Episode 1 The School Environment Intended Learning Outcome

EPISODE 1
THE SCHOOL ENVIRONMENT
Intended learning outcome
 At the end of this episode, I must be able to determine the characteristics of a school
environment that is safe, secure and is supportive learning.
The Learning Essentials
1. A physical environment conducive for learning is one that has consistent Practices that:
o keep the school safe, clean, orderly and free from distraction,
o maintain facilities that provide challenging activities; and
o address the physical, social and psychological needs of the students
2. Display boards can be powerful in communicating information about the learning

environment. They help in building and establishing the school culture. These boards
become one way for everyone to learn about the vision-mission, goals, and values that
the school upholds.
3. As a basic part of the school's visual environment, display boards have. four general
purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater confidence.
 An example would be the display of students' outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners' growth and
progress.
 Informational- They are used as a strategy to readily disseminate information.
 Instructional- They move students to respond and participate through interactive
displays. They get students to think about and communicate their learning
4. The set of criteria for evaluating bulletin board displays includes effective
communication.
Attractiveness, balance, unity, interactivity, legibility, correctness, and durability.
OBSERVE, ANALYZE, REFLECT
Exploring the School Campus

ACTIVITY 1.1
Resource Teacher: __________ Teacher’s Signature _______ School: ________
Grade/Year Level: ________________ Subject Area: _______ Date: _____
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then
in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on 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 b) Photo essay

c) Sketch or drawing d) Poem, song or rap
As you move around the campus, observations forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarized yourself with the different areas and facilities of the school. Check the
column to their availability. Give a brief description of those that are available, and say
how each will contribute to the students' learning and development.
Facilities Date Description Will it contribute to

the student’s learning
development? Why?
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/Learning
Resource Center
Science Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics Room
Industrial Workshop
Area
PTA Office
Comfort Room (boys)
Comfort Room (girls)
Others (please specify)

An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the
space provided.
Guide Questions Classroom Observation Report
1. Describe the community or

neighborhood where the school is
found
2. Describe the school campus. What

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

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

library, and the cafeteria. Look
around and find out the other
facilities that the school has
Resource Teacher: _______ Teacher’s Signature_______ School: _________
1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you
see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher's
table located? How are the tables and chairs/ desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?

An Observation Guide for the CLASSROOM VISIT
Be Guided by these task 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 display
2. Teacher’s Table
3. Learner’s Desk
4. Blackboard
5. Learning Materials/Visual
Aids
6.
7.
8.
9.
10.
Write your observation here.
Name of the School Observed: ______________________________________________
Location of the School: _____________________________________________________
Date to visit: ____________________________________________________________
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
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How does this relate to your knowledge of child and adolescent development/How does this
relate to your knowledge of facilitating learning?
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1. Would you like to teach in the school environment you just observed? Why? Why not?
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2. What kind of school campus is conducive to learning?

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3. What kind of classroom is conducive to learning?

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

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5. Write your additional learning and insights here.

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observe

reflect analyze
ACTIVITY 1.2
Observing bulletin board displays
Resource Teacher: ________________ Teacher’s Signature_______________

School: _________________________
The display board, or what we more commonly refer to as bulletin board, is one
of the most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at the
entrance, lobby, hallways and classrooms
2. Pick one and evaluate the display.
3. Propose enhancements to make the display more effective
As you look around and examine board displays, use the observation guide and
forms provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board display you see'?
2. Where are the display boards found? Are they in places where target viewers can see them?
3. What are the displays about? What key messages do they convey? What images and colors
do you see? How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photos of the display boards (if allowed ).

Base on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.)
From among the board displays that you saw, pick the one that you got most
interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATIO FORM
Topic of the Board Display _________________________________

Loaction of the Board Display in School _______________________
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 VS S O Comments
1 2 3 4
Effective
Communication
It conveys the
message quickly and
clearly.
Attractiveness
Colors and arrange
ment catch and hold
interest.
Balance
Objects are ar-
ranged, so stability is
perceived.
Unity
Repeated shapes
or colors or use of
borders hold display
together.
Interactivity
The style and
approach
entice learners to
be involved and
engaged.
Legibility
Letters and illustra-
tions can be seen
from a good
distance
Correctness
It is free from
grammar errors,
misspelled words,
ambiguity.
Durability
It is well-constructed,
items are securely
attached.
Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:
Evaluation
Strengths Weaknesses
Description of the Bulletin
Board Layout
Evaluation of Educational
content and other aspects
Recommendations/Suggestions for improvement
Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display layout. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
MY BOARD DISPLAY LAY-OUT
What do you think was the purpose of the board display?
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Did the board display design reflect the likes/interest of its target audience? Why? Why
not?
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Was the language used clear and simple for the target audience to understand? Why?
Why not?
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Was the board display effective? Why? Why not?

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What suggestions can you make?

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Based on your suggestions, propose an enhanced version of the display board. Use the
form below.
My Proposed Board Display

Theme:
Board Title:
Rationale
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:
Content Resources (Names each needed resource and give each a brief description)
Materials for aesthetic enhancement:

1. Name at least five skills that a teacher should have to be able to come up with
effective board display. Elaborate on why each skill is needed.
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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?
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3. What skills do you still need to develop? What concreate steps will you take on
how to improve on or acquire these skills?
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EPISODE 2
ACTIVITY 2.1 Observing learner characteristics at different stages

School: _________________________
To realize the Intended Learning Outcomes, I will 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 on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
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,
and run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors 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.
Learner’s Development Matrix
Record the data you gathered about the learners' characteristics and needs in
this matrix. This will allow you to compare the characteristics and needs of learners at
different levels. The item 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 College

Domain Indicate the age Indicate the age Indicate the age Indicate the age
range of children range of children range of student range of student
observed:___ observed:___ observed:___ observed:___
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with Teachers
Interaction with
Classmates/friends
Interests
Others
Emotional
Moods and temperament,
expression of feelings
Emotional independence
Others
Cognitive
Communication Skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Implication to the Teaching-
Characteristics Learning Process
Preschooler ● Preschooler like to ● Therefore, the teacher should

move around a lot remember to used music and
age range of learners observed:_3-4_
movement activities not just in
PE but in all subject areas
● Therefore, the teacher should
not expect preschooler to stay
seated for a long period of time
Level Salient Implication to the Teaching-

Characteristics Learning Process
Preschooler
Age range of learners observed:____
Elementary
High School
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?
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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?
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3. Share your other insights here.
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SHOW Your Learning Artifacts
Which is your favorite theory development. how can this guide you as a future teachers? clip some
readings about this theory and paste them here.
EPISODE 3
ACTIVITY 3.1
Observing differences among learner’s gender, needs, strengths, interest,
and experiences; and differences among learner’s linguistics, cultural, socio-
economic, religious backgrounds and difficult circumstances.

School: _________________________
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 that
she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interactions. The
observation form is provided for me to document my observations.
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 other?
4. Who among the students participate actively? Who among them ask for most
help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age?
by gender? by racial or ethnic groups? 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 the School Observed: __________________________
School Address: ________________________________________
Date of Visit: ________________________________________

1. Identify the persons who play key roles in the relationships and interactions in
the classroom
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?
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What makes the learners assume these roles? What factors affect their behavior?
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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?
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What does the teacher do to address issues like this?

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3. How does the teacher influence the class interaction considering the individual
differences of the students?
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4. What strategies does the teacher use to maximize the benefits or diversity in
the classroom? How does the teacher leverage diversity?
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1. How did you feel being in that classroom? Did you feel the sense of oneness or
unity among the learners and between the teacher and the learner?
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Observing differences among learners with
ACTIVITY 3.2
disabilities, giftedness and talents

School: _________________________
To realize the Intended Learning Outcomes, work your way through these steps
1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
Use observation guide provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to
be behind.
3. Validate your observations by asking the teacher about the background and needs
of the learners.
4. Observe the behavior of both regular students and those with special needs.
Note their dispositions, pace in accomplishing tasks, interaction with teacher, and
interaction with others.
5. Observe the teacher's method in addressing the individual learning needs of the
students in his/her class.
OBSERVATION REPORT
Name of the School Observed: ____________________________________________________
School Address: _________________________________________________________________
Date of Visit: ___________________________________________________________________

1. Did your observation match the information given by the teacher?
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2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction
to meet the needs of the learners
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3. Describe the methods used by the teacher in handling the students’

differences in abilities. How did the students respond to the teacher? Did the
teacher used the differentiated instruction? If yes, described how
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1. Recall the time when you were in elementary or high school. Recall the
high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?
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2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?
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observe

reflect analyze
OBSERVING THE SCHOOL EXPERIENCES OF

ACTIVITY 3.3
LEARNERS WHO BELONG TO INDIGENOUS
GROUPS
School: _________________________
To realize the 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. Below are some suggested
schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T'boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission

from these schools before you visit.
If an actual visit is not feasible, 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. There are several available at
Youtube. You can start with this video by Dep Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month (October)

Video, 2013. Retrieve from: https://
www.youtube.com/watch?v=FsMigONz2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
Use the observation guide provided for you to document your observation.
AN OBSERVATION GUIDE FOR INDIGENEOUS PEOPLES EDUCATION

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have
these question in mind as you are watching the videos. You can try to get in touch With
the creator of the videos and interview them too.
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
(You may include photos in here)
Name of the School Observed: ____________________________________________________

(You may include photos in here)
School Address: _________________________________________________________________
Date of Visit: ___________________________________________________________________

Curriculum Design, Answer each question based on your
observation and interview data
Competencies, and Content
1. Does the school foster a sense of

belonging to one's ancestral domain, a deep
understanding of the community's beliefs
and practices? Cite examples
2. Does the school show respect of the

community's expression of spirituality? how?
3. Does the school foster in the indigenous

learners a deep appreciation of their
identity? How?
4. Does the curriculum teach skills and

competencies in the indigenous learners that
will help them develop and protect their
ancestral domain and culture?
5. Does the curriculum link new concepts

and competencies to the life experience of
the community?
6.Do the teaching strategies help

strengthen, enrich, and complement the
community's indigenous teaching-process ?
7.Does the curriculum maximize the use of

the ancestral domain and activities of the
community as relevant settings for learning
in combination with classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to uphold culture,
beliefs and practices, observed and applied
in the development and use of instructional
materials and learning resources? How? (For
example, Culture bearers of the Indigenous
Peoples are consulted.) Application of higher
order thinking skills?
9 Do assessment practices consider

community values and culture? How?
10. Do assessment processes include

application of higher order thinking skills?
What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?
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Reflect based on your actual visit or video that you watched.

1. What new things did you learn about indigenous peoples?
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2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
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3. For indigenous learners, as a future teacher, I promise these three things:
3.1 be open to and respect indigenous peoples by
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3.2 Uphold and celebrate their culture, belief and practices by
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3.3 Advocate for indigenoue peoples education by

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SHOW Your Learning artifacts
With the principle of individual difference in mind, what methods and strategies will you
remember in the near 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.
LEARNING EPISODE 4
LEARNER DIVERSITY: THE COMMUNITY AND HOME ENVIRONMENT
INTENDED LEARNING OUTCOME
At the end of this Episode, I must be able to:

● describe the influencing factors in the home environment that affect the
students' learning,
● seek advice concerning strategies that build relationships with parents/guardians
and the wider community; and
● identify effective strategies on how teachers can work together with the family.
1. Urie Bronfenbrenner’s biological model presents the learner within the context of
layer of relationship system that make up the learner’s environment. The layers
are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem
includes the the connection the bigger social Outermost layer the element of
structure system which time, patterns of
between the which includes
includes the city stability and
Such as one's
structures in the government, the cultural values, pacing of the
family, school workplace and
microsystem CustomS and child's everyday
and the mass media
laws life.
neighborhood
The model helps the teacher look into every aspect in the learner's environment
to understand his behavior. The teacher's important role is not to replace what is
missing at home (if any), but to work so that the school becomes an environment that
welcomes and nurtures families. The teacher works to create a partnership with the
family and the community to bring out the best in every learner.
2. Baumrind's Parenting Styles

Authoritarian. Parents- are very firm with their children and expect unwavering
and unquestioning obedience. Rules are set by parents and misbehavior is met
with withdrawal of affection, physical punishment or threats
Permissive. Parents are not firm or controlling. They have few expectations.
May be warm and caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither

demanding nor responsive to children. Provide no structure, supervision, support
or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have
clear and reasonable expectations and limits for their children. Treat children
with respect and warmth. Make children understand consequence of their
behavior.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited,
hostile and aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are
often impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their

over-all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater

ability to show self-control. They have higher self-esteem and are better
adjusted.
-Based on Child Development by Santrock, 2004.
OBSERVING THE LEARNER’S COMMUNITY AND HOME ENVIRONMENT

