Hilario-Marvin S - FS1 - E-Portfolio

BALSIK NATIONAL HIGH SCHOOL
Cooperating School
Academic Year 2022-2023
1st Semester
FIELD
STUDY 1
OBSERVATION OF TEACHING-LEARNING IN AN ACTUAL SCHOOL
ENVIRONMENT
MRS. EVANGELINE D. TALA

Resource Teacher
Submitted by:
MARVIN S. HILARIO
FS Student (BSED 4- SCIENCE)
Submitted to:
GLENDA C. MAGNO, EdD.

FS Study Teacher
PRED 2213 - Field Study 1 Observation of Teaching - Learning in Actual School Environment 1
TABLE OF CONTENTS
Page
1. Title Page / Cover Page 1

2. Table of Contents 2
3. Student’s Resume 4
4. Statement of the Purpose
5. Organization of Portfolio Entries
A. Portfolio Entries:
I. Title of each Section
Learning Episode 1: The School Environment
Learning Episode 2: Learner Diversity: Developmental
Characteristics, Needs, and Interests
Learning Episode 3: Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race, Culture, Religion,
Socioeconomic, Difficult Circumstances, and Indigenous
Peoples
Learning Episode 4: Learner Diversity: The Community and
Home Environment
Learning Episode 5: Creating an Appropriate Learning
Environment
Learning Episode 6: Classroom Management and
Classroom Routines
Learning Episode 7: Physical and Personal Aspects of
Classroom Management
Learning Episode 8: The Teacher and the School Curriculum
Learning Episode 9: Preparing for Teaching and Learning
Learning Episode 10: The Instructional Cycle
Learning Episode 11: Utilizing Teaching-Learning Resources
and ICT
Learning Episode 12: Assessment for Learning and
Assessment as Learning (Formative Assessment)
Learning Episode 13: Assessment of Learning (Summative
Assessment)
Learning Episode 14: The Teacher as a Person and as a
Professional
Learning Episode 15: Towards Teacher
Quality: Developing A Global Teacher of
the 21st Century
Learning Episode 16: On Teacher’s Philosophy of Education
II. Entries or Evidence
III. Reflection on each Section
B. Additional Entries to the Portfolio
6. Personal Reflections on the Portfolio
7. Comments of the Faculty
8. Rubric for the Portfolio
9. Student’s Self-Rating Competency Checklist
FIELD STUDY STUDENT BIOGRAPHY

Marvin S. Hilario, 22 lives in Daang
Bago, Dinalupihan, Bataan. He spent her
primary years of education at Daang Bago
Elementary School, where he graduated
with an award of first honorable mention.
After that, he studied at Balsik National
High School, where he became a school
athlete by playing badminton and
graduating in the same year with a “With
Honor” award. Subsequently, Hilario
moved to the University of Nueva Caceres
Bataan in Senior High to pursue his strand
which was GAS or General Academic
Strand. He then graduated with Honors.
Now he is studying at Bataan

Peninsula State University – Dinalupihan Campus with a course of Bachelor of Secondary
Education Major in Science. Currently, he is the 4 th year escort of Earth Saver’s Club (ESC)
completing his term in 2023.
TEACHING BELIEFS
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will
live its whole life believing that it is stupid.”
This quote has been with me ever since I first heard these words, and as I pursue my
dream of becoming a teacher, I frequently mention that I want this to be my fundamental
guiding principle while imparting knowledge to my students. Education should be inclusive
and dynamic, allowing each individual student to develop and learn in a variety of contexts
until they discover what works best for them. As a result, when I become a teacher, I want to
be someone who can recognize their character, their strengths, and their weaknesses and
help them become whom they want to be by utilizing their talents, despite the fact that they
all have them, they are all capable of succeeding.
CURRICULUM VITAE
MARVIN S. HILARIO
Dinalupihan, Bataan
09152478465
mshilario@bpsu.edu.ph
PERSONAL INFORMATION
Gender : Male
Birthday : November 10, 2000
Birthplace : Dinalupihan, Bataan
Age : 22
Blood Type : B+
Height : 5’9
Weight : 65 kg.
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Language : Filipino/ Kapampangan
Name of Mother : Marife S. Hilario
Name of Father : Noli F. Hilario
EDUCATIONAL BACKGROUND
College : BATAAN PENINSULA STATE UNIVERSITY
San Ramon, Dinalupihan, Bataan
2022-2023
Senior High School : UNIVERSITY OF NUEVA CACERES BATAAN

Rizal St. Dinalupihan, Bataan
2018-2019
Junior High School : BALSIK NATIONAL HIGH SCHOOL

Hermosa, Bataan
2016-2017
Elementary : DAANG BAGO ELEMENTARY SCHOOL

Daang Bago, Dinalupihan, Bataan
2012-2013
TRAINING AND SEMINARS
Title of Seminar: 8th Annual Gender Focal Point System Solidarity
Roadshow on VAWC
Conducted by: Bataan Peninsula State University
Conducted Date: December 08, 202
Title of Seminar: Action Research as Teaching Practice
Conducted by: Bataan Peninsula State University
Conducted Date: January 4, 2023
PERSONAL SKILLS:
 Communication skills
 Creativity
 Flexibility
 Organization Skills
 Sport Enthusiast
 Computer Literacy
CHARACTER REFERENCES:
Rendel R. Batchar, MaED
Class Adviser
STATEMENT OF THE PURPOSES OF THE PORTFOLIO
As part of the curriculum of the education field study is an educational technique,
which makes the learning process more active, helps the students to work in real situations,
and to develop skills, competencies, and positive attitudes through activation of their
existing ones.
Thus, as part of accomplishing the FS1 course, an e-portfolio shall be created for the
purpose of documenting and presenting the finished tasks of the students. It will help
provide a simple and organized presentation of what the field study students were able to
observe, learn and accomplish during their deployment. Here is also where they may
express their experience through narratives and reflection that will showcase their learnings
and gains during their participation in a real-life classroom.
ORGANIZATION
OF THE
PORTFOLIO
(Portfolio Entries)
Observations of Teaching -
Learning in Actual School
Environment
(PRED 2213)
ORGANIZATION OF THE PORTFOLIO
WEEK DURATION FIELD LEARNING TITLE SECTION AND FOCUS

NO. STUDY EPISODES
COURSE
1 OCTOBER 19 FS1 Learning Episode 1.1 Exploring The School Campus
2022
2 OCTOBER 26, FS1 Learning Episode 1.2 Observing Bulletin Board Displays
2022
3 NOVEMBER FS1 Learning Episode 2 Learner Diversity: Developmental
03, 2022 Characteristics, Needs and Interests
4 NOVEMBER 9, FS1 Learning Episode 3 Observing differences among learners’ gender,
2022 needs, strengths, interests, and experiences: and
differences among learners’ linguistic, cultural,
socio-economic, and religious backgrounds and
difficult circumstances
5 NOVEMBER FS1 Learning Episode 4 Learner Diversity: The Community and Home
16, 2022 Environment
6 NOVEMBER FS1 Learning Episode 5 Creating an Appropriate Learning
23, 2022 Environment
7 DECEMBER FS1 Learning Episode 6 Classroom Management and Classroom
01, 2022 Routines
8 DECEMBER FS1 Learning Episode 7 Personal and Physical Aspects of Classroom
07, 2022 Management
9 DECEMBER FS1 Learning Episode 8 The Teacher and School Curriculum
14, 2022
10 JANUARY 04, FS1 Learning Episode 9 Preparing for Teaching and Learning
2023
Learning Episode 10 The Instructional Cycle
Learning Episode 11 Utilizing Teaching-Learning Resources and

ICT
11 - 12 JANUARY 10, FS1 Learning Episode 12 Assessment for Learning and Assessment as
2023- Learning (Formative Assessment)
JANUARY 18, Learning Episode 13 Assessment of Learning (Summative
2023 Assessment)
Learning Episode 14 The Teacher as a Person and as a Professional
Learning Episode 15 Towards Teacher Quality: Developing a

Global Teacher of the 21st Century
Learning Episode 16 On Teacher’s Philosophy of Education.
EXPLORING THE SCHOOL CAMPUS
FIELD STUDY 1
FS Student: MARVIN S. HILARIO Program/Year Level: BSED 4-SCIENCE
Resource Teacher: Mrs. Ayee Reyes Teacher’s Signature:
School: Balsik National High School Grade/Year Level: 9- Star
Subject Area: Science Date:10/21/2022
Learning Episode 1 - Activity 1.1
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 / The office of the principal Yes, it can contribute to
was near to the entrance, student’s learning and
meaning it is easy to find. development because they can
When we enter, we saw perceive the office as a safe
visual aids like bulletin place, and they can engage to
board that entails the cleanliness since the room is
number of emergency clean and organize.
hotlines, safety seal/
precaution, the DepEd
memo and the list of the
names of the teachers in
organizational chart. The
office is well ventilated,
and it is relaxing because
there is sofa while you are
waiting or talking to the
principal.
Library / The library was under its In my perspective, it can
renovation, but the books contribute to student learning
are well arranged on the and development in terms of
shelves. they can browse different
information when they need it
especially if they have an
assignment or research. It also
promotes interpersonal skills
for their collaborative work/
research.
Counseling room/ it / There are tables and chairs It can contribute to student
also serves as a record that can be use. Also, the learning and development
room in BNHS room is well ventilated, and because he/she can share
the documents are well his/her problem to engage
arranged. speaking up to his/her
problem to authorized person.
Also, the record room can
serve as an inspiration to the
student to be organize.
Canteen/Cafeteria / The have 2 canteens, 1 in It can contribute to student
the junior high school and 1 learning and development in
for the senior high school. It terms of they can eat nutritious
has chairs and tables that foods. They can also develop
they can be use when they their interpersonal skills.
are eating. They serve
nutritious foods and
refreshing drinks.
Medical Clinic / It has a first aid kit for It can contribute to student
emergency, and they have learning and development
an oxygen tank and because they can give a
nebulizer. Also, the clinic is student an assistance that they
well ventilated and need especially when they are
organize. sick.
Audio
Visual/Learning
Resource Center
Science Laboratory / They do not have separate It can contribute to student
room for science laboratory learning and development in
instead they use their terms of they can experience
respective science room for the apparatus first-hand, that
experiment. There are leads them in learning on how
several apparatuses like to use and manipulate these
microscope and some things.
beakers. The room is not
conducive for science
experiments.
Gymnasium
Auditorium
Outdoor/Garden / They have several gardens Yes, it can contribute to
that represent the different student learning and
clubs. The gardens contain development because they can
ornamental and vegetable distinguish different plants
plants. accordingly. It can aid them to
give their full potential in
planting plants.
Home Economics / They are long tables and It can contribute to student
Room chairs that can be use in learning and development
cooking. It also has because they can learn
different cooking apparatus different things like how to
like microwave oven, cook and manipulate different
kitchen wares and apparatus in the kitchen. Also,
condiments. The room is it can engage the idea of
well organized and clean, cleanliness and organizing.
but it is hot inside even
though there is an exhaust
fan.
Industrial Workshop / They have a lot of Yes, it can contribute to
Area workshop area per T.L.E student learning and
specialization for ICT, development because it can
garments, electricity, engage interest in creating new
manicure etc. ideas about certain activity.
They can acquire new skills
that can be used to our daily
basis like cooking, fixing hair,
doing nails, fixing computer,
making dress, and
manipulating electricity etc.
PTA Office
Comfort Room for / They do not have separate In my perspective, it can
Boys comfort room for boys and contribute to student learning
girls, but their comfort and development in terms of
room are clean. they can indulge themselves to
cleanliness and being hygienic.
Comfort Room for / They do not have separate In my perspective, it can
Girls comfort room for boys and contribute to student learning
girls, but their comfort and development in terms of
room are clean. they can indulge themselves to
cleanliness and being hygienic.
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 Balsik National High School is located at Jose
neighborhood where the Abad Santos Ave. Hermosa, Bataan. Outside the
school is found. school you can see an overpass and pedestrian
lane that build for the safety of the students and
staffs. The neighborhood was very supportive
to the projects and activities of the school.
2. Describe the school campus. The atmosphere of the campus was very calm
What colors do you see? What and relaxing, but the students, teachers, and
is the condition of the staffs are very welcoming and respectful. I saw
buildings? different colors, but pink was the most
abundant shine on the campus that gives hope
to us to be better person. The condition of the
buildings is on its good state even though they
are old, but the new ones was at its best
condition.
3. Pass by the offices. What My first impression to the office was good
impression do you have of because the teachers and staffs are very
these offices? approachable. This made me realized that the
most integral part of the school is its people.
4. Walk through the school halls, Every part of the campus is clean because they
the library, the cafeteria. Look have janitors. The open area is huge for
around and find out the other different events like sport fest, symposium,
facilities the school has. seminars etc.
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?
I saw our national hero, Jose Rizal, our current president, the mission, vision and
core values, bulletin boards that contains their birthday who are the cleaners. I
also perceived different Covid protocols that help students to maintain the social
distancing
2. Examine how the pieces of furniture are engaged. Where is the teacher’s table
located? How are the tables and chairs/desk arranged?
The 2 teacher’s table located at front and at the back of the room. They are using
long tables and monobloc chairs since it is a science room, there are 6 long tables,
and each table has roughly 8 monobloc chairs.
3. What learning materials/equipment are present?

They are several leaning materials/ equipment are present in our room like books,
different science apparatus, black boards, chalks, eraser, tables, and chairs.
4. Observe the students. How many are occupying one room?

The students are nice and very welcoming especially when they met me, they are
also participating well to the discussion of the teacher but here are some that are
too noisy when they are doing their activity. Estimated there are 40-50 students in
a room and for me that is not conducive for learning.
5. Is the room well-lit and well-ventilated?

In my perspective the room of 9- star is well- ventilated because there are
approximately 8 electric fans even though the room is not that huge.
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 It has so many walls displays in every corner of the room,
and they are all serves it purpose.
2. Teacher’s Table There are 2 teacher’s table, 1 in front and 1 at the back.
The tables are slightly old, but it serves it purpose.
3. Learner’s Desks There are 6 long learning tables and it arranged these by
2 each row. The tables are old and need to change
because it is not sturdy.
4. Blackboard The are 2 black boards in front and they are serving their
purpose very well.
5. Learning They are learning visual aids each side of the room and
Materials/Visual Aids they are all in good condition.
6. Electric fans There are approximately 8 electric fans, and they are
doing their job well.
7. Trash can There are approximately 6 trash cans because they
segregate the biodegradable, non- biodegradable and
recyclable 1 set on the back and 1 set on the side of the
door. They are doing their job well also.
8. Cleaning tools There are several cleaning tools like walis tingting, wais
tambo trash can and mop at the back and arranged it
properly. They are serving their purpose very well.
9. Books There are plenty of books in a shelf and it is located at the
back and arranged it properly on the respective shelves.
The books are serving their purpose very well.
10. Lighting There are 4 fluorescent lamps that can brighten the room
and they are also in good condition and serves their
purpose.
Write your observation report here.
Name of the School Observed: BALSIK NATIONAL HIGH SCHOOL (BNHS)
Location of the School: JOSE ABAD SANTOS AVENUE HERMOSA, BATAAN.
Date to Visit: October 19, 2022, and October 21, 2022
ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
In my perspective, the campus of the school or the classroom has its crucial part
when it comes to the learning of the students, thus it must have a positive impact. There
is already enough space on the school property and in the classrooms to meet all the
needs of the student. Some rooms are good for learning, while others are not. Lastly, the
classroom environment can maximize student performance by fostering a disciplined
learning environment that improves students' academic abilities and competences as well
as their social and emotional well-being that are beneficial for their development.
How does this relate to your knowledge of child and adolescent development/How does
this relate to your knowledge of facilitating learning?
Most of the child’s time is spent in school. because their environment has an
impact on how they grow. As an individual, the teacher must make sure that the
environment in the classroom supports students' learning were growing, including a
positive relationship, safety, drive, and openness to learning. The students were
instructed in they can apply for a long time in a variety of professions or subjects, such as
science, math, and the like knowledge. Additionally, it is a location where people receive
instruction on how to contribute positively to society.
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?
In my opinion, yes, because this is real life in teaching, especially in public school
there are a lot of dilemmas that we may face. Crowded classrooms, unorganized rooms
and loud environments are just some of the problems, but the good thing is how we
play as a good teachers, how we turn this negative side into a positive. For me, that is
the definition of an effective teacher.
2. What kind of school campus is conducive to learning?

For me, one of the key elements of a favorable learning environment is having a
pleasant physical place where students can sit comfortably, see, and understand what
their teachers are saying, as well as socialize with their fellow students. Also, there
should be resources available to aid all types of students in their academic endeavors.
It must provide a variety of learning opportunities that cover not just academic
development but also learning in the physical, emotional, and social spheres.
3. What kind of classroom is conducive to learning?

In my perspective, a classroom is conducive to learning is a framework that
permits open communication between teachers and students so that the desired
educational objectives can be met while considering each student's individual
physical, psychological, social, and cultural needs. Additionally, the ideal classroom is
a welcoming environment where students can gather to work toward the precise
objectives outlined in the lesson plan.
4. In the future, how can you accomplish your answer in number 3?

I do believe in the saying that “you cannot give what you do not have” and before
I do all those things, I make sure that I am fully equipped with all the traits that
effective teachers have like being enthusiastic, well-organized, gregarious, self-
assured, and sympathetic. By taking all these traits, everything will follow.
5. Write your additional learnings and insights here.

