Strengths, Interest, Experiences,

Language, Race, Culture, Religions, Socioeconomic,

Difficult Circumstances, And Indigenous Peoples.........................................33

Episode 4: Learner Diversity: The Community and Home Environment ...............47

Episode 5: Creating an Appropriate Learning Environment.....................................60

Episode 6: Classroom Management and Classroom Routines ..................................69

Episode 7: Physical and Personal Aspects of Classroom Management ..................76

Episode 8: The Teacher and the School Curriculum ...................................................84

Episode 9: Preparing for Teaching and Learning ........................................................106

Episode 10: The Instructional Cycle ..............................................................................117

Episode 11: Utilizing Teaching-Learning Resources and ICT ...................................127

Episode 12: Assessment For learning and Assessment as Learning.........................158

Episode 13: Assessment of Learning (Summative Assessment) ..............................169

Episode 14: The Teacher as Person and as Professional ............................................217

Episode 15: Towards teacher Quality: Developing A Global

Teacher Of 21st Century......................................................................................229

Episode 16: On Teacher’s Philosophy of Education ...................................................244

Personal Reflection on the Portfolio & Comments of the Faculty…….....................256

Student’s Self Rating Competency Checklist…………………………………………258

Our Vision Our Mission 2

Our Vision Our Mission 3

Our Vision Our Mission 4

FS Student: Layug, Nicole M. Program/Year Level: BEEd- 4B

Resource Teacher: Mrs. Jennifer S. De Guzman Teacher’s Signature: ________

Subject Area: Field Study Date: October 19, 2022

Learning Episode 1 - Activity 1.1

EXPLORING THE SCHOOL CAMPUS

SCHOOL FACILITIES OBSERVATION CHECKLIST

Will it contribute to the

Our Vision Our Mission 5

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

Our Vision Our Mission 7

3. What learning materials/equipment are present?

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

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

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

Our Vision Our Mission 8

Write your observation report here.

Name of the School Observed: Old San Jose Elementary School

Location of the School: Old San Jose Dinalupihan, Bataan

Date to Visit: Evert Tuesday & Wednesday

Our Vision Our Mission 9

 Yes I want, because it is a challenge for me as a future teacher.

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

3. What kind of classroom is conducive to learning?

Our Vision Our Mission 10

5. Write your additional learnings and insights here.

Our Vision Our Mission 11