School: _________________________
To realize my Intended Learning Outcomes, I will work my way through these

steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected 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.
USE THE ACTIVITY FORM FOR YOU TO DOCUMENT YOUR OBSERVATIONS
An observation/ Interview Guide for Home School Link

Read the following carefully before you begin to observe/interview.
Then write your observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the

domains of development:
● physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active, etc.)
● social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others, etc.)
● emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
● cognitive (appears to understand lessons, copes With the lessons, excels,
lags behind, shows reasoning skills, turns in assignments and
requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional

disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults,
Social adjustment)
2. How does the teacher communicate with the parents? How often? What do
they discuss? How do they decide on the best course of action to resolve
issues or problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process? How does the teacher work with the community to
meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is
orderly, family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with
which you feel comfortable.
Suggested Parent Interview Guide
Name of Learner:________________________________________________
Date of Birth:___________________________________________________
Grade/Year level: _______________________________________________
Number of Siblings:______________________________________________
Birth Order:____________________________________________________
Parents:
Father:___________________ Age:_________ Occupation:_____________
Mother::__________________ Age:_________Occupation:______________
Learner’s Physical Aspect:
Health
1. Mother's Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:

3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you
do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:
1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate

him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all the necessary data. Write the learner’s
development profile using the outline below. Type the profile on a separate sheet and
attach it to this learning episode.
THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)
The Learner’s Development Profile
Name of the Learner: __________________________________________________
School: ______________________________________________________________
Date of Home Visit: ____________________________________________________
Date of Birth: ________________________ Age: ____________________________
Grade/Year Level: ____________________Gender: ___________________________
Family Profile
Number Of Siblings:
Birth Order:
Parent:
Father:
Age:
Occupation: Educational Attainment:
Mother:
Age:
Occupation: Educational Attainment:

Physical Development
in paragraph form, describe the physical development of the learner. Combine the teacher's,
parents' responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher's,
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher's, parents' responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher's,
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner's development. The questions in the Your Analysis portion of this
learning Episode can help you.

Recommendations
Write your recommendations.
Analyze
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of
the learner in school?
3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?
4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students?
Reflect
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
FS 1
LEARNING EPISODE 5
CREATING AN APPROPRIATE LEARNING ENVIRONMENT

● Plan on how to manage time
● Provide a learning environment appropriate to the learners and conducive
learning.
The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where, when creating audio-visual
presentations, the following are observed:
● Specific classroom rules and procedures are clear.

● Classroom rules and procedures are discussed within the first few days of the
school.
● Students are involved in the design of rules and procedures.
● Techniques to acknowledge and reinforce acceptable behavior are employed.
● Clear limits for unacceptable behavior are established and negative
consequences for such are communicated.
● Classroom processes are democratic.
MANAGING TIME. SPACE AND LEARNING RESOURCES

School: _________________________
Observe and use the observation sheet provided for you to document your
observations.
1. As you observe the class, look into the characteristics of the learners. Note
their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?

5. Describe their span of attention.
ANALYZE
Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; and then organize your data in the
Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students belongings, supplies, etc.)? Describe these areas. Will it make a
difference if the areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher
is available, ask him/her to describe the process. What's the effect of students
participation in rule-making on student's behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the Resource Teacher
do? Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior

strategies)
Reflection as a future teacher
1. Why do you need to enforce positive discipline?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
IDENTIFYING THE DIFFERENT ASPECTS OF CLASSROOM MANAGEMENT
Resource Teacher: ______________Teacher’s Signature_______ School:________

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect of the Learners

Management (to be filled out after you answer
the analysis question)
1. Specific Areas in the

classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating arrangement
6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in
mind?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year
level do you see yourself? What routines and procedures would you consider for
this level? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Should learners be involved in making the class rules? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
FS 1
LEARNING EPISODE 6
CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES
SPARK YOUR INTEREST

This Episode focuses on the classroom structure and routines performed by
teachers in class to provide a safe, friendly, non-threatening and caring environment.
Effective classroom routines ensure order and discipline to help the students to stay
calm and focused in their daily tasks.
● identify the classroom routines set by the teacher; and

● observe how the students execute the various classroom routines

Routines are the backbone of daily classroom life. They facilitate teaching and
learning. Routines don't just make the life of the teacher easier. They save valuable
classroom time. Efficient routines make it easier for students to learn and achieve more.
● Establishing routines early in the school year:

● enables you to run your daily activities run smoothly;
● ensures you to manage time effectively;
● helps you maintain order in the classroom;
● makes you more focused in teaching because you spend less time in giving
directions/instructions; and
● enables you to explain to the learners what are expected of them.
ACTIVITY 6.1 OBSERVING CLASSROOM MANAGEMENT AND ROUTINES

School: _________________________
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes ( ) if observed and (x) if not observed.
Classroom Routines Observed ( ) Not Observed (x)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/ comfort room/washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/ emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.
Analyze
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Which of those routines were systematic and consistently implemented?

Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
ACTIVITY 6.2 Listing Down Classroom Rules

School: _________________________
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. - Ensures less error in answering the

activity.
2.
3.
4.
5.
6.
Analyze
1. Analyze each given rule. What circumstances led to the formulation of the rule?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Are classroom rules really important?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Reflect
Reflect on the various classroom rules set by the resource Teacher. Will you have
the same rules? What rules are you going to employ? Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Take some snaphots of the classroom routines employed by the Resource
Teacher which are worth emulating. Tell something about the pictures.
LEARNING EPISODE 7
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT

● Identify the two aspects of classroom management; and

● Determine the classroom management strategies that the Resource Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques that
the teacher use to keep students organized, orderly, focused, attentive on task and
academically productive in class.
Importance of Effective Classroom Management
● increases chance of student success
● paves the way for the teacher to engage students in learning
● helps create an organized classroom environment
● increases instructional time
● creates consistency in the employment of rules and regulations
● aligns management strategies with school wide standards
● decreases misbehavior in the classroom
● 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:
3.1.ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure/ design of the classroom
3.6 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.
ACTIVITY 7.1: IDENTIFYING PERSONAL AND PHYSICAL ASPECTS OF
CLASSROOM MANAGEMENT

School: _________________________
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 the classroom instruction?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. How does the punctuality of the teacher affect classroom discipline?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Why do we need to check the physical aspects of classroom management?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Reflect
Reflect on the aspect of personal and classroom management.

1. What does the statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom
management”
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What are your plans in ensuring effective classroom management?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Activity 7.2:
DEMONSTRATING KNOWLEDGE OF POSITIVE AND NON-VIOLENT
DISCIPLINE IN THE MANAGEMENT OF LEARNER BEHAVIOR

School: _________________________
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 (x) if not observed and O for no opportunity to
observe.
Effective Classroom Management Strategies Observed Not No
Observed Opportunity
to Observed
1. Model to the students how to act in different

situations.
2. Establish lassroom guidelines.
3 Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.

14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.
18.
19
20.
Analyze
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 the better classroom management? Explain your answer.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Reflect
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to

diverse types of learners?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Show piece(s) of evidence of learning to capture the classroom

management strategies used by your Resource Teacher.
LEARNING EPISODE 8: CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM

 identify the different curricula that prevail in the school setting;

 describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of learning
outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.
School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called
school. Schools are formal institutions of learning where the two major stakeholders are
the learners and the teachers. Basic education in the Philippines is under the
Department of Education or DepEd and the recommended curriculum is the K-12 or
Enhanced Basic Education Curricula of 2013. All basic education schools offering
kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High
School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
What are the salient features of the K to12 Curriculum? Here are the features. It
is a curriculum that:
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 of 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.
Activity 8.1 CURRICULA IN THE SCHOOL SETTING
It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found?
OBSERVE

School: _________________________
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 observation.
Type of Curriculum Where Found Description

1. Recommended Curriculum (K
to
12 Guidelines)
2. Written Curriculum (Teacher's
Lesson Plan)
3. Taught Curriculum (Teaching
Learning Process)
4. Supported Curriculum
(Subject
textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum (Achieved
Learning Outcomes)
7. Hidden Curriculum (Media)
ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
ACTIVITY 8.2 THE MINISCULE SCHOOL CURRICULUM: THE LESSON, A
CLOSER LOOK

School: _________________________
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
Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior of
Components the teacher along the key points. Write your observation and description
in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts do you
see? Request a copy for your use.
Answer the following questions:

a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ Or were they participating in the class
activity?
f. Was the lesson finished within the class period?
c. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations to
find evidence of learning.
a, Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics
or competencies of global quality teachers?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Was the lesson implemented as planned? Describe.

________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
________________________________________________________________
________________________________________________________________
________________________________________________________________
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan?
Make a short paragraph on the topic.

ACTIVITY 8.3 CONSTRUCTIVE ALIGNMENT OF THE COMPONENTS OF A
LESSON PLAN

School: _________________________
OBSERVE
Using the diagram below fill the component part of s lesson plan
I. Title of the Lesson: ________________________________________
II. Subject Area: ____________________________________________
III. Grade/Year level: __________________________________________
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up

ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Will the outcomes be achieved with the teaching methods used? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What component would tell if the outcomes have been achieved?

________________________________________________________________
_______________________________________________________________
________________________________________________________________
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What will it give to the teacher if the three components are aligned?
Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, documents or others.
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Present a matrix to show the constructive alignment of the three components of
a lesson plan.
a. Example:
Lesson Title: _____________________________________________________
Subject Area: _____________________________________________________
Grade Level: _____________________________________________________
Lesson Outcomes Teaching Methods Evaluation

LEARNING EPISODE 9: PREPARING FOR TEACHING AND LEARNING

 identify the teaching-learning practices that apply or violate the principles of
teaching learning
 determine the guiding principles on lesson objectives/learning outcomes applied
in instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are achieved at the
end of the lesson;
 observe the teaching methods used by the Resource Teacher; and
 differentiate the different methods of teaching.
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 can be classified either as deductive (direct) or inductive (indirect).
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concreate, experience,
generalization, of details, examples
abstraction and ends Teaching and ends with a rule,
with concreate, generalization,
experience, details, abstraction
examples
ACTIVITY 9.1 DEMONSTRATING AN UNDERSTANDING OF RESEARCH-BAESD

KNOWLEDGE PRINCIPLES OF TEACHING AND LEARNING
School: _________________________
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the principles of
learning. I can cite more than one evidence per principle of learning.
Principles of Learning What did the Resource Teacher do to

apply the principle of learning?
1. Effective learning begins with the

setting of clear and high expectations of
learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal

meaning and relevance of ideas.
4. Learning is a cooperative and a

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? least applied?
MOST APPLIED
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
LEAST APPLIED
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Give instances where this/these principle/s could have been applied.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
From among the principles of learning, which one do you think is the most
important?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ACTIVITY 9.2 IDENTIFYING LEARNING OUTCOMES THAT ARE ALLIGNED

WITH LEARNING COMPETENCIES

School: _________________________
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determined if the learning outcomes was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (Smart Achieved

Objectives)
Yes No Yes No
1
2
3
4
5
1. Cite pieces of evidences that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
Do a smart objectives make the lesson more focused?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
Reflect on the Lesson learned in determining SMART learning outcomes.
_________________________________________________________________
_________________________________________________________________
DISTINGUISHING BETWEEN INDUCTIVE AND DEDUCTIVE METHODS OF