To end this chapter, I realized that we teachers play a vital role in teaching, we
teachers help students understand abstract ideas by demystifying the difficult. We
also introduce students to concepts and subjects that they might not otherwise be
exposed to. We can delve deeper into students’ passions and encourage improvement
by doing our very best to become an effective teacher.
OBSERVING BULLETIN BOARD DISPLAYS
FIELD STUDY 1
Resource Teacher: Mrs. Ayee Reyes Teacher’s Signature:
School: Balsik National High School Grade/Year Level: 9- Star
The display board or what we more commonly refer to as a bulletin board, is one of
the mst 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.
Go around the school and examine the board displays. How many board displays do you
see?
1. Where the display boards found? Are they in places where target viewers can see
them?
2. 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?
3. What materials were used in making the displays? Are borders used?
4. Do you notice some errors? (misspelled words, grammar inconsistencies and the
like)
5. Are the messages clear and easily understood?
6. Think about what you got your attention. Why did it get you attention?
7. Take a photo of the display board (if allowed)
Based on the questions on the observation guide, write your observation report:
Observation REPORT
BOARD DISPLAYS THE EVALUATION FORM

The topic of the Board Display: Transparency Board
Location of the Board Display in School: In front of 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 / The design of the letters that had been
It conveys the message quickly used was readable.
and clearly.
Attractiveness / The chosen color palette was appealing
Colors and arrangement catch and to the viewer.
hold interest.
Balance / The images and texts were aligned based
Objects are arranged, so stability is on their context.
perceived.
Unity / The overall design of the boards was
Repeated shapes or colors or use of minimalist and the color palette of green
borders hold display together. and pink matched the whole board.
Interactivity / The whole design is intertwined to the

The style and approach entice lesson that they want to convey.
learners to involved and engaged.
Legibility / The font size was too small and cannot
Letters and illustration can be seen be seen from distance.
from a good distance.
Correctness / The grammars and sentence
It is free from grammar errors, constructions were consistently correct.
misspelled words, ambiguity.
Durability / There were tempered class glass for the
It is well-constructed; items are security of the different announcement
securely attached. and files.
Bulletin Board Evaluated by: Marvin S. Hilario

Location: Balsik National High School
Brief Description of the Bulletin Board: These bulletin boards are located near the
principal’s office. It shows different designs, but it serves its purpose which is to give
information. The colors are well coordinated based on their purpose and the fonts are
pleasing to the eyes.
Strengths Weaknesses
Description of the Bulletin Each bulletin board The whole layout was not
Board layout secured with a tempered uniformly complimented
class that will secure all the to each other. Also, the
announcement and files. font size of each board was
Also, the color palette that not readable, and the
had been used was quality of the printed
pleasing to the eyes. materials were low
Lastly, all the files and quality.
announcement were
placed on their proper
position.
Evaluation of educational The necessary details Some announcements

content and other aspects were provided in precise were not statedly clear.
detail. Also, the
consistency of correct
sentence structure and
proper punctation and
grammar were shown.
Recommendations or Suggestions for Improvement:
I recommend printing in a larger font so that it can easily see even in

afromerspective. Be uniform to these boarboards be consistent on the colors of the
images and style. Lastly, be more creative so that it can easily catch someone’s
attention.
Signature of Evaluator over Printed Name:
Marvin S. Hilario
Based on your suggestions, make your board display lay-out. You may present your
output through any of these:
• An electronic (computer) drawing illustration or layout
My Board Display Lay-out.
ANALYZE
1. What do you think was the purpose of the board display?

In my perspective, bulletin boards aid in visual learning, which benefits children's
education. We, teachers, use display boards to display pictures related to the lesson's
topic. Also, it encourages interactive education and visual learning in addition to
fostering creativity and skill development.
2. Did the board display design reflect the likes/interests of its target audience?
Why? Why not? The board's layout appeals to me quite a bit, but I think it didn't really
capture the interests of the intended audience. The bulletin's positioning is against the
light, making it challenging to see from a distance. Second, I think students are not
interested in it because the pictures have already faded since it was last updated a year
ago.
3. Was the language used clear and simple for the target audience to understand?
Why? Why not? Yes. Because readers place a high value on words. If they are unable to
understand that language, they will just ignore it. Just imagine, you are reading a text in a
language you don't normally understand, all you get are question marks because you
don't have any experience with that language. By this, it's crucial that the terminology
utilized be simple to understand.
4. Was the board display effective? Why? Why not?
Board display play a vital role to our student because it aids us in visual learning, which
benefits student’s education. We teachers use display boards to display pictures related to
the lesson's topic.
5. What suggestions can you make?

Make sure when printing your design or pictures in a bulletin board make sure it is high
quality because this has a huge impact to the readers. First impression is very crucial
because it they do not like it in their first glance, the purpose of our board will not serve.
So, invest to the quality over quantity.
Based on your suggestions, propose an enhanced version of the display board. Use the form
below
My Proposed Board Display

Theme:
PROPER WASTE SEGREGATION
Board Title:
“ITAPON MO AKO SA TAMANG KINALALAGAYAN KO”
Rationale:
(Purpose)
 to prevent contamination of water sources, negative consequences from
others finding it, disease spread, and to speed up decomposition.
Objectives:
 to ensure environmental preservation through efficient waste management
practices
 to increase jobs in the waste management, recycling, and recovery
industries. Increase product and usage rates for recycling and reuse.
Best features of my proposed bulletin enhancement:
 Infographics, pictures, and quotations relating to reading about proper
disposal of waste management.
Content Resources (Name each needed resource and give each a brief description):
 Most of it comes through the internet and
books Here are the materials for aesthetic
enhancement:
 printed materials, colored paper, cartolina, plastic cover and scissors
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.
In my opinion here are the skills that a teacher should posses to come up with
effective board display. First, be creative, to make the display board more enticing, we
must have the necessary creativity and it can attract the interest of the student. Secondly,
be always organized because we present information that are very integral to the learning
of our students. Next, have a good communication skill, the information should display
must be simple for the students to understand for the message to be conveyed. Followed
by being resourceful, it is important to effectively use all the resources or materials that
we have. Lastly, is to have originality because we teacher always innovate ideas that may
help our student’s knowledge.
2. 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 must say I possessed the skill of being a good communicator because back then I
tend to vocalize all the ideas that I have for the betterment of our bulletin board. I share
all the knowledge that I have because when we share our wisdom to other people they
can also learn, by that, we exchange ideas that can help us in building a good bulletin
board.
3. Which skills do you still need to develop? What concrete steps will you take on
how you can improve on or acquire these skills.
I must admit that I'm not very creative. Despite the fact that I lack artistic aptitude,
I do my best to provide pupils with works that will inspire them. I've been honing my
creative abilities by watching online supplemental videos that can help me do so.
SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment
LEARNER DIVERSITY: DEVELOPMENTAL CHARACTERISTICS, NEEDS AND
INTERESTS
FIELD STUDY 1
Resource Teacher: Mrs. Evangeline D. Tala Teacher’s Signature:
School: Balsik National High School Grade/Year Level: Grade 11
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 Indicate age range Indicate age range
of Children of Children of Children
observed: observed: observed: 16-17 yrs.
old
Physical
Gross-motor skills
They are frequently
engaged with
interacting with
their classmates.
Also, they are more
Fine-motor skills composed in terms
of their actions.
They do task on
their own, they
Self-help skills work independently.
Their writings are
finer and when it
comes in cursive
writing.
They are more

aware and
conscious about
their hygiene. They
are also enjoying
connecting to their
circle of friends.
Social
Interaction with The respect was
Teacher being shown in
building a god
rapport to their
teacher. Also, they
are interactive when
Interaction with it comes in
Classmates/friends recitations.
They work
hamnoiusly with
their peers when
Interests they are doing
tasks. The respect to
one’s decision was
being shown.
Gadget was one of

their interests like
playing games and
surfing on the
different social
media platforms
like facebook and
tiktok.
Emotional
Moods and
temperament, They are more
expression of aware of someone’s
feelings attitude and
temperament. They
are quite mature
with handling
problems and
Emotional emotions.
independence
They possess
emotional
independence and
the capacity to
manage conflicts
with peers. Also,
they can handle
their own emotions
and not being
dependent to the
environment.
Cognitive
Communication The message that
skills they want to convey
was clear and
concrete. They also
know how to
communicate
properly and giving
Thinking skills accurate feedback.
They think
Problem-solving critically and know
how to assess what
is right and wrong.
They possess the

independence to
deal with the given
issue or
circumstance. Some
students repeat the
questions multiple
times and use
evaluation.
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
Age range of learners move around a lot. teacher should
Observed 3-4 remember to 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
Age range of learners
Observed
Elementary
Age range of learners
Observed
High School They are being fan of The teacher must reinforce
Age range of learners gadgets as a learning tool in and create a fun interaction
Observed: 16-17 years old harmonizing new skills using gadgets as tool in
and knowledge. learning. Teachers who
intend to use technology in
the classroom should be
sure to make it clear what
behaviors are permitted.
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?
As I reminisced about my experienced when I was in Senior High School there are a
lot of similarities and differences that I noticed. First, is how we are interacting with our
peers, that was evident at this age because this stage of teens is very open with socializing
with other people. Next is how we respect our subject teachers; I remember those times
when we are being favorite of our several teachers because we are being respectful and
knowing our limits even though we are so close to them. Lastly, we are different from
answering recitations because they are too shy to answer even if they know the answer.
Unlike me, I am so active in answering recitations even I am not sure of my answers
because I believe if you know something, you should verbalize and share it.
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?
I had an instructor in my first year of college who I still think highly of now. I respect
her commitment how she manages the class, etc. I consistently received great marks on
her quizzes and in our exams. She always has a party even if it is a modest victory. For
those that answered properly, she commends them and offers rewards. Nevertheless, she
doesn't let those with lesser scores continue to do so, she even took corrective action.
Personally, I felt that I needed to do it the next time when she greeted me and thanked me
for what I'd done. Knowing that not all teachers are like that is helpful to me. It
supported my mental and emotional well-being. I developed more of my skills and
studied more since I felt respected at the time, which also helped me emotionally and
cognitively.
3. Share your other insights here.
Working with various learners is challenging. Teachers need to be aware that

these variations play a role in how well students achieve. No matter how diverse they
are, a teacher must be able to meet their requirements. When working with different
groups of learners, teachers must adapt all their techniques or strategies. However, the
most crucial thing is for the teacher to respect these distinctions and encourage other
pupils to embrace their individuality.
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.
The theory of cognitive development put out by Jean Piaget is what I adore the
most. He gave a more focused explanation of the developmental stages. With it, I can
quickly distinguish the characteristics that preschoolers, elementary schoolchildren, and
teenagers have in common. As a soon-to-be teacher, I must be conscious of the possibility
of having various learner types in my classroom. I must therefore be resourceful and
knowledgeable in handling a variety of situations. This theory will act as my guide in
developing various strategies and suitable materials for dealing with various students in
the classroom.
OBSERVING DIFFERENCES AMONG LEARNERS’ GENDER, NEEDS,

STRENGTHS, INTERESTS, AND EXPERIENCES: AND DIFFERENCES AMONG
LEARNERS’ LINGUISTIC, CULTURAL, SOCIO-ECONOMIC, AND RELIGIOUS
BACKGROUNDS AND DIFFICULT CIRCUMSTANCES
Learning Episode 3 Activity 3.1
FIELD STUDY 1
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 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?
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: Balsik National High School
School Address: Jose Abad Santos Ave, Hermosa, Bataan
Date of Visit: November 9, 2022
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?
There was a classmate who was a perpetual practical joker. He socializes
with all his classmates and begs for food since he is lazy. A top student who also
acts as the class leader usually tries to remind the class to be quiet, albeit not
everyone pays attention to her. Another student pretended to be the class secretary
even though she wasn't. She is the one who the instructor usually asks to write the
assignments on the board, collect the printing costs, and list the names of the
misbehaving kids.
What makes the learners assume these roles? What factors affect their behavior?
Their peers, the notion that being this way would be preferable, the
responses of others that somehow satisfy them, and the insightful criticism of
their teachers all have an impact on how they choose to play out these roles.
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?
There is no student stood out to me as being unusual or excluded. The
students embrace one another's uniqueness and forge bonds with one another.
What does the teacher do to address issues like this?

There are no instances regarding this issue because no one is left behind.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher encourages the children to be kind and considerate with their
words, to support one another and appreciate one another's differences, and to be
there for one another as friends who are prepared to lend a hand and provide
emotional support. The teacher also exhorts the students to respect and accept one
another's beliefs and points of view, as well as their shared interests, time, and
preferences.
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher ensures she is conscious of the unique characteristics of each
student by getting to know their backgrounds, learning preferences, and areas of
interest. By allowing them to discuss their cultural backgrounds, the teacher
builds good relationships with her students while encouraging open
communication and respect in the classroom.
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?
Even though the students in the class are all unique individuals, their
collective acceptance and admiration of one another made me feel at ease as I was
observing. The way a teacher handles diversity in the classroom is a good
indication of how well-developed her teaching tactics are for fostering
knowledge of and connections to various cultures. The kids' evident empathy and
openness to people from different backgrounds allowed them to communicate
well with one another. Another indication that a teacher is doing a good job of
cultivating cultural sensitivity in the classroom is when students act confidently
and independently in front of the class. I experienced a sense of unity in the
classroom because of the way they support one another, how openly they
communicate with their teacher, and how they work together in cooperative
learning activities.
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.
OBSERVATION REPORT
Name of School Observed: Balsik National High School
School Address: Jose Abad Santos Ave, Hermosa, Bataan
Date of Visit: November 9, 2022
ANALYZE
Curriculum Design, Competencies and Answer each question based on your observation and
content interview data.
1. Does the school foster a sense of belonging Based on our observation during class and our visit on
to one’s ancestral domain, a deep campus. We saw how even though they are a senior
understanding of the community’s beliefs high school and student are not as open to their
and practices. Cite examples preferences they provide LGBQ bathrooms and have
inclusive programs. The same goes with the class: the
teacher acknowledges each student and does not
create a sense of divide between them.
2. Does the school show respect of the Yes, the institution values each student's spirituality.
community’s expression of spirituality? They permit students to refrain from taking part in
How? activities that may be disrespectful of or offensive to
their spiritual beliefs.
3. Does the school foster in the indigenous The videos I've watched indicate that they have
learners a deep appreciation of their specific programs that make sure indigenous students
identity? How? are fully integrated activities and classes. They also
aid and ensure that are to obtain the necessary high-
quality education
4. Does the curriculum teach skills and I don't now see any distinctive adjustments to our
competencies in the indigenous learners curriculum that cater to the native population, yet
that will help them develop and protect they are educated enough knowledge to come to that
their ancestral domain and culture? realization on their own, enabling them to develop as
a person.
5. Does the curriculum link new concepts and Yes, the new curriculum is well adept to the new
competencies to the life experience of the concepts and offers real life learning that may be
community? applied in real life situations. It is also focused on the
child's skill more than it was before.
6. Do the teaching strategies help strengthen, Yes, to be honest, the instructional techniques aid in
enrich, and complement the community’s enhancing and strengthening the community in a way
indigenous teaching-process? that the contemporary new tactics provide a more
varied and inclusive education. For instance, right
now we have the native tongue language, which is
beneficial in regions where the dialect of one's mother
tongue differs.
7. Does the curriculum maximize the use of The curriculum that we are currently using is one that
the ancestral domain and activities of the is well developed and has gone through many
community as relevant settings for learning processes; thus, it is by means able to include the
in combination with classroom-based ancestral domain. However, it can be improved, so no
sessions? Cite examples. it is not yet maximized.
8. Is cultural sensitivity to uphold culture, In the classroom, cultural sensitivity is practiced
beliefs and practices, observed and applied through being conscious of the pupils participate in
in the development and use of instructional several lessons and activities. Supposedly be changed
materials and learning resources? How? to consider the variations. very same regarding their
(For example, Culture bearers of the ethnicity or culture, the professors observe and
Indigenous Peoples are consulted.) recognize those so they can give the appropriate
culture-supporting education.
9. Do assessment practices consider The evaluations completed at school take into account
community values and culture? How? the community by its tone is sympathetic, and it is
inclusive. For instance, in the student profile must
mention many religions. During exams, they might
offer instruction in a different language or dialect.
10. Do assessment processes include Yes, the assessment encourages the students to use
application of higher order thinking skills? their higher order thinking skills. They are well
constructed and well planned.
What do you think still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in schools?
In my perspective, the best thing to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools are first, give the right to legal and
constitutional recognition of indigenous languages because in this day and age a lot of
our Ip’s were still experiencing discrimination in our society. Secondly, the right to live
without facing racial or linguistic prejudice, we are still in this era where a lot of people
are close-minded, and they keep on repeating the wrong doings on the past instead of
breaking the glass of stereotypes.
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
I could sense the bond between the teacher and the pupils. The kids are also close,
and they communicate with each other a lot online. I can tell that if the kids were in
the same class, they would get even closer since even though they don't see each other
in person, they still find ways to communicate.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
I respect and admire the teachers for their commitment to impart knowledge to the
kids despite the challenges. I respect the effort they put up to drive 5–6 hours simply
to teach the students, but more significantly, I appreciate how persistent they are in
seeing that these students fulfill their potential. They believe that teachers are the
only unsung heroes who can stand out for students' rights to an education.
3. For indigenous learners, as a future teacher, I promise these three things.
3.1. Be open to and respect indigenous peoples by

Never be disrespectful to them and always take into account their culture and
values. Furthermore, I must be inclusive in every facet of my teaching.
3.2. Uphold and celebrate their culture, beliefs, and practices by

Creating more activities and lessons that include their beliefs and practices, help
them introduce it to their classmates and peers.
3.3. Advocate for indigenous people education by

Being a teacher who inspires action for the improvement of every student, even those
who are indigenous. having the awareness to always keep them in mind when doing
classroom activities and lessons. In addition, I have a responsibility to set a good
example for my kids by advocating for the rights of our indigenous people.
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.
These are the instructional techniques that, in my opinion, will contribute most to a
classroom that values students' individual differences. Group activities ensure that
individuals can come together and comprehend one another despite their unique
qualities that allow for diversity. Those who learn better through visual means might
then create posters or engage in visual learning. The other tactics then concentrate on
helping each student develop their own skills by letting them go on their own
explorations and testing them according to their skill levels.
LEARNER DIVERSITY: THE COMMUNITY AND HOME ENVIRONMENT
FIELD STUDY 1
Learning Episode 4
Activity 4.1
Observing the Learner’s Community and Home Environment
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which have previously observed.