TEACHING
School: _________________________
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 the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
mere passive recipients of instruction?
What was the emphasis on the mastery Was the emphasis on the students’
of the lesson or on the test? Prove. application of the lesson in real life?
Give proofs.
Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/ subjects?
What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of a learners; learners
constructed new lesson meanings
b) inquiry-based
c) developmentally appropriate - learning activities fit the developmental stage of children
d) reflective
e) inclusive No learner was excluded; teacher taught everybody.
f) collaborative - Students worked together.
8) integrative- Lesson was multidisciplinary - e.g. In Science, Math concepts were taught
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________________
2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
_______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
REFLECT
Reflect on Principles of teaching worth applying.
_______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes
and the method used in class.
LEARNING EPISODE 10: THE INSTRUCTIONAL CYCLE

 identify the application of some guiding principles in the selection and use of
teaching strategies.
 determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
 identify the Resource Teacher's questioning and reacting techniques.
 outline a lesson in accordance with outcome based teaching-learning.
These are the guiding principles in the selection and use of teaching methods:
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 turn the Assessment Tasks (ATs) are aligned with the intended learning
outcomes. In other words, in OBTL you first establish your intended learning outcomes
(lesson objectives). Then you determine which teaching-learning activities (TLAs) and
also the assessment tasks (ATS) you will have to use to find out if you attained your
ILO's.
In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities
we use to teach and the AT's are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL
Likewise, it is also important that teachers must be able to have a mastery of the
art of questioning and reacting techniques to ensure the effective delivery of
instruction.
These are the types of questions that teachers ask.
Types of Questions that Teachers As
1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions

With one acceptable answer
2. Divergent /Open-ended/High-level /Higher- Open-ended; has more than one acceptable

order/Conceptual answer
a. evaluation
b. inference e.g. When the phone rang and Liz picked it up,
she was all smiles. What can you infer about
Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as "okay", "right
ACTIVITY 10.1
APPLYING THE GUIDING PRINCIPLES IN THE SELECTION AND USE OF

STRATEGIES

School: _________________________
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.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.
3. A non-threatening atmosphere
enhances learning
4. Emotion has the power to increase

retention and learning.
5. Good teaching goes beyond recall of

information.
6. Learning is meaningful when it is

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

more effective than teaching isolated bits
of information
ANALYZE
What is the best method of teaching? Is there such a thing?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ACTIVITY 10.2
DETERMINING OUTCOMES BASED TEACHING AND LEARNING

School: _________________________
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning obiectives/intended learning outcomes

(LOs) at the beginning of the class? Did he/she share them with the class?
How?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ ILOs? Explain your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the
lesson objectives/ ILOs?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?-
_______________________________________________________________
_______________________________________________________________
REFLECT
Reflect on the use of OBTL

_______________________________________________________________
_______________________________________________________________
ACTIVITY 10.3
APPLYING EFFECTIVE QUESTIONING TECHNIQUES

School: _________________________
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource
Teacher asks during the classroom discussion. Write the questions raised and identify
the level of questioning.
Types of Question Examples of Questions that the Resource

Teacher Asked
1. Factual/ Convergent Closed/ Low level
2. Divergent/ Higher -order/ Open-ended/

Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
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?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
REFLECT
Reflect on
The importance of using various reacting techniques

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on their thoughts on OBTL.
LEARNING EPISODE 8: CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM

 identify the different curricula that prevail in the school setting;

 describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of learning
outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.
School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called
school. Schools are formal institutions of learning where the two major stakeholders are
the learners and the teachers. Basic education in the Philippines is under the
Department of Education or DepEd and the recommended curriculum is the K-12 or
Enhanced Basic Education Curricula of 2013. All basic education schools offering
kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High
School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
What are the salient features of the K to12 Curriculum? Here are the features. It
is a curriculum that:
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 of 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.
Activity 8.1 CURRICULA IN THE SCHOOL SETTING
It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found?
OBSERVE

School: _________________________
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 observation.
Type of Curriculum Where Found Description

1. Recommended Curriculum (K
to
12 Guidelines)
2. Written Curriculum (Teacher's
Lesson Plan)
3. Taught Curriculum (Teaching
Learning Process)
4. Supported Curriculum
(Subject
textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum (Achieved
Learning Outcomes)
7. Hidden Curriculum (Media)
ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
ACTIVITY 8.2 THE MINISCULE SCHOOL CURRICULUM: THE LESSON, A
CLOSER LOOK

School: _________________________
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
Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior of
Components the teacher along the key points. Write your observation and description
in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts do you
see? Request a copy for your use.
Answer the following questions:

a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ Or were they participating in the class
activity?
f. Was the lesson finished within the class period?
c. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations to
find evidence of learning.
a, Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
3. How does the teacher whom you observed compare to the ideal characteristics
or competencies of global quality teachers?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Was the lesson implemented as planned? Describe.

________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
________________________________________________________________
________________________________________________________________
________________________________________________________________
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan?
Make a short paragraph on the topic.

ACTIVITY 8.3 CONSTRUCTIVE ALIGNMENT OF THE COMPONENTS OF A
LESSON PLAN

School: _________________________
OBSERVE
Using the diagram below fill the component part of s lesson plan
IV. Title of the Lesson: ________________________________________
V. Subject Area: ____________________________________________
VI. Grade/Year level: __________________________________________
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up

ANALYZE
Answer the following questions based on the diagram.
4. Are the three components constructively aligned? Explain.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Will the outcomes be achieved with the teaching methods used? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
6. What component would tell if the outcomes have been achieved?

________________________________________________________________
_______________________________________________________________
________________________________________________________________
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What will it give to the teacher if the three components are aligned?
Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, documents or others.
1. Present a sample curriculum in a form of a Lesson Plan.
Present a matrix to show the constructive alignment of the three components of
a lesson plan.
a. Example:
Lesson Title: _____________________________________________________
Subject Area: _____________________________________________________
Grade Level: _____________________________________________________
Lesson Outcomes Teaching Methods Evaluation

LEARNING EPISODE 9: PREPARING FOR TEACHING AND LEARNING

 identify the teaching-learning practices that apply or violate the principles of
teaching learning
 determine the guiding principles on lesson objectives/learning outcomes applied
in instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are achieved at the
end of the lesson;
 observe the teaching methods used by the Resource Teacher; and
 differentiate the different methods of teaching.
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 can be classified either as deductive (direct) or inductive (indirect).
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concreate, experience,
generalization, of details, examples
abstraction and ends Teaching and ends with a rule,
with concreate, generalization,
experience, details, abstraction
examples
ACTIVITY 9.1 DEMONSTRATING AN UNDERSTANDING OF RESEARCH-BAESD

KNOWLEDGE PRINCIPLES OF TEACHING AND LEARNING
School: _________________________
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the principles of
learning. I can cite more than one evidence per principle of learning.
Principles of Learning What did the Resource Teacher do to

apply the principle of learning?
1. Effective learning begins with the

setting of clear and high expectations of
learning outcomes.
3. Learning is the discovery of personal

meaning and relevance of ideas.
4. Learning is a cooperative and a

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
2. What principles of learning were most applied? least applied?
MOST APPLIED
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
LEAST APPLIED
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Give instances where this/these principle/s could have been applied.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
From among the principles of learning, which one do you think is the most
important?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ACTIVITY 9.2 IDENTIFYING LEARNING OUTCOMES THAT ARE ALLIGNED

WITH LEARNING COMPETENCIES

School: _________________________
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determined if the learning outcomes was/were achieved or not. Give evidence.
2. Write the learning outcomes stated in the lesson.
Learning Outcomes (Smart Achieved

Objectives)
Yes No Yes No
1
2
3
4
5
2. Cite pieces of evidences that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
Do a smart objectives make the lesson more focused?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
Reflect on the Lesson learned in determining SMART learning outcomes.
_________________________________________________________________
_________________________________________________________________
DISTINGUISHING BETWEEN INDUCTIVE AND DEDUCTIVE METHODS OF

TEACHING
School: _________________________
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 the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
mere passive recipients of instruction?
What was the emphasis on the mastery Was the emphasis on the students’
of the lesson or on the test? Prove. application of the lesson in real life?
Give proofs.
Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/ subjects?
What teaching-learning practice shows that teaching approach was:

g) Constructivist-connected to past experiences of a learners; learners
constructed new lesson meanings
h) inquiry-based
i) developmentally appropriate - learning activities fit the developmental stage of children
j) reflective
k) inclusive No learner was excluded; teacher taught everybody.
l) collaborative - Students worked together.
8) integrative- Lesson was multidisciplinary - e.g. In Science, Math concepts were taught
ANALYZE
2. What are possible consequences of teaching purely subject matter for mastery
and for the test?
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________________
2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
_______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
REFLECT
Reflect on Principles of teaching worth applying.
_______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes
and the method used in class.
LEARNING EPISODE 10: THE INSTRUCTIONAL CYCLE

 identify the application of some guiding principles in the selection and use of
teaching strategies.
 determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
 identify the Resource Teacher's questioning and reacting techniques.
 outline a lesson in accordance with outcome based teaching-learning.
These are the guiding principles in the selection and use of teaching methods:
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 turn the Assessment Tasks (ATs) are aligned with the intended learning
outcomes. In other words, in OBTL you first establish your intended learning outcomes
(lesson objectives). Then you determine which teaching-learning activities (TLAs) and
also the assessment tasks (ATS) you will have to use to find out if you attained your
ILO's.
In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities
we use to teach and the AT's are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL
Likewise, it is also important that teachers must be able to have a mastery of the
art of questioning and reacting techniques to ensure the effective delivery of
instruction.
These are the types of questions that teachers ask.
Types of Questions that Teachers As
1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions

With one acceptable answer
2. Divergent /Open-ended/High-level /Higher- Open-ended; has more than one acceptable

order/Conceptual answer
a. evaluation
b. inference e.g. When the phone rang and Liz picked it up,
she was all smiles. What can you infer about
Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as "okay", "right
ACTIVITY 10.1
APPLYING THE GUIDING PRINCIPLES IN THE SELECTION AND USE OF

STRATEGIES

School: _________________________
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.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.
3. A non-threatening atmosphere
enhances learning
4. Emotion has the power to increase

retention and learning.
5. Good teaching goes beyond recall of

information.
6. Learning is meaningful when it is

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

more effective than teaching isolated bits
of information
ANALYZE
What is the best method of teaching? Is there such a thing?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ACTIVITY 10.2
DETERMINING OUTCOMES BASED TEACHING AND LEARNING

School: _________________________
OBSERVE
Observe a class and answer the following questions.
3. Did the Teacher state the learning obiectives/intended learning outcomes

(LOs) at the beginning of the class? Did he/she share them with the class?
How?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ ILOs? Explain your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the
lesson objectives/ ILOs?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?-
_______________________________________________________________
_______________________________________________________________
REFLECT
Reflect on the use of OBTL

_______________________________________________________________
_______________________________________________________________
ACTIVITY 10.3
APPLYING EFFECTIVE QUESTIONING TECHNIQUES

School: _________________________
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource
Teacher asks during the classroom discussion. Write the questions raised and identify
the level of questioning.
Types of Question Examples of Questions that the Resource

Teacher Asked
1. Factual/ Convergent Closed/ Low level
2. Divergent/ Higher -order/ Open-ended/

Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
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?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
REFLECT
Reflect on
The importance of using various reacting techniques

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on their thoughts on OBTL.
FIELD STUDY 1 LEARNING EPISODE
11
Utilizing Teaching-Learning
FS 1 11 Resources and ICT
SPARK Your INTEREST
With the lightning speed by which technology is evolving, and now with 4.0, technology
continues to be an ever-significant part of the learning environment. This episode provides an
opportunity for students to examine a Learning Resource Center or Multi-Media Center and
learn about its collection, services, equipment, observe how a teacher utilizes technology for
instruction and explore resources in the virtual leaning environment. Students will analyze and
reflect on how technology, including artificial intelligence, supports the teaching-learning
process.
TARGET Your INTENDED LEARNING OUTCOME

 identify and classify learning resource materials in the multi-media center;
 show skills in the positive use of ICT to facilitate the teaching-learning process (PPST
1.3.1);
 show skills in the evaluation, selection, development, and use of a variety learning
 resources, including ICT to address learning goals (PPST 4.5.1);
 analyze the level of technology integration in the classroom; and
 demonstrate motivation to utilize ICT for professional development goals based on the
PPST 7.5.1).
REVISIT the Learning Essentials
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications Technology Competency Framework for Teachers

(ICT
CFT) version 3 is a comprehensive framework guide teachers' development on the effective and
appropriate use of ICT in education. It highlights what teachers should know and do clustered in
six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and Assessment, 3.
Pedagogy, 4. Application of Digital Skills, 5. Organization and administration, and 6. Teacher
Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their 1CT 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/360820/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.
5. 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.
6. The common purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process
7. 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.
8. 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
Observing Technology Integration in the Classroom

Levels of Technology Integration into the curriculum
Adaptation: The
Adoption: The teacher Infusion: The Transformation: The
teacher encourages
directs students in the teacher creates a teacher creates à rich
adaptation of
Technology Integration Entry: The teacher uses
conventional use of tool-
based software. If such
tool-based software by
learning environment
that infuses the
learning environment in
which students regularly
technology to deliver allowing students to
Matrix Curriculum content to students.
software is available, this
level is the
select a tool and
power of technology
tools throughout the
engage in activities that
would have been
modify its use to
recommended entry day and across impossible to achieve
accomplish the task at
point. subject areas without technology.
hand
Students have
Throughout the
opportunities to select Given ongoing access to
Students begin to utilize school day,
and modify technology online resources,
Active: Students are actively engaged in using technology tools to students are
Students use technology for tools to students actively Select
technology as a tool rather create products, for empowered to select
drill and practice and accomplish specific and pursue
Characteristics of Learning
than passively receiving information from the
computer-based training.
example using a word
purposes, for example
appropriate
topics beyond the
technology. processor to create a technology tools and
Environment report.
using colored cells on a
actively apply them
imitations of even the
spreadsheet to plan a best school library.
to the tasks at hand.
garden
Throughout the day

Students have
and across subject
Students have opportunities to select Technology enables
areas,
Collaborative: Students use technology tools opportunities to utilize and students to collaborate
Students primarily work alone students utilize
to collaborate with others rather than working collaborative tools, such modify technology with peers and experts
when using technology. technology tools to
individually at all times. as email, in conventional tools to facilitate irrespective of time zone
facilitate
ways. collaborative or physical distances.
collaborative
work
learning.
Students utilize
Students begin to utilize Students have technology
Constructive: Students constructive tools such opportunities to select to make connections
Students use technology
use technology tools to ass and modify technology and
Technology is used to deliver to construct, share, and
build understanding rather graphic organizers to tools Construct
information to students. publish knowledge to a
than simply receive build upon prior to assist them in the understanding
worldwide audience.
information, knowledge and construction of across disciplines
construct meaning understanding. and throughout the
day.
Authentic: Students use Students use technology to Students have Students have Students select By means of technology
technology tools to solve real-world problems complete assigned activities opportunities to apply opportunities to select appropriate tools, students participate
meaningful to them rather than working on that are generally unrelated to technology tools to some and modify technology technology tools to in outside-of-school
artificial assignments. real-world problems. content-specific tools to complete authentic projects and problem-
solving activities that
activities that are based solve problems based tasks across have meaning for the
on real- world problems. on real-world issues. disciplines. students and the
community.
Goal Directed: Students Students receive Students have Students use

use technology tools to set directions, guidance, and From time to time, opportunities to select technology tools to Students engage in
goals, plan activities, feedback from technology, students have the and modify the use of set goals, plan ongoing metacognitive
monitor progress, and rather than using technology opportunity to use technology tools to activities, monitor activities at a level that
evaluate results rather than tools to set goals, plan technology to either facilitate goal setting, progress, and Would be unattainable
simply completing activities, monitor progress, or plan, monitor, or planning, monitoring, evaluate results without the support of
assignments without self- evaluate an activity. and evaluating specific throughout the technology tools.
reflection evaluate activities curriculum.
(Reproduced with permission of the Florida Center for Instructional Technology, College of
Education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources

The world wide web is like an endless network of information, ever-expanding and
almost limitless. Electronic resources come in different forms like websites, web quests, blogs,
social network sites, on-line courses, a wide range of tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability not only
to search for information but to make decisions, as to which ones you will take and use and
which ones you will put aside. Aim to develop your skills in evaluating internet resources. You
will be able to choose the best resources that will help you attain your teaching-learning
objectives.
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is accurate, free from
error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches what is
needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able to use
them.
5. Motivation. The resource is engaging and rewarding to learners. It will encourage the
active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which steps should
be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe (2003). A Gateway to
Educational Materials: An Evaluation of an Online Resource for Teachers and an Exploration of User Behaviors.
Journal of Technology and Teacher Education. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at
which technology is evolving has disrupted many vital processes that involve how we run
production, businesses and consequently how we teach and learn. The following Technology
trends have huge potential to transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for
teaching and learning that do not require payment of royalties nor license fees. There is an
abundance of OERs in the form of textbooks course materials, curriculum maps, streaming
videos, multimedia apps, podcasts, and many others. They can have a significant impact on
education as they are made available and easily accessible in the internet. Be sure to explore
them to help you work on this episode
2. Social Networks. Social networks have revolutionized the way we interact, learn
about things and share information. Sites and apps such as facebook, twitter, Instagram provide a
virtual venue for teachers and learners to work together interact among themselves and with
other classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one
who sends the most number of text messages per day. This indicates the high number of mobile
device users. These devices can also be used as a learning tool by allowing teachers and students
more opportunities to learn inside and even outside the classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become built-
in into many everyday things, that allow sending and receiving data through the internet. A lot of
things have turned "smart." We have smart cars that can navigate on its own. Smart houses that
monitor temperature and light. Smart TVs that interface with the internet. Watches that send our
vital signs to our doctors. All of these development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers
or machine simulate thinking and behaviors of humans such as talking, learning and solving
problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are near samples of
Al. Among others, uses of Al 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.
9
“Fundamental Digital skills for
21st Century Teachers”
Record and edit Create interactive Create infographics

audio clips video content and posters
1. Soundcloud.com 1. You tube video Editor

2. Audioboom.com 2. Wevideo.com 1. Piktochart.com
3. Vocaroo.com 3. Magisgto.com 2. Canva.com
4. Clyp.it 4. Animoto.com 3. Drawings.google.com
4. Thinglink.com
Create PLNs, connect, discover Use blogs and wikis to create Create engaging
new content and grow participatory spaces presentation
professionally
1. Blogger.com
1. Twitter.com 2. Wordpress.com 1. Docs.google.com
2. Facebook.com 3. Edublogs.org 2. Haikudeck.com
3. Plus.google.com 4. Wikispaces.com 3. Zoho.com/docs/show.html
4. Linkedin.com 4. Prezi.com
Create digital portfolio Curate, organize and share Create digital quizzes
1. Web.seesaw.me digital resources
2. Silk.co 1. Flipquiz.me
3. Sites.google.com 1. Diigo.com 2. Riddle.com
4. Weebly.com 2. Scoop.it 3. Quizalize.com
3. Educlipper.net 4. Testmaz.com
4. Edshelf.com
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of
people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually
larger than the number of students that can fit a regular classroom. There can be
hundreds or even be a thousand students or more.
Open
 There is mostly freedom of place, pace and time.

 Courses can be accessed by anyone anywhere as long as they have internet
connection
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Online
 All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including
 Educational content. May include video, audio, text, games, simulations, social media
and animation
 Facilitation interaction among peers. Builds a learning community through opportunities
to interact
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback from peers or the
teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition like
badges or certificate of completion. A formal certificate is optional and most likely has to
be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the
materials and interactions presented.
- Based on Definition Massive Open Online Courses v.1.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity.
You will have a chance to explore them as you go through this episode.
observe

reflect analyze
ACTIVITY 11.1 VISITING THE LEARNING RESOURCE CENTER
Resource Teacher: ________________ Teacher’s Signature_______________ School:

_________________________
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.
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 Centered Observed:
Date of Observation:
Name of Observer:
Course/Year/School:
LIST OF AVAILABLE LEARNING RESOURCES
Available Learning Characteristics and Unique Teaching Approaches

Resources (Enumerate in capabilities where the Resource is Most
bullet form) Useful
1. Print Resources
2. Audio Resources
3. Non electronic Visual

Resources
4. ICT Resources
Impression about the LRC
Name and Signature of Observer
Name and Signature of the Learning Resource Center In-charge
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
1. Are the learning resources/materials arranged properly according to their functions and
characteristics?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
2. Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
3. What are the strengths of this Learning Resource Center?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
4. What are its weaknesses?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
5. What suggestions can you make?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
1. Which or the materials in the Learning Resource Center caught your interest the most?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
2. Which gadgets/materials are you already confident to use/operate?

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
observe

reflect analyze
OBSERVING TECHNOLOGY INTEGRATION IN THE

ACTIVITY 11.2
CLASSROOM

_________________________
To realize my Intended Learning Outcomes, I will work my way through these steps:
Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how technology was
integrated in the lessons and how the students 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.
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:
Subject:
Topic:
Grade/Year Level:
UTILIZATION OF TEACHING AIDS FORM
Grade/Year Level of Class Observed:
Subject Matter:
Brief Description of Teaching Approach Used by the teacher:
Teaching Aids used Strengths Weaknesses Appropriateness of

(Enumerate in bullet Teaching Aids Used
form)
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on page 100, in which level of technology integration do you think the teacher
you observed operated? Why?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
Based on the Technology Integration Matrix, what isa the characteristic of the learning
environment in the class that you observed? Point your observation that justify your answer.
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
Over-all, were the learning resources used effectively? Why not? Give your suggestions.
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
Put yourself in the place of the teacher. What would you do similarly and what would differently
if you would teach the same lesson to the group of students? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________
observe

reflect analyze
ACTIVITY 11.3 EXPLORING EDUCATION 4.0

_________________________
Explore Education 4.0 through these steps: 1. Observe a class and take note of the topic
being presented. 2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri, Alexa; 3. List and describe at least 5
open-source sites/interactive programs; from open-source 4. Evaluate the materials or programs
5. Reflect on your FS experience.
Class Observation Guide

Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher's objectives?

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

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

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Analyzing the information you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate the resources you
found, using the set of criteria discussed in the Revisit the Learning Essentials part of this
Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/ Year Level

Subject Matter/Topic
(Based on the class you
observed)
Lesson Objectives/Learning
Outcomes
Name Describ Descri

and e the be how
Type of electron you
Electron ic can use
ic (include it if
Resourc Author you
e publish Put a check if the resource satisfies the criterion. were to
er teach
source). in the
class
you
observ
ed
Accura Appropri Clea Comple Motivati Organiz
te ate r te ng ed
1. Describe your experience in surfing the internet for appropriate electronic resources
for the class? What made it easy? Difficult?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to
explore more for your work as a teacher? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Reflect on your technology skills. What skills do you already have, and what skills
would you continue to work on to be better at utilizing education 4.0 resources?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
observe
reflect analyze OBSERVE, ANALYZE, REFLECT
ACTIVITY 11.4 PROFESSIONAL DEVELOMENT THROUGH MOOCS

_________________________
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop
more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant
to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
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 M0Cs in the internet which are relevant to the competencies you identified.
You may try these sites
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a curr/moocs-best-teachers-free-online-courses.
shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-
theyre-learners-too/
 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-
joins-mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different
MOOC providers to explore their MOOCs.
PPST Domain Competencies I want MOOCs related to MOOC Provider

to work on the
competency/ies
(Include a short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title: ______________________________________________________

Provider: _____________________________________________________
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2 MOOC Title: ______________________________________________________

Provider: _____________________________________________________
Content Outline
3. MOOC Title:______________________________________________________
Provider: _____________________________________________________
Content Outline
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
________________________________________________________________________
________________________________________________________________________
___________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCS?
________________________________________________________________________
________________________________________________________________________
___________________________________________________
How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
________________________________________________________________________
________________________________________________________________________
___________________________________________________
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual
pieces of information found on the site are well-documented, and pictures and diagrams are
properly labeled. She is also checking that there are no misspelled words nor grammar errors.
Which criterion is she focusing on?
A. Appropriateness C. Motivation
B. Clarity D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the
app is uncluttered in appearance, is arranged in some order of difficulty, and that icons represent
what they were intended to represent. Which criterion is she focusing on?
A. Organization C. Motivation
B. Accuracy D. Appropriateness
3.Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out whether the
app taps the skills found in the Grade 8 standards to ensure that this app will help meet her
objectives. She wants to make sure it is not too easy nor too difficult for her students. Which
criterion is she focusing on?
A. Organization C. Currency
B. Accuracy D. Appropriateness
4. A Science teacher uses a powerpoint presentation to show the classification in kingdom

Animalia. The teacher then teaches them how to use a software in making graphic organizers.
Students then use this to create their own graphic organizers to classify animals. This shows
technology integration which is _________.
A. entry-constructive C. infusion-constructive
B. adoption-constructive D. transformation-constructive
5.Teacher A demonstrates how to work with a math app that provides practice in adding mixed
fractions. The students then work independently with the app to provide them sufficient practice
in adding mixed fractions. This shows technology integration which is __________.
A. entry-active C. transformation-constructive
B. adoption-active D. transformation-active
6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work together
with other Grade 7 classes in their school campuses in Visayas and Mindanao. They will create
posters and a video clip to communicate a message about peace. They will use social media to
spread their peace campaign. This project involves technology integration which is
___________.
A. entry-active C. transformation-constructive
B. adoption-constructive D. adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio- Visual/Educational Technology
Center of a school EXCEPT____________.
A. make available technology equipment for the use of teachers and students
B. conduct training for teachers on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students’ technology project for them
8. The Learning Resource/ Audio- Visual/Educational Technology Center regularly provides the
teachers a list of websites, apps and instructional materials available in the city which are
relevant to the different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
9. The Learning Resource/ Audio- Visual/Educational Technology Center sponsors a seminar-

workshop for teachers administrators on the use of the lates presenter applications. This fulfills
which function?
A. Center of resources C. Coordinating agency
B. Agent of teaching D. Recreational reading center
10. MOOCs are considered massive because____________.