2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a virtual visit to your selected learner’s residence.
4. Interview the parents about
a. The rules they implement at home concerning their child’s schooling.
b. The learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
Suggested Parent Interview Guide

Your teacher as you to use a more detailed interview guide. B free to translate the questions,
if necessary
THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
The child's education appears to be the parents' top priority and focus. They offer a secure
environment for learning and can even help the student, when necessary, but they don't
disrupt the lesson.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of the learner in
school?
The family plays a significant role in many aspects of a child's development, including
genetics, which a child inherits from his or her parents and may result in developmental
changes. For example, if your parent has good genes, the likelihood that you will have the
same genes is very likely. In addition, the family, especially the parents, has a significant
impact on the child's development; the way they interact with and teach the learner may
influence how quickly the child develops.
3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
Communication between the home and the school benefits the students, who are better able
to learn without interruptions as a result of the parties' adjustments and agreements, and
who also benefit from the teachers' ability to better understand the child as a result of the
parents' ability to fill in the gaps regarding the child's behavior that only they are aware of.
Because the teacher and the school give them enough updates, the parents are also able to
fully understand the learning process at that point.
4. How can the teacher partner with the community to contribute to the development
and learning of the students? Who are the people or which institutions can the teacher tap to
seek advice regarding the development and learning of students.
We educators can collaborate with the community.
I believe that genuine education and school transformation may be achieved through
constructive, authentic community ties and initiatives. Young people achieve better, remain
in school longer, and have a more positive educational experience when families,
community organizations, businesses, and schools collaborate to support learning. There are
many fantastic instances of school and community partnerships worldwide. For instance,
asking local businesses for assistance or even partnering with the local government to
develop fantastic educational initiatives for students
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
Growing up in a broken family is quite hard but I didn’t feel this because of my
grandparents, I didn’t experience that I am incomplete because of them. As I age, I grew
to respect and build trust with anyone because they always say to me that the most
integral part of communicating is building trust.
2. As a future teacher, how would you establish good home-school collaboration?

How can you work well with the parents? How can you help them? How can they help
you?
As a prospective teacher, I would need to first develop a transparent channel of

communication with all the stakeholders to build a strong relationship between the home
school and community. I need a method of informing them and getting their feedback. I
must also take the initiative and exercise more creativity when developing programs and
activities that require their participation. For instance, when parents are given the proper
information, when they understand why they are needed and on what aspects they are
needed, they would be more obedient and contribute more to school activities like
brigada eskwela, etc.
1. Make an artistic, colorful, and creative visual expression of your insights or

feelings about the influence of the home and school and community to the
learner. Then write a few statements on the space below about your visual art.
We, learners, learn from our environment, our home, community, and school have a
huge impact on our growth as individuals because we learn several things from them
that may help us to become better. We become fruitful in today’s world because they
mold us, they aid us to grow to be more independent in this challenging world.
2. Make a reflection acrostic about the home, school, and community link.
CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES
Learning Episode 6
FIELD STUDY 1
Learning Episode 6
Classroom Management and Classroom Routines
Learning Essentials
Here are major principles of development relevant to this Episode:
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
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 X
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?
In my perspective, the procedures used in class are successful in
maintaining order and discipline. Clearly, the class is structured, the students are
paying attention, and the instruction is going smoothly. Also, the discussion,
activities, and assessments make good use of the limited time.
2. Which of those routines were systematic and consistently implemented? Explain

your answer.
In my opinion, all of these routines are systematically and consistently
implemented on a daily basis since they are now full-blown face-to-face. My
resource teacher mastered all of these routines because she has a lot of experience
in teaching. I also noticed the consistency of her routines in every discussion
because this serves as a guide for her. for instance, she begins the day with a
greeting, a prayer, an attendance check, asking how good her students are, and so
on and so forth. Additionally, she provides entertainment for these students who
are perplexed in some way by the lesson by recalling the past lesson.
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
As a future educator, I will surely apply these three routines to my
classroom in the near future. First, start the day with a prayer because I believe
that we should thank God for the new blessings that he had given us and also ask
for his guidance. Secondly, checking attendance because for me attendance is a
must. Also, this may serve as a tracker of how many students are tardy and late.
Lastly, the most important thing is to ask how they are doing because I believe we
should build a harmonious interaction with them to build a good rapport and trust
towards them.
Learning Episode 6
Activity 6.2
Listing Down Classroom Rules
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will provide
a more pleasant, secured and non-threatening environment. Rules ensure the students'
engagement and focus in their classroom activities.
Classroom Rules Importance
1. E.g. Read directions well. -Ensure less error in answering the activity.
- reminding them to get up for class is crucial

2. Wake up right on time for class
for ensuring that they get at school on time
because it is simple to forget. Time is gold.
- respect enhances feelings of safety, security,
3. All school staff members, instructors, and
and wellbeing in your interactions. Also, it can
students should be respected.
aid a good relationship to one another.
- it is important that you are giving respect to
the teacher especially when he/ she is talking
4. Raise your hand if you have queries.
in front. If you have questions or queries, do
not hesitate to ask with respect.
- the teacher does not have to shout when
5. Stay away from making noise that might discussing. remember that rooms are
disrupt other classes. interconnected which means any noise can
easily be heard in the other rooms.
- disruptions in class are frequently caused by
distractions because of this, the teacher must
6. Lend your ears in discussion enforce a very strict rule regarding
maintaining attention on the class
conversation.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
Rules are made to guarantee safety, fairness, and respect for other people's
rights. Also, Rules are the foundation of a well-managed class, and developing
them requires thought and planning on the part of the instructor. Rules of
behavior that are applicable and meaningful should be used to deter students
from misbehaving in the classroom. Rules are different from procedures in that
they outline how the classroom should be organized, what kinds of conduct are
encouraged and acceptable, and how students should cooperate to accomplish a
common objective.
2. Are classroom rules really important?
For me classrooms are very integral because it helps to prevent potential
student wrongdoing, classroom rules also help to discipline students, shape their
behavior, and enhance learning. Additionally, it teaches kids responsibility and
the dos 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.
If I were to teach in the same setting as my resource teacher, the set of

classroom guidelines and or rules she has created is something I can also use when
I am teaching my own students because most of the rules are well designed,
appropriate for the set up they currently have, and very beneficial for both
students and learners. Thus, according to my perspective as a future educator,
following these guidelines will make it simpler for me to control my class and
successfully complete the learning objectives.
Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about it.
START THE DAY WITH

A PRAYER
thank God for the new

blessings that he had
given us and ask for his
guidance.
ENERGIZER!
creating a game that

is connected to the
lesson so that it can
boost their energy.
WORK SILENTLY and

HARMONIOUSLY
the essence of group

works is to share
knowledge for the
betterment of the group.
So, unnecessary noise is
prohibited.
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
Learning Episode 7
FIELD STUDY 1
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
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management Yes No
1.Personal Classroom Management


1.1 Is the teacher well-groomed that he/she demands respect from
the learners?

1.2 Is the teacher's voice modulated and can be heard by the entire
class?

1.3 Was the teacher present in class?

1.4 Did the teacher arrive on time in class?

1.5 Does the teacher exude a positive attitude towards teaching?
2.Physical Classroom Management


2.1 Is the classroom well-ventilated?

2.2 Is the lighting good enough?

2.3 Is the classroom free from noise?

2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom 
activities?

2.6 Is the physical space/learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and
answer the following questions?
1. How does the voice of the teacher affect classroom instruction?

In my perspective, the tone of the teacher's voice is a potent tool. Regarding
engagement, conduct, and building relationships with students, it establishes
the mood and climate for the entire classroom. It offers some insightful
observations from educators who have investigated how their voice tones
impact the efficiency of their classrooms.
2. How does the punctuality of the teacher affect classroom discipline?
Instead of punishing, controlling, and intimidating students, the teacher's
role is to create "the environment to facilitate students control over their own
behavior. When misbehavior occurs, the teacher helps students see the
problem and guides them in making an appropriate decision to resolve the
problem."
3 .
4 . It is the teacher's job then to structure "the environment to
facilitate students
5. control over their own behavior. When misbehavior occurs, the teacher helps
6. students see the problem and guides them in making an appropriate decision
7. to resolve the problem" instead of punishing, controlling and intimidating
3. Why do we need to check on the physical aspects of classroom management?
For me, the physical environment is important for classroom management
because it affects instructor and student behavior. Some behaviors are made
possible, and others are eliminated by this complex and thorough planning.
Moreover, Student motivation and learning are significantly impacted by a
classroom's physical design because it involves in the construction of their
environment can empower them, promote community, and increase motivation.
REFLECT
Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom
management.”
If a teacher in a certain classroom doesn't know how to manage it well, he
or she will also be unable to create and deliver any effective instruction, which can
occasionally result in the students' inability to learn. Also, it implies that good
classroom management will influence instruction and provide fruitful results.
2. What are your plans in ensuring effective classroom management?

“If you fail to plan, you plan to fail” so I should start my effective
classroom management by planning because I believe that beyond successful
outcome has a great planning. By that, I will do my lesson plan first since that is
the basic guide for our teaching. It also serves as a blueprint for us since we based
our daily lesson to our lesson plan.
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.
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.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
There were several strategies that my resource teacher employed to
classroom management. Teachers and students both benefit from in terms of
classroom management, it is quite helpful, especially in ensuring that students
work productively and honestly in class, which will help them achieve their
learning objectives.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
One of several teacher’s strategies that were not used is the punishment
because sll other classroom management techniques can be negatively impacted
by punishment on students' relationships.
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?
Diverse learners can be accommodated quite well by using differentiated

education techniques. Students who might find it challenging to study in a regular
classroom setting can benefit from these techniques. On my mind, I think
Encourage student collaboration is the best, a more inclusive learning
environment can be created in the classroom by encouraging student
collaboration. To accommodate varied learners, collaboration is essential. When
students collaborate, they are better able to comprehend and value the opinions of
others. They may be better able to comprehend and interact with concepts and
content as a result of this comprehension. Additionally, opportunities for
collaborative learning foster creativity, ingenuity, and problem-solving abilities.
UNDERSTANDING THE SCHOOL CURRICULUM- CLOSE ENCOUNTER
WITH THE SCHOOL CURRICULUM
Learning Episode 8
FIELD STUDY 1
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
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

The k-12 curriculum guide can be The k-12 curriculum guide is a
found on the internet at the worked-up document that helps
DepEd site and are also provided the teacher in making sure that
1. Recommended to the schoolteachers the lesson is executed in a certain
Curriculum way that follows the structure
(K to 12 Guidelines) created by the Department
Education. It also contains a few
learning materials links and other
helpful materials for teaching
In my experience the teachers A teacher's lesson plan depending
lesson plan can be found with the whether detailed or semi detailed,
teacher, and is often made by it is the activity that the teacher
them so that it is suited for their does prior to the actual lesson.
2. Written Curriculum
students Lesson plan is a detailed
(Teacher's Lesson Plan)
description of the instructional
strategies and learning activities
that will be carried out during the
teaching/learning technique.
A taught curriculum may only be A taught curriculum is the
observed during the class and implementation of both the
3. Taught Curriculum while the teacher is teaching her recommended and written
(Teaching Learning Process) students. curriculum in which the students'
learning is thoroughly
considered.
These kinds of materials are often Textbooks are created from the
distributed by the school to the guided information both from the
students so that they can use it in curriculum guide and from the
4. Supported Curriculum
their class or learning teacher. The material contains the
(Subject Textbook)
appropriate information that
should be presented to the
students.
This is the so-called assessed To determine whether students
curriculum, which occurs when are developing, teachers can
5. Assessed Curriculum students take a quiz or take mid- employ pencil and paper tests as
(Assessment Process) term and final exams. well as authentic assessments
such as portfolio and
performance-based evaluations
These learning outcomes are Learning outcomes are statements
written and predetermined way that describe the skills or
before the lesson is conducted. It knowledge that students should
is often called objectives, where have at the end of a specific
after the lesson when achieved it assignment, lesson, curriculum, or
6. Learned Curriculum represents the effectiveness of the program and assist students in
(Achieved Learning Outcomes) teaching methods used and understanding why that
curriculum itself. I have observed knowledge and those skills will
that these are often stated before be useful to them.
the lesson starts so that the
students know what is to be
expected.
Hidden Curriculum can be found These are the learning that is
while in class or even just while acquired by the students that are
the students are inside the school not actually set in the lesson plan
7. Hidden Curriculum interacting with their classmates. or written in the curriculum
(Media) guide. However, even not part of
the lesson these are beneficial
information that helps the
students grow and learn better.
ANALYZE
1. Which of the seven type’s curriculum in the school setting is easy to find? Why?
- The Recommended Curriculum (K–12 Guidelines) is simple to locate because
academics and professional organizations have endorsed it. Written curriculum
documents based on the recommended curriculum syllabi, course of study,
module, books, instructional guides, and lesson plan are available from DepEd,
CHED, and TESDA for basic education, higher education, and vocational
education.
2. Which is difficult to observe? Why?

- In my opinion, the Hidden Curriculum (Media) is the hardest to detect. It outlines
what is taught to children through the physical setting, rules, and practices at
school. Unplanned learning outcomes are any outcomes that are not specifically
specified in a course plan.
3. Are these all found in the school setting? How do curricula relate to one another?
- Yes. The connections between curricula are strong, and both can learn from the
other. Curriculum, for instance, is the foundation of education and what separates
educational achievement from the most basic to the most complex subjects.
4. Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
The seven different curriculum categories are interconnected. The written,

supported, taught, and assessed curricula are the ones that are simpler to find in the
classroom. They are in the same row according to the diagram. Since these are the
curricula that may be quickly detected in a classroom situation, they are related. During
class hours, the teacher typically uses these. The "learned curriculum" phrase is connected
by an arrow after that. It indicates that it is the result of the teacher's use of a mixture of
four. It is possible to tell if the students are learning from the class conversation. The
recommended curriculum and hidden curriculum are placed above the learnt curriculum.
It can take some time to find these two. They are fundamental, I can say. It's because the
Department of Education uses the suggested curriculum. And it must be adhered to
strictly. While the standards or principles that are taught in class serve as the hidden
curricula. An effective curriculum provides instructors, students, administrators, and
community members with a quantifiable approach and structure for delivering a quality
education. Students must show that they have met certain learning objectives, standards,
and core competencies before going on to the next level.
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:
What are the lesson objectives/learning outcomes?
A. Planning What are included in the subject matter?
What procedure or method will the teacher use to implement
the plan?
Will the teacher assess or evaluate the lesson? How will this
be done?
Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
How did the teacher begin the lesson?
What procedure or steps were followed?
B. Implementing How did the teacher engage the learners?
Was the teacher a guide at the side?
Were the learners on task?/ Or were they participating in the
class activity?
Was the lesson finished within the class period?
C. Evaluating Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
Were the objectives as learned outcomes achieved?
How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
- She encourages and supports students' learning so that they can all succeed in the
interconnected world of today. She works with her student to create fresh
opportunities for learning. She employs a variety of techniques to support
program improvements and student learning. She develops students' potential
and helps them become holistically and internationally competitive.
2. Was the lesson implemented as planned? Describe.

- Yes, as far as I can tell, the teacher skillfully delivered the lectures and managed
the students' active involvement in a discussion. Although a class without lessons
can never be structured, based on my observations, everything seems to be quite
well arranged.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
- Since the lesson was delivered very efficiently and no further questions were
raised at the end of the lesson as a result of the students' satisfaction with the
discussion, I can tell that the teacher is happy and satisfied with the session.
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
- The majority of them are happy and satisfied because their teacher exhibits a high
level of tolerance and understanding and gives credit to all of their responses,
even if they don't always make sense in relation to the question, but their teacher
still expresses gratitude, which motivates students and boosts their self-
confidence.
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
In my perspective, whatever the components of a lesson plan are, each one should
build on the previous one and flow into the next. In addition to the core components of a
curriculum, there are extra standards to follow. Each one includes crucial elements such as
the type/level of students, their prior knowledge, which will help us keep the flow
continuing, and the teaching tactics that you may use in your lesson plan. Following that,
students must establish learning objectives, design specific learning activities, plan the
session, and assess their progress.
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.
Title of the lesson: Animal Reproduction
Subject Area: Earth and Life Science
Grade level: 11
OUTCOME TEACHING METHOD ASSESSMENT
At the end of the lesson,

the student should be - Discussing new concepts and
able to: practicing new skills number 1
1. discuss asexual For your individual activity, get
Classify this animal based
and sexual a one fourth sheet of paper on their modes of
reproduction and answer the following.
reproduction (sexual or
methods -Developing Mastery In the asexual) and the types of
2. Discuss internal next activity, you are going to their fertilization (internal
and external form two (2) groups (divide or external)
methods of the classofinto
PRED 2213 - Field Study 1 Observation two). -Then,
Teaching Learning in ActualHow
School
thisEnvironment 63
lesson affect us
fertilization designate one member to in our daily life.
3. Describe the represent your group because
ANALYZE
Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
- These three (Outcomes, Teaching Methods, and Assessments) were all aligned
constructively. They are all linked. Teaching methods and assessment are related
to learning activities designed to satisfy learning objectives. If the assessment
relates to the learning outcomes, students will understand how their achievements
will be judged.
2. Will the outcomes be achieved with the teaching methods used? Why?
- The teaching approach can produce learning outcomes. Teaching strategies have
an impact on student accomplishment. It means that competent teaching can help
students learn better. Learning outcomes can be achieved in this manner. Faculty
and students benefit from learning outcomes. Achieving a consensus on the aim
and goals of a course. Learning outcomes form the basis of course design and
assessment, aiding students in focusing on what is important.
3. What component would tell if the outcomes have been achieved?

- For me when students perform well in the activity set and earn passing or above-
average grades, the Evaluation and Assessment section will state whether or not
the outcomes have been reached.
REFLECT
What lessons have you learned in developing or writing a lesson plan?

I've discovered that in order to achieve your objectives when creating a lesson
plan, you must align the three elements. In order to see where your students are at the
moment of learning, you must decide in advance what knowledge, abilities, and moral
principles you want them to acquire. You must then choose the best strategy for achieving
the desired goal.
What value will it give to the teacher if the three components are aligned?
If the three elements are in harmony, the teacher will benefit from success.
achievement in successfully providing classes and effectively teaching learners.
Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
Present evidence for each kind of curriculum operating in the school setting. This can be in
pictures, realia, documents, or others.
7 Types of Curricula
1. Recommended Curriculum - The curriculum that is recommended by scholars and
professional organizations.
- Basic Education - Recommended by DepEd
- Higher Education - Recommended by CHED
- Vocational Education - TESDA
2. Written Curriculum - Documents based on recommended curriculum.