A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts
11. MOOCs are open because___________.

A. all course are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected to the
internet
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester
12. MOOCs are considered as a course because___________.

A. they have a guide or a syllabus that indicates content, objectives, activities, and
assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor’s degree
D. they are graded
1. Include here pictures/illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here.
Indicate how they might be useful considering your major or area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-
about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. As a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?
EVALUATE Performance Task
Evaluate Your Work Task Field Study, Episode 11- Utilizing Teaching-Learning Resources and ICT
Learning Outcomes: Identify and classify learning resource materials in the multi-media center; Show
skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.1.1); Show skills in the
evaluation, selection, development, and use of a variety learning resources, including ICT to address
learning goals (PPST 4.5.1); Analyze the level of technology integration in the classroom, Demonstrate
motivation to utilize ICT for professional development goals based on the PPST (PPST 7.5.1)
Name of FS Student:_____________________________________ Date Submitted: _____________

Year & Section:_________________________________________
Course:_____________________
Learning Excellent Very Satisfactory Satisfacto Needs improvement

Episode 4 3 ry 1
2
Accomplished All observation One(1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observatio observation questions/
Sheet completely questions/ tasks not n tasks not answered/
answered/ answered/ questions/ accomplished.
accomplished. accomplished. tasks not
answered/
accomplis
hed.
Analysis All questions All questions were Question Four (4) or more
were answered answered were not observation questions
completely; completely; answered were not answered;
answers are answers are clearly completel answers not connected to
with depth and connected to y; theories, more than (4)
are thoroughly theories; grammar answers grammatical/ spelling
grounded on and spelling are are not errors.
theories; free from errors. clearly
grammar and connected
spelling are to
free from error. theories;
one (1) to
three (3)
grammati
cal/
spelling
errors.
Reflection Profound and Clear but lacks Not so Unclear and shallow;
clear; depth; supported by clear and Rarely supported by what
supported by what were observed shallow; were observed and
what were and analyzed somewhat analyzed
observed and supported
analyzed by what
were
observed
and
analyzed
Learning Portfolio is Portfolio is Portfolio Portfolio is not reflected
Artifacts reflected on in reflected on in the is not on n the context of the
the context of context of the reflected learning outcomes; not
the learning learning outcomes. on in the complete; not organized,
outcomes; Complete; well context of not relevant.
Complete, organized, very the
well-organized, relevant to the learning
highly relevant learning outcome outcomes.
to the learning Complete;
outcome not
organized,
relevant
to the
learning
outcome
Submission Submitted Submitted on the Submitted Submitted two (2) days or

before the deadline a day after more after the deadline
deadline the
deadline
COMMENT/S Rating:
Over-all Score ( Based on
Transmulation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.00
0
99 96 93 90 87 84 81 78 75 72 71-Below
FIELD LEARNING Assessment For Learning and

STUDY 1 EPISODE Assessment As Learning
FS 1 12 (Formative Assessment)
SPARK Your Interest
Assessment is an essential part of the instructional cycle. The instruction cycle consist of:
1) setting the intended learning outcome/s, 2) selecting a teaching methodology, strategy and
activity that are aligned to the learning outcome and topic which are developmentally-
appropriate to the learners and 3) assessment itself. Assessment is the part of instructional cycle
that determines whether or not the intended learning outcome has been attained and so
necessarily, the assessment task must be aligned to the intended learning outcome.
In lesson on assessment, we can speak of assessment for learning, assessment of learning
and assessment as learning.
This episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as learning is
referred to as self-assessment.
TARGET Your Intended Learning Outcomes

 demonstrate knowledge of the design and use of formative assessment, and
 explain the importance of formative assessment.
DISCOVER the 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.
observe
reflect analyze
OBSERVING ASSESSMENT FOR LEARNING

ACTIVITY 12.1 PRACTICES (FORMATIVE ASSESSMENT)

School: _____________________________Grade/Year Level: ________________
Subject Area: _______________ Date: _____
1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching learning is in progress.
What Teacher Said Tally Total
2. Did the teacher ask the class "Did you understand"? If she did, what was the class
response?
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________
_______________________________________________________________________
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________
4. If they did, how did the teacher respond?

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

_____________________________________________________________________
_____________________________________________________________________
___________________________________________________
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________
6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessment? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 Should you record results of formative assessment? Why or why not?
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. SnapShots of peer tutoring or other activities that show formative assessment in

practice
OBSERVING ASSESSMENT AS LEARNING
ACTIVITY 12.2 PRACTICES (SELF-ASSESSMENT)

School: _________________________ ___Grade/Year Level: ________________
Subject Area: _____________________ Date: _____

 demonstrate knowledge of the design and use of self-assessment; and
 explain the importance of self-assessment
 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 a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1. Did teacher provide opportunities

for the learners to monitor and reflect
on their own learning?
2. What are proofs that students were

engaged in self-reflection, self-
monitoring and self-adjustment?
3. Did students record and report their
own learning?
4. Did teacher create criteria with the

students for tasks to be completed or
skill to learned?
1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________
2. Does assessment as learning have the same ultimate purpose as assessment for learning
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________
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?
1. My Accomplished Observation Sheet
2. My Analysis
3. My Refection
EVALUATE PERFORMANCE TASK
Evaluate Your Work Task. Field Study 1, Episode 12- Assessment FOR Learning and
Assessment AS Learning (Formative Assessment ) Learning Outcome. Demonstrate
knowledge of the design and use of formative assessment *explain the importance of formative
assessment.
Name of FS Student:_________________________________________ Date Submitted:______
Year and Section:__________________________________________ Course:______________
Learning Episodes Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation Sheet question/tasks observation observation observation
completely questions/ task not question/tasks not questions/task not
answered/accomp answered/accompl answered/accompli answered/accomplish
lished. ished. shed. ed.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered answered observation questions
completely completely completely; were not answered,
answers are with answers are clearly answers are not answers not
depth and are connected to clearly connected to connected to theories,
thoroughly theories; grammar theories; ome (1) to more than four (4)
grounded on and spelling are three (3) grammatical spelling
theories; grammar free from error. grammatical/spellin errors.
and spelling are g errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow
clear, supported depth, supported shallow; somewhat rarely supported by
by what were by what were supported by what what were observed
observed and observed and were observed and and analyzed.
analyzed. analyzed. analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in the reflected on in the reflected on in the
content of the context of the context of the context of the
learning learning outcomes. learning outcomes. learning outcomes,
outcomes; Complete, well- Complete; not not complete, not
Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome. outcome.
learning outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the deadline. days or more after the
deadline.
COMMENTS Over-all Score Rating
(Based on
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_____________________________________________ ____________________
Signature of FS Teacher above Printed Name Date
1.The primary purpose of assessment is to ensure learning. Which assessment are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III C. I and II
B. I and III D. II and III
2. Research shows that when students help develop questions for an assessment, and have a
deeper understanding of what they are expected to learn before they take the assessment, they
take a greater responsibility of their own learning. Which assessment is referred to/
A. Assessment as learning C. Assessment for learning
B. Assessment of learning D. Assessment in learning
3. DepEd Order No. 8, s, 2015 states, “Assessment is a process that is used to keep track of
learners’ progress in relation to learning standards…, to promote self-reflection and personal
accountability among about their own learning…
Which assessment are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only C. I and II
B. II and III D. I, II and III
4. You check for understanding in the midst of your lesson. In which form /s of assessment
are you engaged?
A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students
on a day-to-day basis and modify their teaching based on what the students need to be
successful. Is this statement TRUE?
A. Yes C. Somewhat
B. No D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?

B. Assessment for learning D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learner?
A. Assessment of learning C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and making adjustments as
that they achieve deeper understanding?
A. Assessment of learning C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed and of
skills that need to be learned or mastered.
III.Provide feedback to students as they learn and ask them guiding to help them monitor
their own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet or
fully meet the expectations.
V.Provide reference points and examples for the learning outcomes.
A. I, II and III C. III, IV and V

B. I, II IV and V D. I, II, III, IV and V
10. In what type of assessment are students expected to go beyond completing the tasks assigned
to them by their teacher and to students move from the passive to active owners of their own
learning?
11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
A. Assessment of learning C. Assessment in learning
B. Assessment for learning D. Assessment as learning
FIELD STUDY 1 LEARNING EPISODE Assessment Of Learning
FS 1 13 (Summative Assessment)
SPARK Your Interest
Episode #12 dwelt on Assessment for Learning (formative assessment) and Assessment as Learning (self-
assessment). These refer to assessment that teachers do while still teaching and student’s assessing their
own learning. Episode #13 will be focused on Assessment of Learning. When teachers have done
everything they can to help learners attain the intended learning outcome/s, teachers subject their students
to assessment for grading purposes. This is referred to as assessment of learning which is also known as
summative assessment.
Episode #13 will be focused on 1) assessment of learning in the cognitive, psychomotor, and affective
domains with the use of traditional and non-traditional assessment tasks and tools, 2) asssessment of
learning outcomes in the different levels of cognitive taxonomy; 3) construction of assessment items with
content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading
System and 7) Reporting Student’s Performance.
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:
 Determined the alignment of assessment tools and task 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 related them to assessment of student learning;
 Distinguish among the three 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;
 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.

Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher:_________ Teacher’s Signature:__________ School:_____________

Grade/Year Level:__________ Subject Area: _______________ Date:_______________
 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome
 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning outcome.
OBSERVE
 Observe at least 3 classes - 1 Physical or Biological Science or Math, English, Filipino; 1 Social
Science or Literature/Panitikan, EsP and 1 P.E / Computer / EPP/TLE.
Subjects Learning Assessmen Is the If not

Outcome/ t task assessmen aligned,
s (How did t tool/task improve on
Teacher aligned to it.
assess the the
learning learning
outcome/s outcome/s
? Specify. ?
P.E/ EPP/TLE To dance Written No Performanc

tango quiz- e test - Let
Enumerate students
the steps of dance
tango in tango.
order.
Social Science.
Literature/Panitikan.
EsP
Physical/Biological/Science/Math/English/
Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________.
2. What are possible consequences if teacher’s assessment task are not aligned to learning
outcome/s? Does this affect assessment results? How?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________.
3. Why should assessment tasks be aligned to the learning outcomes?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________.
REFLECT
 Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught (with learning outcomes?)
 How this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?
1. Here is a learning outcome: Describe a person by the use of a metaphor

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

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own food.
Test item: Can plants manufacture their own food? Explain your answer.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

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

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

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a lesson objective / intended learning outcome: “illustrate the law of supply and demand with
your original concrete example”. For content validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illutrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content validity which
should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with almost any
how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost any
how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who has a why to
live for can bear with almost any how”?
8. After teaching them the process of experimenting Teacher J wanted his student to be able set up an
experiment to find an answer to a scientific problem. Which will he ask his students to do?
A. Set up an experiment to find out if arial plants can also live on land.
B. Can arial plants also live on land? Research on experiments already conducted. Present your
finding in class.
C. Observe if arial plants can survive when planted in soil. Note your observation and present them
in class.
D. Research on the answers to this scientific problem: Can arial plants survive when transferred in
soil?
9. Here is an intended learning outcome of a Health teacher :”Identify skill-related fitness and activities
suitable for the individual”. Does her test item measure this particular outcome and therefore has content
validity?
Question
1. Identify the components of Physical fitness under the skill-related activities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much
B. Yes because it asks something about skill-related activities
C. No.
D. No, the options have nothing to do with skill-related activities.
Activity 13.2 Observing the Use of Traditional Assessment Tools
TARGET Your Intended Learning Outcome
 Critique traditional assessment tools and tasks fo learning in the context of established guidelines
on test construction
 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 a selected-response tests or
constructed-response/supply type of tests.
 Common examples of selected-response type of tests are alternate response test (True-False, yes-
no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem solving and
essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check ( ) on the test which teacher used. From your teacher’s test items, give an
example.
Type of Traditional Put a Learning Sample Test Comments (Is the assessment
Assessment Tool / Paper- check Outcome Item of tool constructed in accordance
and-Pencil Test ( ) Here Assessed Resource with established guidelines?)
Teacher Explain your answer.
Selected Response Type
1. Alternate
response
2. Matching type
3. Multiple Choice
4. Others
Type of Traditonal Put a check ( ) Learning Sample Test Comments (Is the
Assessement Tool / if Resource Outcome Item of assessment tool constructed
Paper-and-Pencil Test Teacher used Assessed Resource in accordance with
it. Teacher established guidelines?)
Explain your answer.
Constructed - Response
Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay - restricted
5. Essay-non-
restricted
6. Others
ANALYZE
1. Which assessment tools/task were most commonly used by teacher? Which once were rarely
used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools and tasks
were the Resourse Teachers most skilled in test construction? least skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you ar constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
Here is the learning outcome of this Activity: Critique traditional tools and tasks for learning in the
context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test - An assessment task must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks.
Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test
construction.
D. Is an essay more reliable than a multiple choice test?
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers
5. In a multiple choice type of test, one option among 4 was not chosen by any examinee. What is
TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since there
were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over multilated
B. Unattractive D. Implausible
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

 Evaluate non-traditional assessment tools including scoring rubrics
 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/non-traditional/alternative assessment tools measure learning outcomes like
performance and product.
 These performance task and product are assessed by the used 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 - analyze 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 the holistic view of a p[roduct ior 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 and accomplish the Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use - analytic or holistic?
Authentic Learning Sample of Product/ How a product/ Comment/s

Assessment/ Non- Outcome Performance Assessed performance was (Is the
Traditional/ Assessed assessed scoring
Alternative One example of a rubrics
product assessed. (Put constructed
a photo of the Describe how the according to
product/documented product/performance standards?
performance in My was assessed. Which
Teaching Artifacts. was used analytic
INCLUDE THE rubric or holistic
RUBRIC IN MY rubric? INCLUDE
TEACHING THE RUBRIC IN MY
ARTIFACTS. TEACHING
ARTIFACTS.
1. Product -
2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was once used? Why do you think that type of
rubric was used more?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the
Resource Teacher?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________.
3. Will it make a difference in assessment of student work if teacher rate the product ofr
performance without scoring rubric? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________.
4. If you were to improve on one scoring rubric used, which one and how?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________.
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________.
6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________.
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a
students.
1. To pinpoint which part of the lesson needs more explanation,. Which scoring rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment task will be
valid?
A. Make student defend research report before a panel.
B. Make students write before the research report.
C. Group students for research report writing.
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?

A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of the product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling teh parts of a sewing machine
5. Which is th most reliable way of determining wether or not the student can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. D. witten test illutrating the steps
 Accomplished Observation Sheet

 Observations
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers- one rubric to assess a particular product
and another rubric to assess a particular performance together with your comment/s and improved
version/s, if necessary.
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment task
will be valid.
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
 Evaluate a sample portfolio

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

What a Portfolio Includes
Elements of a Portfolio Missing?

Present?
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?
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does
this fall?
Elements of a Portfolio (Which type of portfolio?)
1.Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised
versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners’
metacognitive process that result from the use of portfolio?
 Sample/s of Improved Written Test, both selected -response type and supply type.
 Sample/s of a rubric.
 Sample/s of students’ reflection on his/her portfolio.
Evaluate Your Work Task Field Study 1, Episode 13- Assessment of Learning (Summative
Assessment)
Learning Outcomes
 determine the alignment of assessment tools and tasks with the intended learning
outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of
 evaluate non-traditional assessment tools including scoring rubrics;
 evaluate a sample portfolio;
 distinguish among the 3 types of portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Manzano’s taxonomy;
 explain the function of a Table of Specifications;
 distinguish among types of learner’s portfolios and their function;
 examine different types of rubrics used and relate them assessment of student learning;
 compute student’s 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.
Name of FS Student Date Submitted:

Year and Section: Course:
Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplish All observation One (1) to two (2) Three (3) Four 94) or more
ed questions/tasks observation observation observation
Observatio completely questions/tasks not questions/tasks not questions/tasks not
n Sheet answered/accomplis answered/accomplis answered/accomplis answered/accomplis
hed. hed. hed. hed.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; answers completely; answers completely; answers questions were not
are with depth and are clearly are not clearly answered; answers
are thoroughly connected to connected to not connected to
grounded on theories; grammar theories; one (1) to theories; more than
theories; grammar and spelling are free three (3) four (4)
and spelling are free from errors. grammatical/spellin grammatical
from error. g errors. spelling errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported by shallow, somewhat shallow; rarely
were observed and what were observed supported by what supported by what
analyzed. and analyzed. were observed and were observed and
analyzed. analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning outcomes. learning outcomes. learning outcomes;
Complete, well- Complete, well- Complete; not not complete, not
organized, highly organized, very organized, relevant organized, relevant
relevant to the relevant to the to the learning to the learning
learning outcome. learning outcome. outcome. outcome.
the deadline deadline after the deadline days or more after
the deadline
COMMENT/S Over-all Score Rating:

(Based on
transmutation)
Score 20 19-18 17 16 15 14 13- 11 10 9- 7-below

12 8
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________ _________________
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of a portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which type
of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way students pronounce
words?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
5. I want to know if my students can now focus the microscope properly? With which portfolio
an I concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
ACTIVITY 13.5 DETERMINING THE LEVEL OF TEACHER’S QUESTIONS
Resource Teacher: _____________ Teacher’s Signature___________ School: _______________
TARGET Your Intended Learning
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised
taxonomy and Kendall’s and Manzano’s taxonomy.

Table: 1.4 Example of Cognitive Activities

Cognitive Examples
Processes

Remembering - Produce the right information from memory

Recognizing
 Name three 19th-century women English authors.
Recalling  Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding - Make meaning from educational materials or experiences

 Translate a story problem into an algebraic equation.
Interpreting  Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru's tryst with destiny speech.

 Draw a parallelogram.
Exemplifying  Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
 Label numbers odd or even.

Classifying  List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
Inferring

 Explain how the heart is like a pump.
Comparing  Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens
are Similar and different.

 Draw a diagram explaining how air pressure affects the weather.
Explaining  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

 Add a column of two-digit numbers.
Executing  Orally read a passage in a foreign language.
 Have a student open house discussion.

 Design an experiment to see how plants grow in different kinds of soil.
Implementing  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
 List the important information in a mathematical word problem and cross
Differentiating out the unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
 Place the books in the classroom library into categories.

Organizing  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.
 Read letters to the editor to determine the authors' points of view about a
Attributing 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

 Participate in a writing group, giving peers feedback on organization and
Checking 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.
 Judge how well a project meets the criteria of a rubric.

Critiquing  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

 Given a list of criteria, list some options for improving race relations in the
Generating 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.
 Make a storyboard for a multimedia presentation on insects.

Planning  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
hen’s egg production.
 Write a journal from the point of view of mountaineer.

Producing  Build a habitat for pigeons.
 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)

THE NEW TAXONOMY (MARZANO AND KENDALL, 2007)
Level of Process Useful Verbs, Phrases, Definitions

Difficulty
6 Examining
Importance
The student can analyze how important specific knowledge is to them.
Self-System Thinking
Examining The student can examine how much they believe they can improve their understanding of specific
Efficacy knowledge.
Examining The student can identify emotional responses associated with a piece of knowledge and determine why
Emotional those associations exist
Response
Examining The student can examine their own motivation to improve their understanding or competence in specific
Motivation knowledge
5 Specifying Goals The student can set specific goals relative to knowledge and develop a plan for accomplishing the goal.
Metacognition
Process The student can self-monitor the process of achieving goal
Monitoring
Monitoring The student can determine how well they understand knowledge
Clarity
Monitoring The student can determine how accurate their understanding of knowledge is and defend their judgment.
Accuracy
4 Investigating investigate; research: find out about; take a position on; what are the differing features of; how & why
did this happen; what would have happened if The student generates a hypothesis and uses the assertions
knowledge and opinions of others to test the hypothesis.
Utilization
Experimenting Experiment: generate and test; test the idea that; what would happen if, how would you test that; how
would you determine if; how can this be explained, based on the experiment, what can be predicted the
student generates and tests a hypothesis by conducting collecting data.
Problem-solving solve: how would you overcome, adapt; develop a strategy to: figure out a way
to, how will you reach your goal under these conditions
The student can accomplish a goal for which obstacles exist
Decision-making decide; select the best among the following alternatives: which among the
following would be the best; what is the best way which of these is most suitable
The student can select among alternatives that initially appear to be equal and
defend their choice
3 Specifying make and defend; predict; judge; deduce, what would have to happen; develop an argument for; under
what conditions
Analysis The student can make and defend predictions about what might happen.
Generalizing what conclusions can be drawn; what inferences can be made; create a principle,
generalization or rule, trace the development of, form conclusions
The student can infer new generalizations from known knowledge.
Analyzing identify errors or problems; identify 1ssues or misunderstandings; assess

Errors critique; diagnose; evaluate: edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader category; identify different types
categories
The student can identify super ordinate and subordinate categories to which information belongs.
Matching categorize; compare & contrast, differentiate, discriminate; distinguish; sort;

create an analogy or metaphor
The student can identify similarities and differences in knowledge.
2 Symbolizing symbolize; depict; represent; illustrate; draw; show; use models; diagram
chart
Comprehension The student can depict critical aspects of knowledge in a pictorial of symbolic
form
Integrating describe how or why; describe the key parts of; describe the effects; describe the relationship between;
explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
1 Executing Use, demonstrate, show, make, complete; draft

The student can perform procedures without significant errors
Retrieval
Recalling Exemplify; name, list, label,; state; describe; who; what; where; when
The student can produce information in demand
recognizing Recognized; select;; identify; determine if the following statement are true
The student can determine whether provided information is accurate, inaccurate or unknown
Figure 10. The New Taxonomy In Detail

Resource Teacher:________________ Teacher’s Signature_______________ School:
_________________________

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 (Bloom a Rank Cognitive Processes (and Rank Tally of Assessment Total
revised by Anderson and Kendall and Marzano) Task/Questions
Krathwohl)
Self-thinking 6

Metacognition 5

Creating 6-
highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge Utilization 4

Understanding/ 2 Comprehension 2 /

Remembering/ 1- Retrieval 1 ////-example 4
lowest
Table 2. Examples of Assessment Questions / Assessment Tasks
Tally and Total Rank Rank Example of Rank

Score of Cognitive Tally and Total Score Rank Assessment Based on
Processes (Bloom as of Cognitive Processes Tasks /Questions use
revised by Anderson (and Kendall and Marzano) Given by Based
and Krathwohl) Rank Resource
Teacher

Self-system Thinking 6- e.g.Teacher asked

highest students
Why is the lesson
important to
you?

Metacognition 5

Example: 6-
Creating= I highest

Evaluating=I 5

Analyzing/ An=II 4 Analysis

Applying=III 3 Knowledge Utilization

Understanding= II 2 Comprehension

Remembering=IIIII 1- Retrieval=III
lowest
Rank Rank

ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest
number?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________

2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher's level of questions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________
3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two highest cognitive
skills- metacognitive skills and self-system thinking.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________

REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5 as
highest) where will you be?

As a future teacher, reflect on how will you contribute to the development of learners
HOTS?


Evaluate Your Work Task Field Study 1, Episode 13- Assessment of Learning (Summative
Assessment)
Learning Outcomes
 determine the alignment of assessment tools and tasks with the intended learning
outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of
 evaluate non-traditional assessment tools including scoring rubrics;
 evaluate a sample portfolio;
 distinguish among the 3 types of portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Manzano’s taxonomy;
 explain the function of a Table of Specifications;
 distinguish among types of learner’s portfolios and their function;
 examine different types of rubrics used and relate them assessment of student learning;
 compute student’s 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.
Name of FS Student Date Submitted:

Year and Section: Course:

1
hed. hed. hed. hed.
analyzed. analyzed.

the deadline

(Based on
transmutation)
Score 20 19-18 17 16 15 14 13- 11 10 9- 7-below

12 8
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________ _________________
1. “Is my thinking CORRECT?” asks a student to himself. In which level of cognitive

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

B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the stanza of Rizal’s “My Last Farewell” calls for u .
A. Analyzing
B. Understanding
C. Evaluating
D. Applying
5. How would you rate students’ ability to reason out logically is a question to test students’
ability to .
A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate
ACTIVITY 13.6 ANALYZING A TABLE OF SPECIFICATION

_________________________
 Explain the function of a Table of Specification

 A Table of Specification (TOS) is a two-way chart hich describes the topics to be

covered by a test and the number of items or points which will be associated with each
topic.
 Sometimes the types of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment.