Example: syllabi, course of study, module, books or instructional guides, lesson plan.
3. Taught Curriculum - The curriculum which teachers deliver day by day.
4. Supported Curriculum - Includes those resources that support the curriculum-textbooks,

software, and other media supporting materials that make learning and teaching
meaningful print materials like books, charts, posters, worksheets, or non-print materials
like Power Point presentations, movies, slides, models, mockups, realia’s facilities –
playground, laboratory, AV rooms, zoo, museum, market or plaza (places where direct
experiences occur)
5. Learned Curriculum - The bottom-line curriculum it is the curriculum that students

learn.
6. Assessed Curriculum - The curriculum which appears as tests and performance

measures: state tests, standardized tests, district tests, and teacher-made tests.
7. Hidden/Implicit Curriculum - This is the unintended curriculum. It defines what

students learn from the physical environment, the policies, and the procedures of the
school. Not planned but has a great impact on students.
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Here is the link for my Detailed Lesson Plan:
DETAILED-LESSON-PLAN-HILARIO-MARVIN-S-EARTH-AND-LIFE-SCIENCE.pdf
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
Using the diagram below fill up the Component parts of a Lesson Plan.
Title of the lesson: Animal Reproduction
Subject Area: Earth and Life Science
Grade level: 11
PREPARING FOR TEACHING AND LEARNING

Learning Episode 9
FIELD STUDY 1
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, examples
Of
and ends with concrete, and ends with a rule,
experience, details, examples. Teaching generalization, abstraction.
Activity 9.1
Demonstrating an Understanding of Research-Based Knowledge Principles of

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

Principles of Learning
apply the principle of learning
My resource teacher uses a projector to
1. Effective learning begins with the setting
show her teachings and the learning
of clear and high expectations of learning
objectives she has for the lesson's subject.
outcomes.
The teacher urged the students to

2. Learning is an active process. participate completely in class discussions
and educational learning activities.
Students are given the chance by the
3. Learning is the discovery of personal teacher to reflect on, articulate, and discuss
meaning and relevance of ideas. the subject in front of the class.
The teacher gives the students to

4. Learning is a cooperative and a
understand the readings and the students
collaborative process. Learning is enhanced
are eager to interact, share ideas, and ask
in an atmosphere of cooperation and
questions about the topic.
collaboration.
ANALYZE
1. What principles of learning were most applied? least applied?
Most Applied
According to what I've observed, the theory of learning that is most frequently used
is that "Learning is an Active Process," where a student-centered approach is used. When
students are actively involved in the learning process, they learn more. Teachers serve as
facilitators rather than as one-way information providers according to this learning theory.
For instance, the teacher gave a lecture during which the students listened attentively to her
without taking notes, and after 20 minutes, the students worked in groups to recollect,
define, and elaborate on the lecture's content.
Least Applied
The learning principle that has received the least amount of application is "Learning
is the discovering of personal meaning and relevance of concepts." In this instance, the
instructor took the majority of the class period to clarify and present their viewpoints.
Give instances where this/these principle/s could have been applied?
Learning is a cooperative and a collaborative process. Learning is an enhance in an

atmosphere of cooperation and collaboration. In this instance, the teacher took the majority
of the class period to clarify and present their viewpoints.
REFLECT
From among the principles of learning, which one do you think is the most important?
"Learning is an active process" is, in my opinion, the most crucial tenet since it makes
advantage of student interaction to impart knowledge. With the use of a student-centered
approach, it encourages students to actively participate in the learning process. In a more
student-centered approach than traditional learning, which has relied on lengthy instructor
talks and lectures, students are expected to learn via cooperation and investigation.
According to this type of principle, it is the responsibility of the student to collaborate with
the teacher in the development of knowledge, and the teacher's mission is to assist the
student. As a result, it promotes critical thinking, problem-solving abilities, and deeper
understanding by allowing students to participate in the creation of information.
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. Describe the structure of the passive voice
2. Change a sentence's tone from active to passive and / /

vice versa.
3. Write passive voice sentences in the simple present / /
and simple past tenses.
4. Describe how to utilize the appropriate voice in the / /
appropriate contexts while considering usage, affect,
and intention.
2. Cite pieces of evidence that these learning outcomes were achieved.
1. In the Presentation stage, students start with their relevant prior knowledge—verbs ‘to
be’ and past participles, before the teacher introduces the form of the passive voice
2. Students gradually changed active voice sentences regarding food into passive
during the debate, particularly in the Practice stage. Additionally, during the
production phase, students used the passive voice when discussing food.
3. Following a conversation, the instructor gave the students a task to compose passive
phrases in the simple present and simple past tenses about the food they had.
4. In the Presentation Stage, students watched watch video clips from some YouTube
and filled in the blanks with the passive construction. Students also recognized the
voice of the sentences, and mad scaffolded explorations about passive voice usage
ANALYZE
1. Do SMART objectives make the lesson more focused?

- In my perspective, SMART targets make the lesson more clear-cut since they
position you for success by making your goals specific, measurable,
achievable, realistic, and timely. This helps teachers accomplish the desired
learning outcomes they had in mind. The SMART approaches will encourage
teachers to go further, give them a sense of direction, and help them organize
and accomplish their objectives so that students meet their expectations.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.

I've learned that in order to create SMART learning outcomes, your lesson
objectives or intended learning outcomes must be SMART (Specific, Measurable,
Attainable, Realistic, and Timebound). Doing so will really assist the teacher and guide
them in the teaching process as well as the growth of the students. As I've already stated,
SMART objectives will benefit teachers in guiding the direction of the lesson, assisting
them in achieving their objectives on a given subject, and aiding in the organization and
clarity of discussion.
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-
- No, the teacher effectively used her time by learning process? How? Or were they mere
allocating minutes to each section of the class. passive recipients of instruction?
She set aside time for group projects, the quiz, - Yes. The teaching and learning process
and the lecture. included the pupils. When they had group
work, they served as a listener and a facilitator.
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.
- No, the focus was on mastering the lesson - Yes. as the teacher permitted students to
since the instructor allowed each student the create their own examples of sentences
opportunity to facilitate the discussion rather describing the meals they had.
than just lecturing about it, ensuring that all of
the students were comfortable with the subject.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
-No, the instructor allowed students to - Yes. because they were instructed to form
collaborate with their peers and groups so that groups and that everyone should interact with
everyone could take part and express their one another and take part in the activities.
views and thoughts collectively.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
- Yes. The teacher focused exclusively on one - No, the teacher just paid attention to the main
subject for the entire class period from or one subject.
beginning to end so that the students would
not become lost in it and would retain it.
What teaching-learning practice shows that teaching approach was:

a) constructivist-connected to past experiences of partners learners constructed new lesson
meanings,
- The instructor encouraged the students to relate their prior experiences to the issue under
discussion and tried to tie those experiences to the new idea.
b) inquiry-based
- The method of teaching and learning that I have observed using the inquiry-based approach is
when the teacher asks the students probing questions about the subject while also promoting
independent thought. The questions may be open-ended in order to enable students to share
their opinions and ideas.
c) developmentally appropriate-learning activities fit the developmental stage of children
- The teacher fosters a student's growth (social, emotional, physical, and cognitive)
d) reflective- Remembering, considering, and analyzing a teaching experience are all parts of
reflective teaching. When a teacher, for instance, asks students for comments and invites
colleagues to observe your class, that is believed to be a reflective teaching technique.
e) inclusive - No learner was excluded; teacher taught everybody.

- Regardless of the students' differences, the teacher wished for all of them to actively engage in
both the class discussion and learning exercises. The instructor wished to be impartial and fair to
all of the students.
f) collaborative-Students worked together.

- when they are doing their task by group, you can see to them that they are collaborating on the
task that they need to accomplish. Also, this enhances they interpersonal skills by
communicating to their groupmates.
g) integrative - Lesson was multidisciplinary - e.g. In Science, Math concepts were taught.
- In order for the students' learning to be multidisciplinary and not just restricted to the subject,
the instructor connects other topics and concepts to the subject matter. In other words, the
students are able to understand and have the chance to learn new topics.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
If a teacher only teaches for test preparation and mastery, the student will not
learn more since the teacher restricts learning to the concept level and without any
application. Additionally, I can understand that if this occurs, pupils may just
prepare for exams, making it easy for them to forget what the teacher had taught.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student- centered? Why?
The student-centered approach would still be used if I were to teach the class
again. I would encourage students to actively participate, but they would be the ones
to facilitate. I'll steer them and reprimand them when they make mistakes.
REFLECT
Principles of teaching worth applying
Reflect on
- The teaching principles are crucial for all educators, especially future ones, in
order to advance both our own learning and that of our pupils. This encourages
the best possible teaching and learning techniques to be used in various learning
institutions. By putting these concepts into practice, it improves student
engagement and learning.
THE INSTRUCTIONAL CYCLE

Learning Episode 10
FIELD STUDY 1
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.
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 poses a question or a

circumstance, then she lets the students
2. Learning is an active process.
research it and learn the lessons it
contains.
The teacher would begin class with
enjoyable and interesting exercises and
3. A non-threatening atmosphere enhances
frequently check in with the students to
learning.
see how they were connecting with them
and forming strong relationships.
The teacher constantly adopts a calm
demeanor when instructing, avoiding the
4. Emotion has the power to increase possibility of applying pressure to the
retention and learning. students, complimenting them whenever
they succeed, and then offering assistance
when necessary.
The teacher makes sure that the pupils are
able to use and apply what they have
5. Good teaching goes beyond recall of
learned, whether it be in activities or in
information.
real life, rather than just explaining and
helping them remember.
Using real-world examples, making the
course relatable by asking the students
6. Learning is meaningful when it is
whether they have ever encountered such
connected to student’s everyday life.
circumstances, and having them share
their experiences.
The teacher frequently employs strategies

7. An integrated teaching approach is far
that enable her to relate to and assist the
more effective than teaching isolated bits of
students in making connections between
information.
various subjects.
ANALYZE
What is the best method of teaching? Is there such a thing? Reflect on this question.
What instructional approach works the best? Exists something like that. Whether
it be for teaching a language or another subject, there is no such thing as the perfect
approach. The type of pupils, the language itself, the topic matter, and the level of student
motivation all affect the strategy a teacher can employ. Immersion is one technique that
can help you learn a language better. Instead of hanging out with pals who speak the
same language, students should become friends with those who do. A teacher should
provide pupils additional opportunity to practice because language acquisition success
depends on how often you do it. Lectures in language lessons are ineffective, especially
for pupils who are tech savvy. Engaging initiatives and activities will function better. The
approach a teacher can take additionally relies on the language skills being taught.
REFLECT
How do we select the appropriate strategy for our lessons?
The teacher must be perceptive. The teacher should have a thorough understanding of
how pupils learn. She should be well-versed in classroom observation so she may
implement the best and most appropriate strategy for the lesson just by seeing and
evaluating the students' progress.
Activity 10.2
Determining Outcomes-Based Teaching and Learning
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?
- She shares her class objectives in the class by providing the precise intended learning
outcomes to the subject matter. For me, absolutely, by mentioning or giving them a soft
copy of the syllabus and what will be the objectives and identifying learning outcomes at
the conclusion of the subjects. She started her conversation by basing it on the questions
she asked the class and on her discussion.
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives/ ILOs? Explain your answer.
- The first student to cross the finish line in the game, which is a type of competition, is
given the opportunity to respond to the question. If the response is correct, she awards
points to the student, which will have a stronger impact on the students' performance.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/
ILOs?
- The teacher sets up an online test by displaying the questions from the story guide that
students must respond to. As it relates to the lesson she is discussing, it is in line with her
aims. Her entire instructional approach is in line with the objectives or desired learning
outcomes when it comes to the learning activities and assessment.
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
- The targeted learning objectives for students in the program are clearly stated
in outcome-based teaching and learning (OBTL), a student-centered
educational technique. The next step is carefully planning teaching and
learning activities to assist students in achieving these objectives. This
suggests that everything teachers do should be focused on the knowledge,
understanding, and abilities they want pupils to have. Or to put it another
way, teachers should devote their attention on helping students develop the
skills, personalities, and information necessary to achieve the clearly defined
intended objectives.
REFLECT
Reflect on the use of OBTL.
As I think about it, I can see how important performance-based learning is to kids'
development and how it makes us more globally competitive. Performance-based
learning allows students to apply what they have learned. Since they may employ this
knowledge in their daily lives, students will gain from it. This made it possible for OBTL
students to monitor their development and decide whether or not a certain subject was a
good fit for them. OBTL can be used by teachers to provide pupils with more structured
learning opportunities, which will lead to higher-quality education.
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.
Examples Of Questions That The Resource Teacher

Types Of Question
Asked
What is genetic engineering?
1.Factual/Convergent
Do you have any idea what genetic engineering is?
Closed / Low level
2.Divergent/Higher-order/ How can you say genetic engineering is very integral in

Open-ended/ Conceptual this day and age?
How extent do you like this topic?

a. evaluation
What happen if too much manipulation on genetic

b. inference
engineering?
What are the positive and negative effect of genetic
c. comparison
engineering? cite some examples.
How can you apply the knowledge you have acquire to
d. application
change the perception of our society?
In what ways can you share this learning to our society?
e. problem-solving
How do you feel if someone is not in favor of genetic

3.Affective
engineering?
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?
Teacher questions are described as instructional signals or stimuli in the

classroom that communicate to students the subject matter to be studied as well as
instructions for what they are to do and how they are to do it. The instructor must
constantly keep in mind that one crucial but significant component of the teaching
and learning process is the knowledge and abilities utilized to ask various types of
questions in a classroom. Because Neil Postman explains successful questioning
strategies that may have an impact on learners, this quote has something to do
with the types of questions. By asking the right questions and responding to the
learners' views and opinions, we may foster and grow their activeness, which
could raise their participation in class and their performance level, as well as the
development of their thinking abilities.
REFLECT
Reflect on
The importance of using various reacting techniques

Consider the level of inquiry and thought processes that students engage in
throughout class based on the most frequent question kinds, questioning strategies, and
reaction techniques used by the resource teacher. After careful observation, I discovered
that effective questioning methods help students understand the material better and
develop their critical thinking abilities. Using appropriate questioning techniques,
students can teach other students by using the "cognitive or knowledge element" of the
inquiry. Because even a straightforward reaction could have an impact on a learner, the
"affective portion," which primarily concentrates on reacting tactics, is quite significant.
By saying this, we need to know how to behave appropriately and constantly be
considerate of other people. It must be important to pose pertinent questions that are
sensitive to students' need for accurate responses. Asking the right questions encourages
participation and helps the pupils learn the teachings.
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
GRADE 11 TEACHERS
UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS VERSION 3
(ICT CFT V3, 2018)
Learning Episode 11
FIELD STUDY 1
Learning Essentials
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
Appropriateness. The resource is grade/level-appropriate. The content matches what is
needed by the teacher.
Clarity. The resource clearly addresses the instructional goals in mind.
Completeness. The content is complete. It has all the information needed to be able to use
them.
Motivation. The resource is engaging and rewarding to learners. It will encourage the active
participation of the learners.
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
this 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.
Activity 11.1
Visiting the Learning Resource Center
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: Balsik National High School

Date of Observation: January 13, 2000
Name Of Observer: Marvin S. Hilario
Course/ year/ School: BSED 4-SCIENCE
LIST OF AVAILABLE LEARNING RESOURCES
Available Learning Characteristics and Unique Teaching Approaches were
Resources Capabilities the Resource is Most
(Enumerate in bullet form) Useful
1. PRINTED The printed resources are The lecture approach was
RESOURCES prepared and created by being used especially
- News paper the teachers, especially the when the teacher gives an
- Magazines learning modules for the activity as a sample or an
- Encyclopedia home learning. It contains actual activity to be done
- Dictionary all the necessary during the class.
information and activities
that aligns with the
learning objectives
2. AUDIO RESOURCES Used to provide music and The teacher uses the
- Speakers or when playing video that speakers for audio
- Microphone has sounds during class presentations like music
during class to make the
discussion more engaging,
like when in music class,
and they need to listen to
the song or when there is a
story saying that has a
video.
3. NON-ELECTRONIC There are posters for The posters are handy

VISUAL RESOURCES reading and some for when the class discussion
- White board references for other requires visual aids, like
- Reading materials subjects. The flash cards maps, pictures etc. And the
- Pictures are used for reading, Reading materials like
- Flash cards guessing and other story books are used when
activities. the class needs a story like
in their English subject.
4. ICT RESOURCES There are televisions in the The teachers use the
- Laptop middle of the classroom television to present
- Projector during our visit. The videos, PowerPoints and
- Internet laptops and or computer music for the class. Now
- Phone are used during our online they use their computers to
- Computers classes attend and conduct the
- Television classes, they present
PowerPoint presentations
and videos.
Impression about the LRC:

There are LRC but they need more for the students and for the teachers so that the educational
experience can improve. However, it is workable and is sufficient for now.
Name and Signature of Observer:
MARVIN S. HILARIO
Name and Signature of the learning Resource Center In-Charge:
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?
The fact that they are strategically placed, well organized, and carried out,
as well as the fact that someone is in charge of monitoring and making sure all
resources are secure and ready for use, lead me to assume that the
resources/materials are arranged correctly in accordance with their duties and
qualities. Doors are dust-free, and computers have good ventilation. The improper
use of materials and resources is also prevented via procedures.
2. Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
Yes. Guidelines and procedures encourage easy access to resources while
ensuring that everyone has an equal opportunity to use them. The resource center
has imposed some restrictions on computer use to ensure that everyone is catered
for. Students only need to complete a borrowing form if they intend to keep the
book.
3. What are the strengths of this Learning Resource Center?

The well-lit, well-ventilated, and exceptionally clean nature of the learning
resource center makes it incredibly conducive, in my opinion. The materials and
resources are current with the most recent technology developments.
4. What are its weaknesses?

Since it is only an extension school campus, as opposed to the SSCT main library,
which offers a vast selection of books, one of its drawbacks is that the library's
selection of books may be quite limited. It is possible that students use the library for
purposes other reading and research, in addition to borrowing books. Instead, people
go there to unwind because there are air conditioners.
5. What suggestions can you make?
The learning resource center's cleanliness and conducive learning atmosphere should
be preserved. Always make sure the sources and contents are regularly updated and
checked.
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the
most? Why?
The learning resource that has most intrigued me is the accessibility of a
computer for research. The vast knowledge and information available on
computers with internet access would tremendously benefit students' studying. As
opposed to before, when students only used books and other written materials.
2. Which gadgets/materials are you already confident to use/operate?

Since I've used a laptop for a long time and am familiar with how to use it,
as well as the fact that it is really straightforward and simple to operate, it is for
me the most comfortable piece of technology. and it is essential and necessary
now.
3. Which ones do you feel you need to learn more about?