Learning Outcome No. of Class Total

Hours
Cognitive Level
Rem Un Ap An Ev Cr
1
2
3
4
5
6
Total
ANALYZE
1.What parts must a TOS contain to ensure test content validity?
2.Why is there a need for number of items per cognitive level?

3.With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?
4.Can a teacher have a test with content validity even without making a TOS?
5.Complete the given TOS
REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflection
here.
StudentA: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang tanong na
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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS
LINK Theory To Practice
1. In Teacher R’s Table of Specifications (TOS), 60 percent of 1st grading test items are applying
questions based on Bloom’s Taxonomy. A review of her test shows that 50% are remembering
items. 20% are analyzing questions and 30% are applying questions.
Is Teacher’s test aligned with her TOS?
A. No
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
2. What is a function of TOS?

To ensure the .
A. content validity of a test C. reasonable length of a test
B. Predictive validity of a test D. predictive validity of a test
3. A TOS ensures enlightenment of test learning outcomes. Is the statement TRUE?

A. Very true C. False
B. Sometimes true D. Sometimes true. Sometimes false
4. In a TOS, the number of hours spent on learning outcome determines the number of test items to be
asked. Is this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the question asked
5. The following are found in a TOS EXCEPT .

A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6.
“It’s just not fair. I studied everything we discussed in class about the Philippines and the things she
made a big deal about, like comparing the Philippines And to think all she asked was ‘What’s the
capital of Singapore?
What does the conversation imply about the kind of test they took?
A. Lacks content validity

B. Has content validity
C. Lacks reliability
D. Lacks construct validity
JOMARI’S PART
Activity 13.7 Computing Student’s Grades based on DepEd Grading System
Resource Teacher: ________ Teacher’s Signature: ______________ School: ___________

Grade/ Year Level: ________ Subject: ________________________ Date: _____________

 Compute student’s grade based on DepEd grading policy
 State the new features of the latest grading system in basic education
Revisiting the Learning Essentials
 With the implementation of the Enhanced Basic Education Program of 2013, more popular
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 student’s 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 of Students’ Report Card
1. Secure a sample of a Students’ Report Card from your Resource Teacher
2. Study a sample of an unused Students’ Report Card. Observe its components.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group of students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to
do with this new grading system which you were not asked before?
2. Which do you prefer- the old or the new grading system? Why?
C. Interview of 5 students
1. What do you like in the new grading system?
________________________________________________________________________
________________________________________________________
2. Do you have problems with the new grading system. If there is, what?
________________________________________________________________________
________________________________________________________
3. Dose the new grading system give you a better picture of your performance? Why or why not?
________________________________________________________________________
________________________________________________________
4. Which do you prefer- the old or new grading systerm?
________________________________________________________________________
________________________________________________________
D. Review of DepEd Order # 8, s. 2015
Read DepEd Order #8 s. 2015, answer the followin:
1. What are the bases for grading?
2. How do you compute grades per quarter for Grades 1 to 10. Give an example.
3. How do you compute grades at the end of the school year?
4. What description and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the scholl year?
6. What is the report of learners’ observed values?
E. Grade Computation
Show sample computation of a grade.
 In a subject of your choice from Grade 1 to 6(if you are a future elementary teacher
teacher)
 In your specialization if you are a high school teacher)
 Show the percentage contribution of written work, performance tasks and quarterly
assessment. Then give the description. Refer to the Deped Order #8, s. 2015.
ANALYZE
Analyze data and information gathered from your interview 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?
______________________________________________________________________________
______________________________________________________________
2. What are the good points of the new grading system according to teachers? According to
students?
______________________________________________________________________________
______________________________________________________________
3. What are the teachers challenged to do by this new grading system?
______________________________________________________________________________
______________________________________________________________
4. Do you favor the distribution of percentage of written works, performance tasks and quarterly
assessment?
______________________________________________________________________________
______________________________________________________________
5. Did you like the experience of computing grades? Why or why not?
______________________________________________________________________________
______________________________________________________________
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies- knowledge,
skills, and values learned (outcomes-based education)- do grades really matter?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________

1
hed. hed. hed. hed.
analyzed. analyzed.

the deadline

(Based on
transmutation)

Score 20 19-18 17 16 15 14 13- 11 10 9- 7-below
12 8
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________ _________________
Link Theory to Practice
1. Which is the percentage contribution of quarterly assessment to the grade of the student from Grades 1 to
10?
A. 14% C. 25%
B. 2O% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all the tracks in
Grades 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools
3. Which is the percentage contribution of written work to the grade of the Grade 1-10 student in Science
and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance Task C. Quarterly assessment
B. Written Work D. Quarterly assessment and performance tasks
5. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis on
learning and assessment?
A. The emphasis depends on the grade level of the subjects
B. All components are being emphasized
C. The emphasis for all Grades 1-10 subjects is om performance tasks.
D. The emphasis is on quarterly assessment
6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectation
7. I get a grade of 90. What is its descriptor?
A. Very satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?
A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is final grade per subjects for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas – Music,
Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related
A. I only C. I and III

B. I and II D. II only
12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The general Average is computed by dividing the sum of all final grades by the total
number of learning areas.
II. Each learning are has equal weight in computing for the General Average
III. The Final Grade per learning area the General Average are reported as whole
numbers.
A. I and II C. I and III
14. Who is retained in the same grade level for Grades 1 and 10? Any students who did not meet expectations
__________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average’
15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas with
failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school

Activity 13.8 Reporting Students’ Performance
Resource Teacher: _______________ Teacher’s ____________ School:____________
Grade/Year Level:________________ Subject Area: __________ Date:_____________
· State the reason(s) why grades must be reported to parents
· Describe what must be done make grade reporting meaningful
· Grades fulfill their function if reported meaningfully to students and most of all to parents, our parents 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 other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
2. Described how the Resource Teachers communicated learners’ assessment results and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answer did he/she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give feedback?
2. How do you report students’ performance to parents? Does the school have a regular way or reporting
grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder

1. Does your child’s Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance
2. Based on your observations and findings, what practices must be
a) maintained and
b) improved to make grades and reporting meaningful?
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to effective
learning?

1
hed. hed. hed. hed.
analyzed. analyzed.

the deadline

(Based on
transmutation)
Score 20 19-18 17 16 15 14 13- 11 10 9- 7-below

12 8
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________ _________________

Link Theory to Practice
1. Which is the percentage contribution of quarterly assessment to the grade of the student from Grades 1 to
10?
A. 14% C. 25%
B. 2O% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all the tracks in
Grades 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools
3. Which is the percentage contribution of written work to the grade of the Grade 1-10 student in Science
and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance Task C. Quarterly assessment
B. Written Work D. Quarterly assessment and performance tasks
5. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis on
learning and assessment?
A. The emphasis depends on the grade level of the subjects
B. All components are being emphasized
C. The emphasis for all Grades 1-10 subjects is om performance tasks.
D. The emphasis is on quarterly assessment
6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations

7. I get a grade of 90. What is its descriptor?
A. Very satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?
A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is final grade per subjects for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas – Music,
Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related
A. I only C. I and III
B. I and II D. II only
12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades

D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The general Average is computed by dividing the sum of all final grades by the total
number of learning areas.
II. Each learning are has equal weight in computing for the General Average
III. The Final Grade per learning area the General Average are reported as whole
numbers.
A. I and II C. I and III
14. Who is retained in the same grade level for Grades 1 and 10? Any students who did not meet expectations
__________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average’
15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas with
failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Students’ Performance
Resource Teacher: _______________ Teacher’s ____________ School:____________
Grade/Year Level:________________ Subject Area: __________ Date:_____________

· State the reason(s) why grades must be reported to parents
· Describe what must be done make grade reporting meaningful
· Grades fulfill their function if reported meaningfully to students and most of all to parents, our parents 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 other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
2. Described how the Resource Teachers communicated learners’ assessment results and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answer did he/she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give feedback?
2. How do you report students’ performance to parents? Does the school have a regular way or reporting
grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?

1. Does your child’s Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance
2. Based on your observations and findings, what practices must be
a) maintained and
b) improved to make grades and reporting meaningful?
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to effective
learning?

LEARNING EPISODE 14
THE TEACHER AS A PERSON AND AS A PROFESSIONAL
SPARKS Your interest
What is it really like to be a TEACHER? Why is being a TEACHER as one of the

most respected professionals in the Philippines? What makes a teacher differently than
any other profession? What characterize a teacher as a person and as a professional?
This episode will provide you a chance to observe teachers in their work place at
school in order to answer the questions asked.

 describe the personal qualities and competences of effective classroom teachers;
 enumerate the professional characteristics of practicing teachers observed as
based on the professional standards and code of ethics for the profession.
"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 or 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
Lives with dignity that This teacher is honest, has integrity, self-respect and
exemplifies self- self-discipline. Likewise, respected by students,
respect, peers and the community.
integrity and self
discipline
Takes care of one's This teacher is physically, emotionally and mentally

physical, emotional and healthy. Clean and neat, dresses appropriately and
mental well-being pleasant in words and in action.
Lives a life inspired by This teacher behaves according to the personal

spiritual principles and spiritual beliefs that are not contrary to the norms,
beliefs mores and tradition of the community.
Exhibits deep knowledge This teacher is mentally alert, makes correct decision,
and understanding intelligent to be able to acquire new knowledge,
across skills and values needed in order to teach. She/he
disciplines has the ability to 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.
Recognizes own strength This teacher sets high goals for himself/herself, but
with humility remains humble and willing to share success.
He/She is confident of doing task but does not
consider self to be better than others all the time.
Perseveres in This teacher is calm in the midst of chaos, remains

challenging steadfast under pressure, does not easily give up
situation and adjusts to different situations.
Demonstrates a natural This teacher volunteers tasks for others, always willing
action to work together to share, extends help willingly, accepts
with others responsibility, tolerant of other people, and gives
up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the old saying
goes: “teachers are born but good teachers are both born and made”
Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional teacher
if you earn a degree to teach in either elementary level or high school level. You should
also earn a license to teach by passing a licensure examination for teachers. While
studying in college you are learning the ropes of becoming a professional teacher. You
learn the content courses including the major or specialization and the professional
courses including the pedagogy courses. Your professional courses include experiential
learning courses that include Field Study 1, Field Study 2 and Teaching Internship.
These are important in your preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You
will find these in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competencies What the teacher DOES
Abides by the code of ethics for the This teacher practices the rules and
profession conduct of professional teachers.
Masters the subject matter to be taught This teacher masters and updates
himself/herself with subject matter
content to be taught.
Updates oneself on educational trends, This teacher keeps abreast with
policies and curricula educational trends, policies and
curricula
by taking up graduate studies,
attending seminars and workshops.
Uses teaching methods to facilitate This teacher practices different ways of
student learning teaching appropriate to the learners and
the subject matter.
Builds a support network with parents This teacher engages the cooperation of
and This teacher engages the parents and stakeholders in
cooperation of educating the
community learners.
Demonstrates knowledge, This teacher has substantial knowledge
understanding of the characteristics and needs of the
of the characteristics and needs of learners
diverse learners
Plans, prepares and implements school This teacher plans, prepares,
Curriculum responsibly implements
and innovates the day-to-day curriculum
with the view in mind that learners will
learn.
Designs, selects and utilize appropriate This teacher designs, selects and uses
assessment strategies and tools appropriate assessment tools for, as,
and of learning.
Provides safe, secure, fair physical and This teacher arranges the classroom
psychological learning environment that to provide safe, secure psychological
supports learning environment that supports and
encourages learning.
Serves beyond the call of duty This teacher does task and works even
beyond the official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A
qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among
the teachers you are going to observe.
There are two observation activities in this Episode. Activity l will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.
observe

reflect analyze
ACTIVITY 14.1 Teacher Personal Qualities: A View From My

Lenses
Resource Teacher: ______________ Teacher’s Signature: ______________

School: _________________________Grade/Year Level: ________________
Subject Area: _______ Date: _____
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will
observe and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities
that you have found out. If the personal quality is not observed by you or is not
revealed in your interview, write not observed or not manifested.
Personal Qualities Observe (O) Data Results