As an ICT student before, I think the most challenging to operate is the
projector because sometimes there were unexpected glitches that I have
encountered, and this is inevitable. So, I must learn how to avoid these kinds of
instances so that I will not experience this kind of problem in the future.
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
School: Balsik National High School
Subject: Earth and Life Science Topic: How Animals Reproduce
Grade/Year Level/: 11- TVL-A
I have observed in the class that the teacher has this Q and A strategy in which a teacher
asks a student regarding the topic they tackled. The teacher gives rewards plus points to
those who have actively participates in the class and that I was so amazed how the
students respond the to the teacher. I can say that the teacher’s strategy is so effective in
the learning of the student. I have acquired some essential skills and strategies that I can
apply to my future practice teaching. The flow of their online class is organized, the
students behaved well and attentively focusing on the discussion of the teacher.
ANALYZE
Grade or Year Level of Class observed: TVL- A

Subject Matter: Earth and Life Science
Brief Description of Teaching Approach Used by the Teacher: PowerPoint Presentation and
Videos
Teaching Aids used Strengths Weaknesses Appropriateness of
(Enumerate in bullet the Teaching Aids
form) used
- PowerPoint It is easy to create If there is a power It is very appropriate
- Videos and find with the use interruption it is hard for the presentation
of the internet. It is to present because to contain all the
visually pleasing and this is electronic necessary
easy to manipulate. materials. Also, these information the
Also, it is easy to are not tangible. student must learn
present and use in during the
class. discussion. The video
is about the topic and
presents realistic
examples that is both
fun to watch and
informative.
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 believe the teacher's level of technology integration was transformational

because the students engaged in activities that would be impossible to complete 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.
I believe the learning environment observed in the class I observed is authentic; they use
technology and their creativity to produce a more creative output rather than simply
performing the task.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
The teacher has excellent learning tools in the classroom and used effectively and has
received positive feedback from the students during discussion time, despite using
online discussion. They listened carefully and responded positively to the teacher's
questions, and the teacher was pleased with their performance. Students pay attention to
the learning materials, allowing them to respond to exercises and the teacher quickly.
They will be able to learn more and gain a better understanding of the subject by using
these educational 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?
If I were the teacher, I would also encourage students to use their creativity and
collaborate when creating their work. To avoid wasting the students' ideas, I may try
something new: I will allow all my students to respond to my question after each
reporter. Because sharing one's ideas as a student will boost one's confidence.
Exploring Education 4.0
Explore Education 4.0 through these steps:
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-
source
4. Evaluate the materials or programs;
5. Reflect on your FS experience.
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?
The lesson is all about how animal reproduce. The objective of the teacher is to
discuss asexual and sexual reproduction methods, discuss internal and external
methods of fertilization and
2. Note the important concepts that the teacher is emphasizing.
- The teacher emphasis the advantages of sexual to asexual reproduction.
3. Note the skills that the teacher is developing in the learners.

- Teacher developed the critical thinking skill of the students.
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 TVL-A

Subject Matter/Topic
(Based on the class you HOW ANIMAL REPRODUCE
observed)
Lesson Objectives / At the end of the lesson the students are expected to…
Learning Outcomes The learners demonstrate an understanding of how animal reproduction.
The learners should be able to value life by taking good care of all beings, humans,
plants, and animals.
Describe the different ways of how representative animals reproduce.
Name and Describe Put a check if the resource satisfies the criterion. Describe
Type of the how you
Electronic electronic can use it
Resource resource if you
(include were to
author/ teach in
publisher/ the class
source). you
observe.
Accurate appropriate Clear Complete Motivatin Organized I will use
g it as a
medium
Google of online
meet / / / / / / set-up.
I will
used it as
Power a
Point / / / / / / medium
Presentatio to deliver
n the
lesson.
To be
able to
Video watch
Presentatio / / / / / / them
n about the
current
issues of
the
country.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources
for the class? What made it easy? Difficult?
It is just easy to surf and find appropriate resources in the internet because
there is so many information that pop out in just one click however, the difficult
thing is that, there are also lots of information that aren’t reliable and fake news is
rampant now in digital platform therefore; as teacher you must be vigilant
researcher, and download information that came from reliable and credible
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 electronic resources because those are the vital sources and a
medium of teaching and learning process in this pandemic times. I want to explore
more in a vast realm of digital platform because nowadays in these trying times
everything should be done through the use of technology.
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?
The skills that I have is that, I can manipulate basic computer like
Microsoft word, excel, and PowerPoint. However, I admit that I have so many
things that I need to work on and go beyond deeper on the usage of technology
such as editing fascinating videos, photoshops and film making which I think is
also an essential skill that I should also possess.
Professional Development through MOOCS
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to
develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are
relevant to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you
identified. You may try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-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.
MOOCs related to the

Competencies I competency/ies
PPST Domain MOOC Provider
want to work on (Include a short
description)
Strategies for
developing critical
1. Content CIC identified creative
and creative
Knowledge and individuality through Coursera
thinking, as well as
Pedagogy creative diversity
other higher order
thinking skills.
2. The Learning Management of Positive psychology Coursera
Environment classroom structure collides w/K-12
and activities. pedagogy. This course
examines fundamental
concepts in positive
psychology and
demonstrates how
exceptional instructors
use those principles to
maximize students’
engagements and
achievements.
The teacher’s work
becomes meaningful
3. Diversity of Learners in difficult
when it is informed by Coursera
Learners circumstances
research and learning
theories.
Planning and Curriculum is a
4. Curriculum and management of structure that guides
Coursera
Planning teaching and both teaching and
learning process. learning.
Use of assessment
data to enhance
5. Assessing and The course is not
teaching and Coursera
Reporting available
learning practices
and programs.
Engagement of
One of the main
6. Community
parents and the focuses of this is
Linkages and
wider school harmonious link of Coursera
Professional
community in the school in the
Engagement
educative process. community
After completing this
7. Personal Professional course, you will be
Growth and reflections and able to discuss the
Saylor.org
Professional learning to improve significance of
Development practice objectives priority and
planning.
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: 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 up this MOOC?
As a future teacher it is important to know how to create a meaningful

presentation and having a good communication skill. This course will be an
optimum way to improve the skills and gain confidence towards a successful
presentation.
2. MOOC Title: English for Research Publication Purposes
Provider: Coursera
Objectives of the MOOC: Improve literacy, research skills and networking.
Content Outline: This course is an excellent introduction to the world of research

publishing. It is intended to help you get published in an international journal,
win a research project, or report research findings by transforming your
knowledge of academic writing into an in-depth understanding of content trends
in scientific writing.
This would be an optimum instrument to overcome my poor writing technical

skills.
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 determine
whether the specialization's objectives align with your learning objectives. Assess
your current level of business English communication proficiency. Develop
vocabulary related to jobs and companies by presenting relevant information
about yourself in a discussion forum.
Content Outline: In this course, there is 5 weeks’ time/day commitment and the
contents are Introduction to Business in English communication, Introduction,
Meeting arrangement on the telephone and the last is meeting arrangement (Email
). During the course, you will begin learning vocabulary and costumer related to
socializing and networking in English.
I believed that this MOOC will help me to become good communicator and to
practice my language skills. It will help me to have an experience about entering
to a business. In this, I will also to be prepared in my future profession through
developing my vocabulary and build confidence to speak in front of other people.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
MOOCs play an important role to improve me. It allows me to discover new

things that will aid my teaching learning process. It is more convenient for me to
obtain information as a prospective teacher.
2. What did you learn from the way the providers use technology to teach in the
MOOCSs?
Open online courses allow individual to get an excellent education. Distance is no

longer an impediment to learning. Anyone with an internet connection can access
this course from anywhere.
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
I will prepare myself as a learner for massive open online courses (MOCC), I will
become acquainted with these programs as a result of my exploration of this
course.
SHOW your Learning Artifacts
1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.
As I observed the materials that my resource teacher was very effective because I see
how her students learn from her lesson. Despite of the small television she was able to
reiterate her presentation and explain it in a good manner.
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.
Technology enables teachers to fit any learning style, whether students learn best
through lectures, reading, examples, or video. Students can learn at their own speed by
accessing interactive online games, online movies, audiobooks, and more.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-
know-about/
Cannot open the link
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.
The goal of EdTechTeacher, a company that offers educational technology

professional development, is to assist teachers in using technology to establish
vibrant, student-centered learning environments.
4. 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?
SMART TECHNOLOGIES introduces the Smart Table, an interactive learning center
designed for students from preschool to sixth grade. The Smart Table has a touch-
sensitive surface on which groups of students can interact with digital content to
complete lessons, play educational games, and solve problems. Small groups of
students can easily fit around the table and work on the 27-inch screen simultaneously;
the touch technology in the screen can read simultaneous input from an unlimited
number of fingers or pen tools. The Smart Table ships with a set of interactive learning
applications, lesson activities, and educational games.
ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEANING

(FORMATIVE ASSESSMENT)
Learning Episode 12
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.
Activity 12.1
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 our lesson? IIIIII
Any questions?
Any clarification?
IIIII
III
14
2. Did the teacher ask the class “Did you understand”? If she did, what was the class'
response?
If the teacher asks the class if they understand the lesson, the students respond
like this "yes teacher" or "no teacher" it depends on they understand the teachers’ lessons
and how the teacher delivered it to them. Understanding is the key to learn.
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
No, the students did not give the teacher the sense that they were perplexed by the
material. Everyone in the class participates well, and in their oral participation, they all
got the proper answer.
4. If they did, how did the teacher respond?
In simple explanation, there is nothing for the teacher to respond because the

students understand everything the teacher taught. They understand the lesson very well
to the point that everyone contributes to the lesson and they all got correct answers.
5. Were the students given the opportunity to ask questions for clarification? How was this
done?
Yes, students were given an opportunity to ask queries, if any. After the

discussion, teacher asked students if they have any questions. They were given chance to
ask what was making them confuse in the discussion.
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: N/A
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
I have not observed a class yet that the teacher did a re-teaching of a topic.
8. While re-teaching by himself/herself and /or with other students-turned tutors, did
teacher check on students' progress?
Yes, the teacher used short assessment in the form of quiz or oral questioning to
test for the student progress.
If yes, How?
There is a need for a system that can easily analyze the data to check on the
performance of the students. A short quiz can be designed which can be easily
understood by teachers and students. A short quiz can be developed which can be
performed by the students on the go. These short quizzes can be used to obtain the data
to check the performance of the students.
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?
I believe it is better for a teacher to find out if students understand the lesson
while teaching is in progress so that it could be further explained and given emphasizes
for a more in-depth understanding of it. Aside from that, to aid and figure out the
students who needs extra attention and to be able to come up for an assessment that could
fit their level of understanding without compromising the quality of education.
Moreover, I believe that it is not good to do it upon the completion of the lesson through
an assessment as students can just merely pick or make up an answer just for the sake
that they have an answer and a score for the assessment.
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends
to check on learners' progress?
Based on my observation, given that there are different types of students, there are
cases that even though they do not understand the topic they would say 'yes' when asked
if they have understood it since they are too shy or have a hard time to ask the part that
they find difficulty with. That is why activities and assessments is needed to check their
understanding throughout the lesson.
3. Should teacher record results of formative assessment for grading purposes? Why or why
not?
There is one analogy that I have read that says, "Summative assessment is like
sitting into a car, drive and expect to arrive at the destination", basically checking how far
away you are. While, formative assessment is constantly checking street signs, your GPS
and turning appropriately. Which means formative assessments are considered part of the
learning, they need not be graded as summative assessments (end-of-unit exams or
quarterlies, for example) are. Rather, they serve as practice for students, just like a
meaningful homework assignment. They check for understanding along the way and
guide teacher decision making about future instruction; they also provide feedback to
students so they can improve their performance. Moreover, formative assessments also
help differentiate instruction and thus improve student achievement.
4. Based on your observations, what formative assessment practice worked?

I believe any strategy in creating a formative assessment works as it still need to
be designed according to the learning styles of the students. May it be in a form of a quiz,
essay, roleplay, homework, etc. Aside from this, it is also important to recognized how the
formative assessment must be done, it may be Individual, Partner, Small Group, or Whole
Class. However, all mentioned style and strategies of how it should be done would still
depend on the application of the teacher and the involvement and participation of
students in it, but more importantly if it suits their individualities and differences for
them to express and showcase themselves freely.
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?
One factor that I noticed is that students are too shy to ask clarifications from their
teacher as they find them intimidating sometimes and it could be on the personality of the
students itself. Wherein, peer tutoring is seen to be more effective as student feel
comfortable around their peers/ classmates wherein, it allows them to freely ask about
areas that they find hard.
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, since formative assessment is an integral part of learning. In which, through
formative assessment students acquire a more detailed, precise, and useful information of
the lesson as well as gain a clearer understanding of what is expected of them. In contrast
with summative assessment, which are used to evaluate student learning progress and
achievement at the conclusion of a specific instructional period, usually at the end of a
unit, course, semester, program, or school year. Thus, non-application of formative
assessment will hinder students' opportunity to understand fully the lesson that is being
discussed to them. Furthermore, absence of one pillar to supplement and in capsulize the
information accumulated will resort to only knowing it but failing to comprehend and
mastery of what was thought.
REFLECT
 Formative assessment is tasting the soup while cooking.

From the line, "When the cook tastes the soup, that's formative when the
guests taste the soup, that's summative." As the chef, we need to stop and taste the
soup before we can move forward for it to be cooked and done. While in terms of
education, this works so well because the purpose of formative assessment (e.g.,
writing an essay or sitting an exam that does not contribute to your final grade) is
so that the student can learn how to improve both from practicing the exercise and
receiving feedback on their performance, with pointers for improvement, that
relate to the criteria that will be used to assess them for their grade. This is like the
cook tasting the soup and deciding whether it needs changes. Formative
assessment helps the student understand how they can make improvements and
where those improvements can be made. Moreover, summative assessment does
contribute to the final grade, so regardless of the student's own opinion of their
work, this is the point where the criteria of assessment are applied. If the cook has
not understood what these are, then the guest will not rate the soup highly. For
example, if the guest has ordered tomato soup, it is no good the cook serving him
an excellent chicken soup, it is not what the guest wants. Remember to answer the
question set, not the one you wish had been set!
 Reflect on this and write your reflections. Should you record results of formative
assessment? Why or why not?
Unlike summative assessment, which evaluates student learning, whilst formative
assessment monitors student understanding so that students are always aware of
their academic strengths and learning gaps. W h e r e i t a l s o h e l p s t e a c h e r s
i m p r o v e t h e e ff e c t i v e n e s s o f t h e i r instruction. On that ground, the
formative assessment should not be recorded.
1. My Accomplished Observation Sheet
What Teacher Said Tally Total
Do you understand our lesson? IIIIII 14
Any questions? IIIII
Any clarification? III
2. My Analysis
The teacher should assess whether the students have understood the
material during class. It enables the instructor to assess if the lessons are effective
and whether any adjustments are necessary to promote student learning. If the
students' learning has improved, the instructor should have a record of it so they
can track it. Additionally, formative evaluations come in a variety of formats and
cater to the various learning preferences of the students. Peer tutoring may also be
a type of formative evaluation. In most cases, it is more successful than reteaching.
It's because some people think that engaging with others helps us learn more.
3. My Reflection
The way that teachers engage with students, how they set up learning
scenarios, how they direct students toward learning goals, and even how they
measure student success, all change. For raising student performance, formative
evaluation is a potent tool. It improves student learning capacities, raises the bar
for student achievement, and promotes the equality of student results. I might be
able to determine a student's current performance level for a particular ability by
conducting routine ongoing assessments.
4. Snapshots of peer tutoring or other activities that show formative assessment in
practice
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 the Yes, the teacher provides opportunities for
learners to monitor and reflect on their own her students to reflect on their work and
learning? processes is a valuable way to enhance the
learning journey.
2. What are proofs that students were By writing journals, reflection, and
engaged in self-reflection, self-monitoring portfolios about what they have learned.
and self-adjustment?
3. Did students record and report their own Yes, the teacher lets the students share
learning? what they have learned, their opinion and
ideas and, they record their scores.
4. Did teacher create criteria with the Yes, the teacher lets the students share
students for tasks to be completed or skill what they have learned and to rate
to learned? themselves
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?
Yes, I agree, the primary purpose of an assessment is to enhance learning,
but that does not cover all the reasons why assessments are created. Assessments
help to measure how much a student knows. For the teacher to understand their
students' level of understanding, they must assess them. Assessments measure the
level of understanding and knowledge that students have. The measurement
collected is vital for the teacher to understand what they need to concentrate on
and what the student is struggling with. Also, assessments enhance learning
because they push a student to read more to pass their assessment tests. Therefore,
even if the student is at the heart of all assessments, all assessments do not need to
support student learning.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
No, Assessment of learning is comparing students' achievement levels to a
standard using assessment data collected at the end of the teaching and learning
process. It's a summative process that usually involves standardized assessments.
Assessment of learning scores are frequently used to evaluate the effectiveness of
teachers or schools to improve student accomplishment based on the results of
single, pointin-time exams. Assessment FOR learning, on the other hand,
integrates assessment methods into the teaching and learning process to
constantly change instructional strategy. It can involve test data, but it also covers
other quantitative and qualitative data, as well as a lot of anecdotal and
descriptive information.
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?
Based on my personal experiences with school assessments, they have both
a positive and negative impact on me. The positive impact is that it allows me to
reflect on what I learned during the assessment process. And the negative impact
affects my learning when it comes to motivation, especially when educational
needs are not considered.
1. My Accomplished Observation Sheet
Self-assessment is used to help kids to evaluate and track their own

development. When students reflect on and monitor their progress to guide their
learning, they are engaging in assessment as learning upcoming learning goals.
The instructor gives a self-evaluation lesson. The instructor provides opportunity
for the students to practice self-reflection and self-monitoring. Additionally, it
supports the creation of plans for accomplishing them.
2. My Analysis
Assessment plays a crucial role in the learning process and motivation. The
types of assessment assignments we provide our students have an impact on how
they approach the learning activities and the study techniques they use. The
relationship between student performance and specified learning goals has helped
teachers evaluate their curriculum. Assessment has an impact on how important a
class's learning objectives are.
3. My Reflection
In order to know when they are learning, how much effort is needed for
success, whether they have succeeded or failed, and which learning tactics are
most effective for them, students must analyze themselves. It is a crucial step in
the evaluation process because it gives pupils a way to examine and think back on
their own achievements. The objectives might range from time management to
requesting more. If they don't grasp something, they should ask questions in class.
ASSESSMENT OF LEARNING (SUMMATIVE ASSESSMENT)
Learning Episode 13
FIELD STUDY 1
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
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.
Subjects Learning Assessment Is the If aligned,

outcome/s task (how assessment improve on it
did teacher tool/task
assess the aligned to
learning the learning
outcome/s? outcome/s
Specify)
P.E/EPP/TLE To dance Written quiz- No Performance
tango enumerate test-let
the steps of students
tango in dance tango
order
Social Science.
Literature /Panitikan.
EsP
Physical/Biological
Science/Math/English/Filipino
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.
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

- Yes, the teacher's evaluation tasks and tools were all linked to the learning
objectives.
2. What are possible consequences if teacher's assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?
- The learning outcomes will not be met if the teacher's assessment tasks are not
matched with the learning outcomes. And the students will not be able to
demonstrate their learning during the evaluation. Many students may focus
their attention on activities that will lead to good grades on tests rather than
understanding what may be necessary for application of their learning when
objectives and evaluations are mismatched. Furthermore, it has an impact on
the assessment outcomes. Because the students will not apply what they have
learned in the assessment, they will receive a low evaluation score.
3. Why should assessment tasks be aligned to the learning outcomes?

- Instructors will be more likely to be able to give students with opportunities to
study and practice the knowledge and skills that will be required on the
various assessments established for the course if assessment tasks are aligned
to the learning outcomes. "Excellent grades" are more likely to translate into
"good learning" when evaluations and objectives are aligned.
REFLECT
 Reflect on past assessments you have been through. Were they all aligned with what
your teacher taught with learning outcomes?
While doing this activity, I had a flashback to previous assessments that I had
completed in senior high school and at this college. There are two types of teachers:
one that clearly demonstrates his or her enthusiasm for teaching and who never tires
of giving his or her all in the classroom. There's also this one teacher who seldom
interacts with the students. When it comes to assessment, the teacher who teaches
every day will use this simple style of assessment that is connected with the learning
outcome. Another type of teacher who hardly teaches is one who uses out-of-the-box
assessments that are unrelated to learning outcomes.
 How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
Experiencing the mismatched assessment task with the learning outcome allowed
me to concentrate more on the assessment task in order to achieve a good score rather
than the learning itself. This has piqued my curiosity in the subject. Instead of
becoming an active learner, I became a passive learner who did what was asked of me
in order to receive good/high grades rather than growing my knowledge of the
subject. In terms of this issue, we've dealt with it before in our Professional Education
courses, The Assessment in Learning I and II. Our professor has consistently
reminded us of the Do's and Don'ts of creating/completing an assessment. As a
prospective educator, I've learned from my previous experiences, learnings, and
observations that the assessment task should always be aligned with the learning
outcomes. Always keep your students in mind, adopt an approach that will help them
learn more, and focus on the learnings rather than the assessment results. Always
remember that the students are at the center of any assessment. You should give the
assessment in such a way that it gauges the students' learning about the topics as well
as awarding them a good mark.
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 assessment Put a Learning Sample Test Common (Is the
Tool/ Paper and Pencil Test check Outcome Item of assessment tool
(✓) Assessed Resource constructed in
here Teacher accordance with
established
guidelines?) Explain
your answer.
Selected Response Type
1. Alternate Response NOT NOT NOT OBSERVED
OBSERVED OBSERVED
2. Matching Type NOT NOT NOT OBSERVED

OBSERVED OBSERVED
3. Multiple Choice
 Explain how the
movement of
It is another
type of Earth
Yes, it avoids
unimportant questions.
plates leads to movement that The students can
the formation of forms cracks or answer based on what
folds and faults fractures on the they learn.
rocks
A. compression
B. fault
C. fold
D. tension
Type of traditional assessment Put a Learning Sample Test Common (Is the
Tool/ Paper and Pencil Test check Outcome Item of assessment tool
(✓) Assessed Resource constructed in
here Teacher accordance with
established
guidelines?) Explain
your answer.
Constructed-Response Type
1. Completion
 Explain how
relative and
The length of
time it takes for
The completed test
provided students with
absolute dating the half-life of a reasonable basis for
were used to a radioactive the required responses
determine the element isotope and avoided mutilated
subdivisions of to decay into a statements, all of
geologic time stable decay which adhered to the
into standards for creating
a stable this type of test
element is
known as
_______.
2. Short Answer type
 Explain how
the movement
How
geologist
can
say
a This form of short
answer test asks the
of plates leads that dinosaur student to solve a basic
to the fossil is equation while also
formation of younger than a filling in the table with
folds and faults trilobite fossil the answers from the
and more than solved problem. They
60 million ask precise questions,
years old? and the problems are
specific
3. Problem-solving NOT NOT NOT OBSERVED
OBSERVED OBSERVED
4. Essay-restricted NOT NOT NOT OBSERVED

OBSERVED OBSERVED
5. Essay-non-restricted NOT NOT NOT OBSERVED
OBSERVED OBSERVED
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?
- The multiple-choice style of test was the most popular assessment employed
by teachers. These examinations are used to evaluate the student's grasp of
both difficult and simple ideas. Because all of the possible responses are
supplied, calculating and designing a new answer does not take long. The
essay style of test, on the other hand, is a rarely used assessment tool by
teachers. Because the subject is essentially conceptual, it is difficult for pupils
to write an essay on the subject.
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?
- Based on the previous table, I believe that problem solving is the type of
assessment instrument and activity that the resource teacher is best at creating
tests. Because problem solving is the one with which a mathematics teacher is
most familiar and the one with which they are most comfortable. They
understand the principles and may design any form of problem solving as long
as it is related to the subject matter and the students' learning. On the other
hand, I believe that completion is the area in which the resource teacher has
the least expertise. Because, based on my observations, the items in this section
are extremely predictable, and some of them were extracted directly from the
module.
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.
- An essay or other written requirements, even a written paper-and-pencil test,

should, in my opinion, be regarded as as an authentic form of assessment.
Students can demonstrate all of their learning in an essay by combining all of
their learning into a written product. An essay can sometimes be an excellent
method to apply what you've learned in the classroom to real-life situations,
which is one of the goals of authentic assessment. Rubrics are one of the tools
used the in authentic assessment to evaluate a student's output, and essays
employ rubrics as well, for the students' guidance in writing the essay and for
the teachers' evaluation of the students' work.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
- If I had to evaluate myself in terms of making a traditional assessment, I

believe I am not as skilled as the teachers. Multiple choice is the most difficult
to develop, in my opinion, based on my experience while studying Assessment
of Learning I and II. Because this type of exam necessitates the consideration
of numerous aspects. If you make a mistake on the stem or the selections, the
item will be invalid, and there are other terms and conditions to be aware of.
Furthermore, you will have to devote a significant amount of work to creating
this type of exam. While some of your pupils will take the exam in a matter of
minutes, others may simply guess. Table of Specification, as I've learnt through
creating this type of exam, will be quite useful to you.
-
Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics
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.
Authentic Learning Sample of How a product/ performance Comment/s (is

assessment/non- Outcome product/performance was assessed the scoring
traditional/alternativ Assessed Assessed rubric
e constructed
according to
standards?
1. Product Explain The teacher evaluates the work Yes, the rubric
how the using a holistic rubric that was was created in
movemen presented to the class and accordance
t of plates focuses on the student's whole with the
leads to criteria. The
the rubrics include
formation three criteria:
of folds competency
and faults (score x2), idea
(score x2), and
spelling,
grammar, and
punctuation
(scoring x2)
(score x1).
output.
2. Performance Making a Based on my observation, the The criteria
salted egg performance was assessed by focus mostly
as their the holistic rubrics which is the on the
task in teacher used a criterion rubric students’
osmosis understanding
regulation of the concept/
. processes and
the
appropriatenes
s of their
explanation.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use -analytic or holistic?
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
- Analytic rubrics are used more frequently than holistic rubrics. I believe they
used the analytic rubric more than the holistic rubric because it is easier to use
because it is made up of level of scales and adjectives that make it easy to
rate/score performance. Analytic rubrics provide several scores for the task,
one for each different category being evaluated, whereas holistic rubrics
provide a single score to summarize a student's performance on a given task.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
- What I can say about the teacher's scoring rubrics is that they are simple to use
and aligned with the assignment that was assigned to the pupils. Teachers will
be guided in their evaluation by a set of criteria.
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 is a significant difference in grading student work if the teacher does
not use a scoring rubric to score the product or performance. The work of the
students will be judged subjectively if a rubric is not used. They will be more
concerned with the output's physical look rather than its content.
4. If you were to improve on one scoring rubric used, which one and how?
- If I had to pick one scoring rubric to enhance, it would be the holistic rubric
that was used to evaluate the product. I would change it such that instead of
scoring it on a scale of 5 to 1, I would grade it on a scale of 3 to 1. It would be
easy to evaluate the pupils' work with this change.
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.
- An essay or other written requirements, even a written paper-and-pencil test,
should, in my opinion, be regarded an authentic form of assessment. Students
can demonstrate all their learning in an essay by combining all of their
learning into a written product. An essay can sometimes be an excellent
method to apply what you've learned in the classroom to real-life situations,
which is one of the goals of authentic assessment. Rubrics are one of the tools
used in authentic assessment to evaluate a student's output, and essays employ
rubrics as well, for the students' guidance in writing the essay and for the
teachers' evaluation of the students' work.
6. Can rubrics help make students to become self-directed or independent learners? Do
rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?
- Rubrics can aid in the development of self-direction in students. Students will
know how to obtain or achieve the appropriate approach that will result in
excellent grades based on the criteria stated in a specific activity. Rubrics help
with assessment as learning or self-evaluation. Rubrics can be used by
students to evaluate their own effort and performance, as well as to make
changes to their work before submitting it. Both teachers and students would
struggle to have an effective teaching-learning process if there were no rubrics
in place for assessment. Although the student comprehends the challenge, he
or she is unable to discover relevant facts or devise a solution strategy.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
- The scoring rubric in this FS Book 1 has greatly aided me in producing a better
product. This rubric serves as my guide, and it also allows me to evaluate my
own work in order to choose whether I should improve it, revise certain
aspects, or leave it alone. The rubrics provide some crucial criteria that I must
evaluate in order to produce a better product.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student
The scoring rubric in this FS Book 1 has greatly aided me in producing a better
product. This rubric serves as my guide, and it also allows me to evaluate my own work
in order to choose whether I should improve it, revise certain aspects, or leave it alone.
The rubrics provide some crucial criteria that I must evaluate in order to produce a better
product. There's also the time it takes to conduct a survey/interview and then generate a
report from it. In terms of rubrics, we were constantly told that they would serve as a
guide. There are also occasions when we are the ones who evaluate our classmates'
performance for fairness and participation in the class. I understand that real evaluation
takes a lot of time and effort, but it has been the most fun aspect of learning for me. The
process by which you use everything you've learned to create a fantastic product or
performance. It's also a lot of fun to make and practice your talents with.
  Accomplished
Observation Sheet
6Scrutinizing the Types and Parts of a Portfolio
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 students’ 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?
In light of the OBE, I believe the activities and output of the students should serve
as the foundation for the selection of pieces of evidence to demonstrate that what the
students were expected to learn was learned. They should be included in the portfolio so
that the teacher may assess the student’s learning in a specific lesson. It's also a good idea
to include any written or artistic reflections from the student on what they’ve learned.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
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 the portfolio?
When a teacher wants to know how a student's growth or change over time, how to
help students develop process skills like self-evaluation and goal-setting, how to identify
students' strengths and weaknesses, and how to track the development of additional
products/performances, the teacher should use the Development or growth portfolio.
Showcase Portfolios were used to highlight end-of-year/semester achievements, produce
a sample of best work for career or college application, display student perceptions of
favorite, best, or most important work, and communicate a student's current aptitudes to
future professors. When a teacher wants to record success for grading purposes, progress
toward standards, and put students correctly. The option is to create an
assessment/evaluation portfolio.
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learners' metacognitive process that results from the use of portfolio?
- According to my understanding, the portfolio did not make the learning
assessment process inconvenient; rather, it made it easier. Because there is a
type of portfolio that may be used to quickly assess a student's learning. In
addition, the portfolio contains evidence of the pupils' learning in each lesson.
Furthermore, the effort expended on portfolio assessment is proportional to the
improvement in learning growth of learners' metacognitive processes as a
result of portfolio use. The students were able to evaluate themselves and
submit feedback in order to enhance their learning strategies and have a better
understanding of the teachings.
 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.
Learning Episode 13 Activity

13.5
Determining The Level of Teacher’s Questions
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 Processes Rank Cognitive Rank Tally Of Totals

(Bloom As Revised By Processes(And Assessment
Anderson And Kendell And Task/Questions
Krathwohl) Marzano)
Self-system
6
Thinking
Metacognition 5
6-
Creating
Highest
Evaluating 5
Analyzing/An 4 Analysis 3 ||||||||| 9
Knowledge
Applying 3 4 ||||||||||| 10
Utilization
Understanding/ 2 Comprehension 2 || 2
Remembering 1-lowest Retrieval 1 ||||||| 6
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally And Total Score Rank Tally And Total Rank Example Of Assessment Rank
Of Cognitive Processes Score Of Cognitive Tasks/Questions Given By Based
(Bloom As Revised By Processes(And Resource Teacher On Use
Anderson And Kendell And
Krathwohl) Marzano)
6- e.g. teacher asked students:

Self-system
Highes why is the lesson important
thinking
t to you?
Metacognition 5
Example: 6-
Creating = Highest
Evaluating= 5
What is produced by the

radioactive decay of isotopes 2
in the mantle and crust?
Analyzing/An= 4- Analysis
3 A. superheating
|||||-|||| highest |||||-||||
C. primordial heat
B. radiogenic heat
D. heat from the sun
How the conduction in the
Knowledge
surface of the earth affects 1
Applying= 5 3 Utilization 4
the temperature of our
|||||-|||||
atmosphere?
Which of the following is
2 Comprehension NOT a major process that 4
Understanding = 11 2
|| has contributed to Earth's
internal heat?
It is another type of Earth
1-
Remembering= 4 Retrieval 1 movement that forms cracks 3
lowest
or fractures on the rocks
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest
number?
- Applying/Knowledge Utilization is the cognitive competence with the most
assessment questions. With the exception of cognitive skills, which have no
assessment questions, understanding/comprehension and Self-System
Thinking have the fewest evaluation questions.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher's level of questions?
- The resource instructor has the highest and lowest amount of assessment
questions, indicating that he has a high level of questions. The quantity of
questions, in my opinion, is appropriate for the subject area that the teacher
was teaching. They are the ones that would be ideal for use in a class
discussion.
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.
- The highest cognitive skill, according to the kendall and marzano taxonomy, is
Self-Sytem Thinking. This is one of the smallest number of questions in
relation to the table I just finished. As an example: What values have you
develop during the discussion and the activity?
REFLECT
If you were to rate yourself HOTS-where will you be on a scale of 1 to 5 (5 as hithe ghest)
where will you be?
If I had to rate myself on HOTS, I would give myself a 3 on a scale of 1 to 5.

Because I am well aware that I am not nearly good enough, I needed to acquire a variety
of skills in order to do better. With the passage of time, there will be several
advancements.
As a future teacher, reflect on how will you contribute to the development of learners'
HOTS?
As a future teacher, I will play an important role in the development of my

students' HOTS. To do so, I need to expose my students to activities and questions that
will help them enhance their HOTS, such as evaluations aligned with creating,
evaluating, analyzing, self-system thinking, and metacognition. Students were able to
enhance and develop themselves as a result of these activities. This will be a struggle for
me as a teacher, but I am eager to go to whatever length to provide them with the abilities
they require.
Learning Episode13 Activity 13.6
ANALYZING A TABLE OF SPECIFICATIONS
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. Explain the 5 2 1 1 2 1 7
mechanism on how the
respiratory and
circulatory systems
work together to
transport nutrients,
gases, and molecules to
and from the different
parts of the body
2. Infer how one’s 5 1 2 1 1 1 6
lifestyle can affect the
functioning of
respiratory and
Circulatory systems.
3. Identify the 4 1 2 1 1 1 6
components of a DNA
molecule
4. Explain the different 4 2 2 1 1 1 7
patterns of non-
Mendelian inherit
5.Explain the 5 1 1 1 2 1 6
importance of
biological diversity
6. Differentiate basic 8 2 3 2 2 1 10
features and
importance of
photosynthesis and
respiration.
7. Identify the factors 7 3 1 2 1 1 8
that affect the rate of
photosynthesis and
cellular respiration.
Total 50
ANALYZE
1. What parts must a TOS contain to ensure test content validity?

In my opinion, the components of the test must be well-representative of the
objectives in the hierarchy of educational goals in order to guarantee test content
validity.
2. Why is there a need for number of items per cognitive level?
There should be additional items for each distinct domain and cognitive level for a
more accurate evaluation. Utilizing distinct evaluation tools that advance cognitive
levels continuously would score knowledge at various learning stages.
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why
or why not?
The learning objective's placement in the first column is appropriate. This is due
to the fact that the learning result must be considered while choosing the test
items and establishing their cognitive level. The TOS must also be directed and
consistent with the assessment task.
4. Can a teacher have a test with content validity even without making a TOS? 5. Complete
the given TOS.
Without creating TOS, a teacher cannot administer a test with content validity. It
happens because test writers have a propensity to concentrate too much on
knowledge-level facts and ideas when there isn't a table of specifications.
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?
To be honest, I've had a similar experience with the above-mentioned

circumstance. This type of event is common in high school because many students have
personally experienced it. Because I was unfamiliar with this tool called TOS at the time,
we had no knowledge that the teacher's practices were invalid. It is necessary to link test
questions with the constructed TOS and learning goals when creating test questions. It
would be more convenient for both the teacher and the pupils. I understand that creating
a TOS is difficult, but it is necessary in order to ensure the test's legitimacy.
 Accomplished Observation Sheet
 Analysis
 Reflection
To be honest, I've had a similar experience with the above-mentioned

circumstance. This type of event is common in high school because many students have
personally experienced it. Because I was unfamiliar with this tool called TOS at the time,
we had no knowledge that the teacher's practices were invalid. It is necessary to link test
questions with the constructed TOS and learning goals when creating test questions. It
would be more convenient for both the teacher and the pupils. I understand that creating
a TOS is difficult, but it is necessary in order to ensure the test's legitimacy.
 Completed Sample TOS
COMPUTING STUDENT’S GRADES BASED ON DepEd GRADING SYSTEM
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 students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?
- Teachers use DepEd Order No. 31 s. 2020 known as the Interim Guidelines for
Assessment and Grading in light of the Basic Education Learning Continuity
Plan. Written works and performance task shall be administered to assess the
content and performance standards that describe the knowledge, abilities, and
skills that learners are expected to demonstrate. There is no Quarterly
Assessment
2. Which do you prefer-the old or the new grading system? Why?
- Any of the two-grading system it depends on the situations. Since D.O 31 S.
2020 IS JUST ONLY TEMPORARY. When the pandemic stops, we will use
again D.O 8 S. 2016 to rate the performance of the learners
C. Interview of 5 Students
1. What do you like in the new grading system?
The percentage under performance task is higher than the other two components, which
the student appreciate about the new grading method. Furthermore, the new grading
system has a minimum grade of 60, which is transformed to a 75 on the report card.
2. Do you have problems with the new grading system? If there is, what?
Apart from the difficulty in interpreting the letter grading system since the student was
unable to establish the precise percentage that the student achieved, the student have had
no problems with the new grading method thus far.
3. Does the new grading system give you a better picture of your performance? Why or
Why not?
Yes, the new grading system provides the student with a clearer sense of his work
because the ratings are clearly spelled out in their teacher's report card. The letter grading
system, as he previously stated, is somewhat puzzling.
4. Which do you prefer - the old or the new grading system? Why?
The new grading system that they are currently employing at school is preferred by the
students. The existing grading system, according to him, is limited since it does not
demonstrate what a pupil is learning or should be learning. The new grading system
alleviates some of the burden on students at a specific level.
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 grading system is based on the written work, performance assignment, and quarterly
assessment of the students, as outlined in DepEd Order #8, S. 2014.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to
12.Give an example?
There is only one Quarterly Assessment every grading period, however there should be
opportunities for students to generate Written Work and exhibit their knowledge and
abilities through Performance Tasks. Written Work and Performance Tasks are not
required in any particular amount, but they must be spread out over the quarter and used
to assess learners' abilities after each topic has been taught.
The following are the steps on computing grades per quarter: a. Grade from all
student work are added up. b. The sum for each component is converted to the percentage
score using this format.
3.
How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
A summary of student progress is presented to parents and guardians at a parent-

teacher conference each quarter, during which the report card is discussed. The table
below shows the grading scale and its associated descriptors. At the end of each grade
level, remarks are offered.
5. What are the bases for learners' promotion and retention at the end of the school year?
Promoting a student to the next school level or keeping a student in the same grade level
is a decision that must be made wisely and based on evidence. A student who has a Final
Grade of 75 or above in all learning areas is promoted to the next grade level. The
guidelines for learner advancement and retention are listed in the table below.
6. What is the report on learners’ observed values?
The K–12 curriculum aims to educate Filipinos holistically with 21st-century capabilities.
The construction of values and attitudes based on the Department of Education's Vision,
Mission, and Core Values (DepEd Order No. 36, s. 2013) must accompany the growth of
learners' cognitive competences and skills, as demonstrated on the next page. Non-DepEd
schools are free to change or adapt these criteria to fit their school's philosophy, vision,
mission, and fundamental values. According to my observations, the report on learners'
observed values is based on DepEd's four key values: This Core Values have been
translated into behavior statements as Maka-Diyos, Makatao, Makakalikasan, and
Makabansa. Learners' behavior demonstrating the Core Values will be reported using a
non-numerical rating system. The Class Adviser and other teachers must agree on how
these observations will be conducted. Students are graded on four core values: AO
(Always Observed), SO (Sometimes Observed), RO (Rarely Observed), and NO (Never
Observed) (Not observed
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, both the D.O 31 s. 2020 (used during the pandemic) and the D.O 8 s. 2016 grading
systems are popular among teachers and students
2. What are the good points of the new grading system according to teachers? According to
students?
As said by the teacher Written works and performance tasks will be used to evaluate the
content and performance standards that specify the knowledge, abilities, and skills that
students should display. According to the student I interviewed, the new grading
system's good points include the distribution of percentage per component on which
Performance task is greater than the two, and finally, the new grading system's minimal
grade.
3. What are teachers challenged to do by this new grading system?
The difficulty here is adjusting to the new pandemic grading system, which has only
recently been established. In addition, the grading system does not include the Quarterly
Assessment.
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
Yes, I support the allocation of written work percentages, performance tasks, and
quarterly evaluations. Because, for me, the focus will be on the students' performance in
class, whether it be in the shape of an assignment or otherwise. It would be simpler to
assess the kids' progress.
5. Did you like the experience of computing grades? Why or why not?
I enjoy computing grades because, aside from the fact that it is challenging, it allows me
to directly monitor the performance of students based on their grades. Furthermore, there
is a novel and simple method for calculating grades without making mistakes. It is the
usage of Microsoft Excel on which you would program it, and after entering the scores, it
would directly compute the students' grades.
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 an era when self-directed learning and demonstration of competencies – taught

information, skills, and values (outcome-based education), I don't believe grades are
important. In my opinion, it is more crucial to demonstrate the outcomes of your learning
rather just the numerical figure when it comes to OBE. Yes, grades might drive you to learn,
but motivation does not always depend on grades. Grades, on the other hand, create more
problems than they solve. Grades are the source of unhealthy competitiveness in the
classroom, which has an impact on students' emotional and social behavior, leading to
self-doubt and unhappiness. Many students are suffering from anxiety and depression as a
result of the pandemic, and some are even dying as a result of their grades. Regardless of
how good or bad your grades are, the most important aspect of attending to school is the
knowledge you get that will aid you in your future objectives. Grades, as they say, do not
define the type of person you are.
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 cards are normally distributed at the end of the quarter/semester, and there is a
recognition program for those who are among the top students in their classes. The
cards are given to the parents in person.
2. Describe how the Resource Teachers communicated learners' assessment results and
grades to parents.
A teacher's standard practice is to first inform parents about how grades are calculated
so that they may comprehend why their children have high or low grades.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
Some parents inquire about their children's behavior and performance in class.
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?
The teacher responds to the questions by informing the parents about the students'
improvements and behaviours observed throughout the lesson. The teacher focuses
more on the positive comments from the students, as well as informing the parents
about the students' outputs that were shown and present in the classroom.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do
you give feedback?
Usually, the teacher gives feedback after the class. She entertains the students that
need some attention. They are students who somehow have difficulties in terms of
learning. On the other hand, she spends some time having a one-on-one talk with her
student.
2. How do you report students' performance to parents? Does the school have a regular
way of reporting grades to parents?
We conducted quarterly Parent – Teacher Conference to inform the parents on the
performance of their children.
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
Some parents did not satisfy with the given grades to their children but of course, as
teacher, we need to explain in detail the rating of their children for us to build good
relationships with them.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
- Yes, the School Report Card explains the meaning of the student's grades.
2. Does knowing your grade motivate you to work harder?
- Knowing his grades motivates him to do more and work more in order to
maintain and improve his grades. He is pleased with his grades, which reflect
all of his hard work and dedication to studying.
Interview with Parents
1. Does your child's Report Card give you a clear picture of how your child is
performing?
Yes, the child's report card provides parents with a detailed overview of their child's
performance. Even without their monitor, they can know that their child is
performing well in class based on the grades provided.
2. If you were asked what else should be found in the Report Card, which one? Why?
Parents believe that the information in the report card is sufficient to know that their
child is studying diligently. Because the main thing is that parents can see their child's
grades plainly. That's why there's no one else to add.
3. Do you find the Card Distribution Day important? Why or why not?
Yes, the parent believes that the card distribution day is important, not only for
themselves but also for their children. This is an important day for parents to show their
support for their children. Furthermore, they claim that this is an excellent time to
monitor their child's performance and behavior through the teacher's observation, which
is communicated to them.
4. Any suggestion on how to make Card Distribution more meaningful?
It is for the parents to be more aware and open-minded of the possibilities regarding their
child. It. is because there are some parents who just attend the said meeting but didn’t
apply some ways on how to help their child. In addition, the teacher must present a
concrete report that states the students performance or at least record their needs and how
they did well in class,
ANALYZE
1. What were the most common issues raised on students' performance?

According to the interviews, the most frequently cited issue is how pupils perform
and behave in class. Parents are curious about their children's behaviour because they
cannot observe it in person, and teachers are delighted to inform parents about their
children's performance both outside and within the classroom
2. Based on your observations and findings, what practices must be

a) Maintained and b) Improved to make grades and reporting meaningful? Based on my
observations, I believe that good grades and communication between parents and
teachers should be maintained. I believe that the card distribution day should be
enhanced, and that grade reporting should be more meaningful. Furthermore, there could
be a better and more transparent presentation of grades and feedbacks.
REFLECT
1. Grades are often a source of misunderstanding. How should I do report so that it will
result to effective learning?
Grades are a cause of miscommunication between the teacher and the student, the student
and their parents, the teacher, and their parents, and the student and their peers. This
misperception stems from their or their child's dissatisfaction with their grades. They may
also conclude that there is bias if they compare the student's grades to those of the other
students. As a teacher, I must tell students and teachers about the process of computing
students' grades in order to guarantee that the scoring, grading, and reporting of scores and
grades are fair in order to promote learning. For them to be educated and to understand
what they lack and what they need to develop. Furthermore, I must tell students and
teachers about the process of computing students' grades in order to guarantee that the
scoring, grading, and reporting of scores and grades are fair in order to promote learning.
For them to be educated and to understand what they lack and what they need to develop
TOWARDS TEACHER QUALITY: DEVELOPING GLOBAL TEACHER OF THE

21 ST CENTURY FIELD STUDY 1
Learning Episode 14
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 and has integrity,
 Lives with dignity that exemplifies self-respect, and self-discipline. Likewise,
self-respect, integrity and self- respected by students, peers, and the
discipline community.
This teacher is physically, emotionally and

 Takes care of one's physical, mentally healthy. Clean and neat, dresses
emotional and mental well-being appropriately and pleasant in words and in
action
 Lives a life inspired by spiritual This teacher behaves according to the

principles and beliefs. personal spiritual beliefs that are not
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
 Exhibits deep knowledge and in order to teach. She/he has the ability to
understanding across disciplines. learn new 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 and
 Recognizes own strength with
willing to share success. She/he is confident
humility.
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 pressure, does not
 Perseveres in challenging situation.
easily give up, and adjusts to different
situations.
This teacher volunteers tasks for others, is

always willing to share, extends help
 Demonstrates a natural action to
willingly, accepts responsibility, tolerant of
work together with others.
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 conduct
profession
of professional teachers.
 Enter
This teacher masters and updates

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

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

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

 Builds a support network with
parents and stakeholders in educating the
parents and community
learners.
 Demonstrates knowledge, This teacher has substantial knowledge of

understanding of the characteristics the characteristics and needs of the
and needs of diverse learners learners.
This teacher plans, prepares, implements,

 Plans, prepares and implements and innovates the day-to-day curriculum
school curriculum responsibly 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 of
and tools learning.
This teacher arranges the classroom to

 Provides safe, secure, fair physical
provide a safe, secure psychological
and psychological learning
environment that supports and encourages
environment that supports learning
learning.
This teacher does tasks and works even
 Serves beyond the call of duty
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.
Activity 14.1
TEACHER PERSONAL QUALITIES: A VIEW FROM MY LENSES
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 Observe (O) Data Results

Qualities Interview (|) I Have found out that
a. Dignifies Observe The teacher has her own principles and is well- composed in
front of the students that is worthy of respect from others.
b. Healthy Observe I have found out that the teacher is healthy by asking about
her health. She has no prior illness or any health problems
that limits her from doing her job.
c. Spiritual Observe She always starts and ends her class with a prayer and always
Interview reminds students to pray right before they go to bed. Also, by
asking her religion where she shared that every Sunday she
goes to church and thanks the Almighty
d. Knowledge Observe I have found out she is quite knowledgeable about the topic
by observing how she answers the questions from the
students regarding the topic being discussed.
e. Humble Observe I found out that she is indeed humble in how she interacts
Interview with the other teachers without boasting about herself
f. Determined Observe As I have observed she is quite determined in teaching her

Interview students wherein in our interview she even spent personal
money to provide for her lesson plan in order to teach the
students of what they must learn in class
g. Cooperative Observe I found out that she is cooperative in school programs and that
Interview she even joined some of them in order to interact more with
her colleagues in school.
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?
- Determined Dignified Knowledgeable- A teacher must be knowledgeable in her

field and subjects she handles to ensure that the students will learn from her. She
must also be dignified and determined in her craft, people must see her as
someone whom they can respect and is worthy of respect from her students and
colleagues. The determination to teach her students and to continually learn from
her students is one of the most significant qualities a teacher must possess.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? ____________ Why? Describe yourself.
- Cooperative, humble, and determined, because as we know if there’s

determination, one can learn how to be knowledgeable and dignified along the
way. And I think these qualities will help me to be a good teacher as well as a
lifelong learner someday. Being cooperative with the other staff, teachers, and
parents is necessary to open communication to improve the teaching-learning
process, and that quality was learned in school where we need to cooperate and
learn from one another. However, humbleness and strong determination must be
learned and valued as a teacher, and I believe that every new teacher has this kind
of passion for their craft and knows how to be humble as we aspire to continually
have.
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?
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.
When I was 3rd-year college, the teachers I had were the ones who influenced my
thinking and passion the most along with the special children whom I interacted with.
Their passion and positivity reached and influenced my personal qualities that I always
see the positive side of things and find that passion to teach the special children in my
case. They also teach us to help one another, because the only ones who can help us are
the ones we are with right now. And we sincerely thank them for that.
IS THE TEACHER A PROFESSIONAL TEACHER?
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 Mrs. Evangeline D. Tala
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.
Marvin S. Hilario
BSED 4- SCIENCE
BEED/BSEd Student
Name of the Teacher: Mrs. Evangeline D. Tala
PRC License No: 0014086
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 extra- curricular activities when needed
Mrs. Evangeline D. Tala

Name and Signature of the Teacher Informant (Peer)
AND
Marvin S. Hilario
ANALYZE Your Name and Signature (Pre-Service Student)
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?
- Yes, that the teacher exhibits the qualities expected of a teacher and that she is
prepared to go above and beyond what was required of her. Since the teacher
demonstrated all the aforementioned qualities, her competencies are regarded as
strong in her profession.
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, as it is what we have found to be the teacher's most exceptional
attribute, and the responses from her fellow instructors are consistent with the
traits we have noted.
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 also possess good characteristics
and attitudes that a teacher must have. These characteristics display how you will
impact your students' lives and in the teaching field. Also, having a positive
attitude, passion, and professionalism in teaching will result in productive
teaching and can even produce competent students. As someone who will nurture
students or individuals who are the future of our country is the greatest
responsibility of a teacher. To teach students to be globally proactive in improving
themselves, a teacher must possess the same qualities as what they want their
students to possess. Teachers are role models of students who are still in the
process of reaching their dreams. And to have productive teaching that will
produce competent students is the best accomplishment for a teacher.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observe then learners will be more globally
competent, skilled, and productive. Professional characteristics of teachers help
students to maximize and enhance their fullest potential not just in the aspect of
academics but as a whole. The qualities and characteristics of a teacher can
influence the teaching-learning process in the class. If the teacher has the qualities
of a globally competent teacher, the students will be motivated to have the same
qualities as the teacher. To teach the best, one must be taught by a more
knowledgeable person in the field/area. A teacher’s responsibility is to let the
students exhibit and enhance their fullest potentials.
1. Show here the artifacts of this Episode. A shorts 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 teachers.
TOWARDS TEACHER QUALITY: DEVELOPING GLOBAL TEACHER OF THE
21ST CENTURY
Learning Episode 15
FIELD STUDY 1
Learning Essentials
FILIPINO GLOCAL TEACHER
A survey of the ASEAN countries and beyond tends to show that there are
three majors 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 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.
Activity 15.1
A DAY IN THE SCHOOL LIFE OF A QUALITY TEACHER
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
Responsibility indicators/behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be one of
your artifacts.)
A. Actual 1. This teacher is learner-centered.
Teaching 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.
5. dismisses a class on time.
Administrative This teacher

Work 1. keeps records of learners’ attendance every day.
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?
B. Management of Learning?
C. Administrative Work?
Based on the result of my observation, “management learning” shows the
majority of indicators being practiced. The teacher always gives
opportunities to students to participate in every class activity and
discussion. The use of instructional materials during class discussions is a
must. The teachers used visuals, tv screens and books that helped students
to understand the lessons better. Lastly, the seating arrangement is
important before class discussion. Through seating arrangement, she
always organizes the capacity and attitude of learners towards class
discussion for better learning.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
Yes, she is worthy to emulate. She displays positive classroom management

which is important in the learning environment. Also, I love how she
handles such negative or positive circumstances with patience and
calmness in the classroom.
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
The administrative work is the major responsibility that the teacher finds
to comply with. This responsibility needs a longer time frame to comply,
especially those other tasks that the superior asks them to comply with.
Such lesson plans, attendance sheets, and formative and summative records
must be monitored consistently and should be reported to superiors within
or before due time.
4. From your perspective, would you consider this teacher as a quality teacher? Why?
Yes, I can consider her as a quality teacher. She may have imperfections in
the field of teaching however her passion and love for teaching is
overflowing. This passion and love for teaching gives her motivation to
perform and act her job as a teacher professionally. Moreover, she exhibits
the good qualities of a teacher which I can also apply in my own career of
teaching soon.
REFLECT
Now, that you have spent one school day observing 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, these would be an eye opener for all of us, what is up and are about to encounter
when we become educators.
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
As a future educator, the same techniques will be adopted. However, we should still
consider the individual differences of our students and create a more encouraging and
dynamic lesson for the learner.
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.
Adaptability and Versatility. One harmonious classroom should have these qualities to
ensure that the teacher and learners have these kinds of relationships. It helps teachers
to impart knowledge to the learners for he/she are able to know what kind of
environment (classroom) they have.
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)
Other than the sweet appreciation of our teachers through chocolates and flowers, we
include thank you card as a token of gratitude and admiration.
THE CREATION AND MANAGEMENT OF THE NEW LEARNING ENVIRONMENT
AS A SKILL OF THE 21ST CENTURY QUALITY TEACHER
This activity will allow you to develop your sense of creativity and imagination 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 11 TVL- A
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? Why
Classroom Components Classroom the difference?
 Bulletin Boards A classroom filled with The similarity is that the

 Display Boards equipment necessary for school environment still
 Chairs • Teacher’s the teaching-learning includes the bulletin
table (one in front process; boards and other classroom
and one in the back) fixtures. Additionally,
a) Projector
 Curtains including technology and
b) Classroom Cubicle
 Chalkboard multimedia into projects
c) Stations for
 Cabinets and outputs supports the
collaborative
use of contemporary
learning
technology in classroom
d) Incorporates
discussions. In contrast to
modern technology
my idea for the future
in discussion.
classroom, where stations
e) Flexibility of
were already set up for
furniture and space
collaborative learning, the
implementation and
actualization of task
simulation in class
involved the use of
contemporary
technologies. It will be a
location where students
may accommodate and
utilize other 21st-century
abilities.
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 you will manage teaching-learning in the 21st
century classroom.
I think the challenges that await me as a future teacher are how I will design my
own classroom environment and how I will impose classroom management itself on my
learners. Classrooms must foster freedom, comfort, belongingness, and security which are
vital to the learners. These qualities of the classroom are necessary for building a positive
atmosphere and effective classroom learning. Moreover, imposing classroom management
can be also a challenging one. The teacher must reinforce such positive rules in the
classroom to be observed and followed by the learners in order to tolerate kindness,
respect, diversity, and belongingness within the learning environment.
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.
Since my resource
teacher is a floating teacher, this is our current classroom may be seen in the image above.
It is considerably more appealing due to the range of colors that fill it. The contents were
sifted, and it has been arranged. There are also several bulletin boards where kids can
take pleasure in reading. The space can accommodate a sizable number of pupils.
Additionally, it has physically stunning and well-kept characteristics.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
Every time she starts the class, the instructor is prepared. She exhibits timeliness
by arriving for the lesson on time and waits patiently for the pupils to arrive. She always
welcomes the students with fun and excitement. With the aid of her prepared materials,
the conversation proceeded smoothly. Through thorough instruction, she demonstrates
mastery of the material. Given the enthusiasm their instructor had in class, the pupils
always looked forward to attending. Her instructional approach is successful since the
kids came close to getting the right response. She also makes sure that each of her
assessment assignments is in line with the necessary learning objectives. Lastly, she
always solicited input from the students at the conclusion of class. And as might be
predicted, they are all favorable.
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.
From an authoritative form of

teaching, we are now in a learning centered
form of teaching which signifies how
teaching rapidly evolves and changes in time.
The 21st century kind learners we have now is an indication that teachers need to enhance
and innovate their way of teaching that addresses the needs of these students. Thus, as
future teachers we can manage to teach within a 21st century classroom through
innovative teaching strategies and interventions. Firstly, we will create learning centered
21st century classrooms which focuses on how learners actively construct their own
knowledge. Teacher will act as a facilitator. For instance, classroom discussion that fosters
collaboration and communication can be used in teaching. It involves active participation
between students in formulating a solution to the specific problem. Also, we can design
an activity that promotes creativity and innovation. With these, students can exhibit their
skills in certain fields of academics. Classrooms must also be technologically equipped
with the help of technologically literate teachers to elevate learning and expose learners
to better access to the internet for academic research. Technologies provide students
additional facts and information that is relevant to their subjects.
ON TEACHER’S PHILOSOPHY OF EDUCATION
Learning Episode 16
FIELD STUDY 1
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
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 expressed in Which philosophies are expressed
the DepEd Vision, Mission in the K to 12 Curriculum
Statements, Core Values, Mandate? Framework and Guide and Sec 5 of
Give proof. RA 10533? Give proof.
1.Essentialism - teach mastery Essentialism - The core values of Essentialism - List of tandards and
of the basics; curriculum is maka-Diyos, maka-tao, maka- competenciest hat learners are
prescribed; subject matter- kalikasan and makabansa show that expected to attain is the subject
centered there are universal, DepEd is essentialist. DepEd believes matter thats students are expected to
objective values; inculcate in unchanging values that need to be learn. - Essentialist
values in subject matter inculcated.
2. Perennialism - teach those Perennialism- Teachers use variety of Perennialism- the organization and
that last, the classics; there are teaching methods that train the well-disciplined environment in the
universal values; inculcate student’s minds. They recommend early grades, where teachers teach
these universal, objective that students learn from reading and students how to read, write, speak
values analyzing the works of history’s finest and listen to that will prepare them
thinkers and writers for later grades to study history,
literature, and philosophy. It is
teacher-centered in order to achieve
these goals.
3. Progressivism- very child- Progressivism- By replacing Progressivism- By integrating
centered; teach those that homework with engaging in class modern technology and multimedia
interest the child; one learns by activities that will stimulate the child’s in assigning outputs and projects to
experience; learners learn by active learning. learners.
doing so 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 Reconstructionism- the teacher Reconstructionism- It is used to
is agent of change; schooling is involves the students in discussions of build a new social order and educate
preparing students for the moral dilemmas to understand the individuals into new behavioral
social changes; teaching is implications of one's actions. Students roles, and to be rationally educated
involving the students in individually select their objectives and learners.
discussions of moral dilemmas social priorities and then, with
guidance from the teacher, create a
plan of action to make the change
happen (2018).
5. Existentialism - Teachers Existentialism- An existentialist Existentialism- Learners are taught
teach learners to make a classroom typically involves the about Understanding the Self and
choice, to make decisions and teachers and school laying out what asked about their self-concept and
not merely to follow the they feel is important and allowing what they identify themselves as.
crowd; one who does not make the students to choose what they
a choice and so simply follow study. All students work on different,
others do not leave meaningful self-selected assignments at their own
life pace (Lynch, 2016).
6. Pragmatism- That which is Pragmatism- When teachers uses Pragmatism- Pragmatic teachers
useful, that which is practical devices or technology to present the should explicitly teach students
and that which works is what experiment or process during the class group work, cooperation and
is good; that which is efficient discussion. negotiation skills. They should then
and effective is that which is encourage children to practice those
good. e.g. showing a video clip skills throughout their daily tasks
on mitosis is more efficient and (2019).
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 To protect and promote the right of
the. development of the every Filipino to quality, equitable,
learners' reasoning powers; culture-based, and complete basic
knowledge comes though education
reason; teacher must develop
'the reasoning power of the
learner
8. Utilitarianism - what is Maka-Diyos Maka-tao Makakalikasan In RA No. 10533 Sec. 5 which is
good is that which is most Makabansa - in the values of being Curriculum Development,
useful (that which. brings Maka-tao it pursues that the students Curriculum must be culturally
happiness) to the greatest promote the good for a greater sensitive, with no sense of what
number of peoples; number of people or the entirety of constitutes an education from the
those around them this entails teacher's perspective.
Utilitarianism
9. Empiricism - source of “Teachers facilitate learning and In RA No. 10533 Sec. 5 which is
knowledge is through the constantly nurture every learner.” in Curriculum Development, the
senses; teacher must involve DepEd Vision. Students' teaching- curriculum will employ
the senses in teaching- learning is based on human senses, constructivist, inquiry-based,
learning and it holds the belief that there is no reflective, collaborative, and
such thing as intuitive understanding, integrative pedagogical approaches,
and that understanding is instead with teachers involving students'
derived from experience. senses in the teachinglearning
process
10. Behaviorism - behavior is Maka-Diyos Maka-tao Makakalikasan In RA No. 10533 Sec. 5 which is
shaped deliberately by forces Makabansa - The teaching of the core Curriculum Development, the
in the environment and that values is and example of behaviorism curriculum should be learner-
the type of person and actions in which the teacher carefully shapes centered, inclusive, and
desired can be the product of desirable behavior. developmentally appropriate; we
design; behavior is determined teachers should encourage students
by others, rather than by to engage in desired behavior by
person's own free will; teacher rewarding them for good work
must carefully shape desirable
behavior; drills are commonly
used to enhance learning
rewards reinforce learning.
11. Constructivism- Learners Teachers encourage learning and It shows that constructivism exists
can construct knowledge and provide ongoing support for each and encourages students to think
meaning; teaching -learning student, exemplifying how DepEd about sharing their priceless
therefore is constructing uses constructivism by encouraging knowledge and experiences as
knowledge and meaning; students to actively create knowledge learners.
teacher does not just “tell” or rather than merely absorb it.
dictate but asks learners for
knowledge they construct and
meaning of lesson
Articulating My Personal Philosophy of Teaching
OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested
in class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher

said, taught or did)
1. Essentialism - teach mastery of the basics; the 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
inculcate values; subject mastered basic concepts and skills.
He/she inculcated values.

2. Perennialism - teach those that last, the Teaching the students mathematics and values
classics; there are universal values; inculcate as lasting learning that is universal
these universal, objective values
3.Progressivism- very child-centered; teach The teacher practices active learning and as
those that interest the child; one learns by much as possible creates lessons that are
experience; learners learn by doing so teacher child-centered. She also relates the lesson to
teacher's teaching is experiential; values are any real and actual life experiences.
subjective; no inculcation of values since they
are subjective; instead teachers help students
clarify their values
4.Reconstructionism - school is agent of Uses real-life situations and dilemmas as

change; schooling is preparing students for the examples during class to raise students’
social changes; teaching is involving the awareness.
students in discussions of moral dilemmas
5.Existentialism- Teachers teach learners to The teacher allows the students to express
make a choice, to make decisions and not themselves and have opinions on things they
merely to follow the crowd; one who does not find that matter. Encourages the students to
make a choice and so simply follow others do build their character as a person
not leave meaningful life
6. Pragmatism - That which is useful, that She allows the students to explore and
which is practical and that which works is what discover things while learning. Provides the
is good; that which is efficient and effective is students with learning materials that is best
that which is good. e.g. showing a video clip on appropriate and will allow the best learning
mitosis is more efficient and more effective and experience
therefore more practical than teacher coming
up with a visual aid by drawing mistosis on a
7. Rationalism- emphasizes the development of The teacher creates activities that enriches the
the learners' reasoning powers; knowledge reasoning of the learners, like allowing them
comes though reason; teacher must develop the to analyze and reason about problems
reasoning power of the learner presented.
8. Utilitarianism - what is good is that which is The teacher teaches values that promote the
most useful (that which brings happiness) to desire to create and do things for the greater
the greatest number of peoples; good.
9. Empiricism - source of knowledge is through Creates lessons that showcase the students
the senses; teacher must involve the senses in senses like a listening activity or a reading
teaching-learning and observing activity
10. Behaviorism - behavior is shaped Creates routines and instill learning that is for
deliberately by forces in the environment and the betterment of the student’s behavior
that the type of person and actions desired can Always remind the students to use proper
be the product of design; behavior is words of respect and the proper behavior in
determined by others, rather than by person's class
own free will; teacher must carefully shape
desirable behavior; drills are commonly used to
enhance learning, rewards reinforce learning.
11.Constructivism - Learners are capable of The teacher pursues the students to have their
constructing knowledge and meaning; teaching own views on different concepts and make
-learning therefore is constructing knowledge them think for themselves.
and meaning; teacher does not just “tell” or
dictate but asks learners for knowledge they
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?
Based on what I have noticed, progressivism is the prevailing educational

ideology in the Philippines because students in the Philippines nowadays learn
most often by doing in the classroom. Teachers just serve as learning facilitators,
taking into account the needs and interests of the students. In a nutshell, our
classroom is child-centered.
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
Although essentialism stresses teacher-centered learning, this educational

theory is preferred since the curriculum gradually advances to increasingly
difficult skills and particular knowledge. Essentialism attempts to implant in every
student the most basic academic knowledge and skills as well as character
development.
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 does not everyone acquire knowledge equally or quickly.
They approach the learning process differently than I do, and I need to recognize and
comprehend that. I believe that I should teach the learners to create and modify their own
knowledge by applying their own information and experiences by educating about and
introducing the actual world. I believe that I have a duty to assess students’ interests,
skills, and prior knowledge as a successful diagnostician. The next step is for me to
design instructional activities that will push each student intellectually and allow them to
develop.
Accomplished Observation Sheets
Philosophies of Education Teaching Behavior (State what the teacher

said, taught or did)
1. Essentialism - teach mastery of the basics; the 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
inculcate values; subject mastered basic concepts and skills.
He/she inculcated values.

2. Perennialism - teach those that last, the Teaching the students mathematics and values
classics; there are universal values; inculcate as lasting learning that is universal
these universal, objective values
3.Progressivism- very child-centered; teach The teacher practices active learning and as
those that interest the child; one learns by much as possible creates lessons that are
experience; learners learn by doing so teacher child-centered. She also relates the lesson to
teacher's teaching is experiential; values are any real and actual life experiences.
subjective; no inculcation of values since they
are subjective; instead teachers help students
clarify their values
4.Reconstructionism - school is agent of Uses real-life situations and dilemmas as

change; schooling is preparing students for the examples during class to raise students’
social changes; teaching is involving the awareness.
students in discussions of moral dilemmas
5.Existentialism- Teachers teach learners to The teacher allows the students to express
make a choice, to make decisions and not themselves and have opinions on things they
merely to follow the crowd; one who does not find that matter. Encourages the students to
make a choice and so simply follow others do build their character as a person
not leave meaningful life
6. Pragmatism - That which is useful, that She allows the students to explore and
which is practical and that which works is what discover things while learning. Provides the
is good; that which is efficient and effective is students with learning materials that is best
that which is good. e.g. showing a video clip on appropriate and will allow the best learning
mitosis is more efficient and more effective and experience
therefore more practical than teacher coming
up with a visual aid by drawing mistosis on a
7. Rationalism- emphasizes the development of The teacher creates activities that enriches the
the learners' reasoning powers; knowledge reasoning of the learners, like allowing them
comes though reason; teacher must develop the to analyze and reason about problems
reasoning power of the learner presented.
8. Utilitarianism - what is good is that which is The teacher teaches values that promote the
most useful (that which brings happiness) to desire to create and do things for the greater
the greatest number of peoples; good.
9. Empiricism - source of knowledge is through Creates lessons that showcase the students
the senses; teacher must involve the senses in senses like a listening activity or a reading
teaching-learning and observing activity
10. Behaviorism - behavior is shaped Creates routines and instill learning that is for
deliberately by forces in the environment and the betterment of the student’s behavior
that the type of person and actions desired can Always remind the students to use proper
be the product of design; behavior is words of respect and the proper behavior in
determined by others, rather than by person's class
own free will; teacher must carefully shape
desirable behavior; drills are commonly used to
enhance learning, rewards reinforce learning.
11.Constructivism - Learners are capable of The teacher pursues the students to have their
constructing knowledge and meaning; teaching own views on different concepts and make
-learning therefore is constructing knowledge them think for themselves.
and meaning; teacher does not just “tell” or
dictate but asks learners for knowledge they
construct and meaning of lesson
My Philosophy of Teaching
I believe that the learner does not everyone acquire knowledge equally or quickly.
They approach the learning process differently than I do, and I need to recognize and
comprehend that. I believe that I should teach the learners to create and modify their own
knowledge by applying their own information and experiences by educating about and
introducing the actual world. I believe that I have a duty to assess students’ interests,
skills, and prior knowledge as a successful diagnostician. The next step is for me to
design instructional activities that will push each student intellectually and allow them to
develop.

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BALSIK NATIONAL HIGH SCHOOL

MRS. EVANGELINE D. TALA

GLENDA C. MAGNO, EdD.

1. Title Page / Cover Page 1

FIELD STUDY STUDENT BIOGRAPHY

Now he is studying at Bataan

Senior High School : UNIVERSITY OF NUEVA CACERES BATAAN

Junior High School : BALSIK NATIONAL HIGH SCHOOL

Elementary : DAANG BAGO ELEMENTARY SCHOOL

TRAINING AND SEMINARS

STATEMENT OF THE PURPOSES OF THE PORTFOLIO

and gains during their participation in a real-life classroom.

WEEK DURATION FIELD LEARNING TITLE SECTION AND FOCUS

Learning Episode 11 Utilizing Teaching-Learning Resources and

Learning Episode 15 Towards Teacher Quality: Developing a

FS Student: MARVIN S. HILARIO Program/Year Level: BSED 4-SCIENCE

Resource Teacher: Mrs. Ayee Reyes Teacher’s Signature:

School: Balsik National High School Grade/Year Level: 9- Star

Subject Area: Science Date:10/21/2022

Learning Episode 1 - Activity 1.1

SCHOOL FACILITIES OBSERVATION CHECKLIST

Will it contribute to the

Guide Question Classroom Observation Report

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

Write your observation report here.

Name of the School Observed: BALSIK NATIONAL HIGH SCHOOL (BNHS)

Location of the School: JOSE ABAD SANTOS AVENUE HERMOSA, BATAAN.

Date to Visit: October 19, 2022, and October 21, 2022

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learnings and insights here.

OBSERVING BULLETIN BOARD DISPLAYS

FS Student: MARVIN S. HILARIO Program/Year Level: BSED 4-SCIENCE

Resource Teacher: Mrs. Ayee Reyes Teacher’s Signature:

School: Balsik National High School Grade/Year Level: 9- Star

Subject Area: Science Date:10/28/2022

BOARD DISPLAYS THE EVALUATION FORM

Interactivity / The whole design is intertwined to the

Bulletin Board Evaluated by: Marvin S. Hilario

Evaluation of educational The necessary details Some announcements

Recommendations or Suggestions for Improvement:

I recommend printing in a larger font so that it can easily see even in

Signature of Evaluator over Printed Name:

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

4. Was the board display effective? Why? Why not?

5. What suggestions can you make?

My Proposed Board Display

SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment

FS Student: MARVIN S. HILARIO Program/Year Level: BSED 4-SCIENCE

Resource Teacher: Mrs. Evangeline D. Tala Teacher’s Signature:

School: Balsik National High School Grade/Year Level: Grade 11

Subject Area: Science Date:11/06/2022

OBSERVING LEARNER CHARACTERISTIC AT DIFFERENT STAGES

Step 2 Describe each of the learners based in my observations.

Step 4 Compare them in terms of their interests and needs.

An observation Guide for the Learners’ Characteristics