Interview (1) I have found out that …
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe
the same teacher. In case you will not change your teacher to be 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.
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal

qualities of the teacher you chose as your case'? Why do you consider these as
outstanding?
a. ______________________________________________________________
______________________________________________________________
b. ______________________________________________________________
______________________________________________________________
c. ______________________________________________________________
______________________________________________________________
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe your self.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
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.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________
ACTIVITY 14.2
Is the Teacher a Professional Teacher?
Resource Teacher: ______________ Teacher’s Signature: ______________

School: _________________________
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 of that of the head with your answer
on the survey. Is what items do you have the same answer?
6. Show the result in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Maám/Sir;
I am a future teacher and I would like to know the characteristics of a
professional teacher. I will be very glad if you could answer the survey form about
your co-teacher .
I will keep in confidence your identity, however, please allow me to use the
data in my lesson.
This is a requirement in our course, Field Study I.
Thank you very much.
BEED/BSED Student
Name of the Teacher:

PRC License No. Grade Level Taught
Answer the following statements based on your OBSERVATION of the teacher. Check
Yes or No or Doubtful.
Professional Competence Does the Teacher

exhibit the
competence of a
professional teacher?
Check you answer
below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers
2. Teaches the subject matter very well with mastery
3. Keeps self updated with educational trends, policies and

curricula
4. Uses varied teaching methods that facilitate learning with

skill and ease
5. Engages the parents and other stakeholders to cooperate

as partners in educating the children
6. Teaches with compassion based on the knowledge and

understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with

innovation in every lesson
8. Designs or selects and utilizes appropriate assessment

strategies and tools for lessons taught
9. Makes classroom atmosphere physically (arrangement)

and psychologically (friendly, inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by participating in

other extra-curricular activities when needed
Name and Signature of the Teacher Informant (Peer)

OR:
Name and Signature of the Supervisor Informant (Head)

AND
Your Name and Signature (Pre-Service Student)
Analyze
Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.
Answer the following questions.

l. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ____Weak? ____Doubtful? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________.
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed? Why?
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________.
Reflect
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity
2.
1. As a future teacher, the results imply that I should
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__.
2. If all the teachers teaching today posses the professional characteristics and
competencies as the teacher/teachers observed then learners will be
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__.
Show here the artifacts of this Episode.

I. Short narrative about the teacher with a description of the personal qualities
and professional characteristics that you have observed. You may request a
picture from the teacher.
II.
My Teacher, My Hero.
Evaluate Your Work Task Field Study 1, Episode 14 – The teacher as a PERSON and
as a PROFESSIONAL
Learning Outcomes: describe the personal qualities and competences of effective
classroom teachers. Enumerate the professional characteristics of practicing teacher
observed as based on the professional standards and code of ethics for the profession.
Name of FS Student Date Submitted

Year & Section Course
Needs
Excellent Very
Learning Satisfactory Improvemen
Satisfactory
Episode t
4 3
2 1
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Complete, Complete, well- Complete; not complete; not
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highly relevant learning learning
to the learning outcome
outcome
Submission Submitted Submitted on Submitted a Submitted two

before the the deadline day after the (2) days or
deadline. deadline more after the
deadline.
COMMENT/S: Rating:
Over-all (Based on
Score transmutation)

Score 19- 7-
20 17 16 15 14 13 11 10 9-8
18 below
Grade 2.0 2.2 2.7
1.0 1.25 1.5 1.75 2.50 3 3.5 5.00
0 5 5
71-
99 96 93 90 87 84 81 78 75 72
below
Based on Episode I, choose the correct answer for each item.
1. Any teacher currently teaching is called a professional because he or she
I. Is a licensed teacher.
Il. Has personal qualities appropriate to be a teacher.
Ill. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
2. Which of the following is a quality that is unbecoming of teacher?

A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday.
II. Gives contribution to church activities.
III. Behaves according to the beliefs, mores and tradition of the community.
A. I only B. II only C. III only D. I, II and III
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lessons taught
D. Masters one teaching method and uses it all the time

5. The saying goes, “Many are called, but few are chosen.” How is this directly
related to teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen WW2.
LEARNING EPISODE 15
TOWARDS TEACHING QUALITY: DEVELOPING A GLOCAL TEACHER
OF THE 21ST CENTURY
Moving towards teacher quality? Wanted! A Global Teacher of the 21st Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and
revealed significant findings. There were 21 countries surveyed which represented the major
continents of the world. In most countries that participated, it was found out that like the
Philippines, teaching is the most sought profession. It was comparable to being a social worker,
librarians, nursing and even doctors. Majority of the parents asked, answered that they encourage
their children to become teachers. To them, teaching is one of the most respected and trusted
professions.
However, with the change in global landscape, the 21 st century teachers must have the
competence to address the new learning environment, the new learning contents, the process of
learning and how these are facilitated and the new types of learners.
Hence, we need the new type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
TARGET YOUR INTENDED LEARNING OUTCOMES
 describe the personal qualities and competencies of a glocal classroom teachers

of the 21st century; and
 design a learner-centered classroom for the 21 st century learners with learning
spaces that are safe, that allows creativity and use of ICT.
FILIPIN0 GLOCAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are three
major responsibilities of teachers. These are (1) Actual 'Teaching. (2) Management of
Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world, in
our country, teaching in the public schools requires six hours of actual teaching that
includes administrative work as such as management of learning per day. The work
such management of learning. 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. The teacher should be multi-literate, multi-cultural,
multi-talented, innovative and creative. The future Filipino 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
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
21" century education. Partnership 21 identified (1) Global awareness, (2) Financial,
economic, business and entrepreneurial literacy, and (4) 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 1s to "create a learning

environment that encourages creativity and innovation among learners. Win 1, comes
the management of learning in such environment. These are required skills for a global
teacher.
Majority of the current classrooms provide leaning 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 21 st 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 or teachers.
How should a new classroom be? Here are some suggestions on the six elements
or 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.
observe

reflect analyze
A DAY IN THE SCHOOL LIFE OF A QUALITY
ACTIVITY 15.1 TEACHER

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

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

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

1. keeps records of learners attendance
everyday.
2. keeps record of formative and summative
tests.
3. submits reports and other documents on
time.
4. does other tasks as requested by
superiors.
5. cooperates with peers and staff in the
cleanliness and safety of the school.
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being
practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Which demonstrated behavior, do you find in the teacher that is worthy of
emulation when you become a teacher? Describe.
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Which of the major responsibilities does this teacher find dificult to comply with?
What are the reasons?
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. From your perspective, would you consider this teacher as quality teacher? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
Now, that you have spent one school day to observe this teacher, it would be
good for you to reflect on all your observations by answering reflective questions below.
Are you inspired to become a teacher after your observation? If yes, why? If No, Why not
When you become a teacher in the future, how else would you do better as a
professional teacher?
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.
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)
ACTIVITY 15.2

School: _________________________
This activity will allow you to develop your sense of creativity and imagination in
designing
a classroom for the 21st century and determining how to manage learning in this
classroom.
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/Year level __________
B. My Classroom for the 21st Century
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
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 teaching-learning and become a glocal teacher?
Make a short paragraph on how will you will manage teaching-learning in the
21st century classroom.
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision
of the Classroom for the 21 Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st
Century classroom.

Based on the Episode you went through on Glocal Teacher of the 21st Century, answer
the questions that follow.
1. Anywhere in the world, when you embrace teaching as a profession, you should
be prepared to do ________.
I. actual teaching
II. manage learners and learning
III.do administrative work.
A. I only B. II only C. III only D. I, II, and III
2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary, that is why in the Philippines he/she is describe as ______________
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors exemplifies a global teacher?
A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community, but quality of teaching meets
global standards
D. On-line teacher teaching learners all over the world
4. One of the fundamental requirements of the 21st century classroom that will
address globalization is the provision of conditions that allow_________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are _____________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Masters of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D. I,II, and III

Evaluate your work TASK Field Study 1, Episodes 15 – Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of glocal
classroom teachers of the 21st century; and design a learner-centered classroom for the
21st century learners with learning spaces that are safe, that allows creativity and use of
ICT.
Name of FS Student: ______________________________ Date Submitted: _________

Year & Section: ___________________________ Course: _______________________
Lear Excellent Very Satisfa Needs

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GRADE 1.0 1.25 1.5 1.7 2.00
99 96 93 90 87
___________________________________ _______________
LEARNING EPISODE 16
ON TEACHER’S PHILOSOPHY OF EDUCATION
SPARK Your Interest
One thing asked of teacher applicants in the Department of Education is to write their
philosophy of education. This means that they have to write their concept of the nature of the
learner, how that learner learns and how that learner ought to live in order to live life
meaningfully. Based on these philosophical concepts, the teacher applicants describe how they
ought to relate to the learner, what to teach and how to teach so that the learner learns and lives
life happily and meaningfully.

 determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate, the K to 12 Curriculum Framework and Guide and
RA 10533;
 cite teacher's teaching behaviors and the philosophies of education on which these
behaviors are founded; and
 articulate my philosophy of teaching.
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.
observe

reflect analyze
ACTIVITY 16.1 ANALYZING DEPED’S PHILOSOPHY OF EDUCATION

School: _________________________
 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 Which philosophies

are are
expressed in the expressed in the K to
DepEd Vision, 12
Mission Curriculum
Statements, Framework and
Core Guide and Sec 5 of
Values, Mandate? RA 10533?
Give proof. Give proof.
1 Essentialism- teach Essentialism The Essentialism - List of

mastery of the basics; core values of standards and
Curriculum is maka-Diyos, competencies
prescribed; subject maka-tao, that learners are
matter -centered there maka- expected to
are universal, kalikasan and attain is the subject
objective values; maka- matter that
inculcate bansa show that students are
values in subject matter DepEd is expected to
essentialist. learn.
DepEd believes - Essentialist
in unchanging
values that
need to be
inculcated.
2. Perennialism - teach Any proof of

those that perennialism?
last, the classics; there are
universal values;
inculcate these
universal, objective
values
3. Progressivism very Any proof of
child-centered; teach progressivism?
those that interest the
child; one learns by
experience; learners
learn by doing so
teacher teacher's
teaching is
experiential; values
are subjective; no
inculcation of values
since they are subjective;
instead
teachers help students
clarify their
values
4. Reconstructionism - Any proof of
school is agent of reconstructionism?
change; schooling is
preparing students for
the social changes;
teaching is involving
the students in
discussions of moral
dilemmas
Existentialism -Teachers Any proof of
teach existentialism?
learners to make a choice,
to make
decisions and not merely
to follow
the crowd; one who does
not make a choice and
so simply follow
others do not leave
meaningful life
6. Pragmatism That which Any proof of
is useful, that which is pragmatism?
practical and that
which Works is what is
good; that which is
efficient and effective
is that which is good.
e.g. showing a video
clip on mitosis is more
efficient and more
effective and therefore
more practical than
teacher coming up
with a visual aid by
drawing mistosis on a
cartolina or illustration
board
7. Rationalism - Any proof of

emphasizes the rationalism?
development of the
learners
reasoning powers;
knowledge comes
though reason;
teacher must develop
the reasoning power
of the learner
8. Utilitarianism - what is Any proof

good is that which is utilitarianism?
most useful (that
which brings
happiness) to the
greatest number of
peoples;
9. Empiricism source of Any proof
knowledge empiricism?
is through the senses;
teacher must involve
the senses in
teaching-learning
10. Behaviorism - behavior Any proof of

is shaped deliberately behaviorism?
by forces in the
environment and that
the type of person and
actions desired can be
the product of design;
behavior is
determined by others,
rather than by
person's Own free
will; teacher must
carefully shape
desirable behavior;
drills are commonly
used to enhance
learning. Rewards
reinforce learning.
11. Constructivism - Any proof of

Learners are constructivism
capable of constructing ?
knowledge
and meaning; teaching
learning
therefore is constructing
knowledge and
meaning; teacher
does not just "tell or
dictate but asks
learners for
knowledge they
construct and
meaning of lesson
12. Other Philosophies
Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher:____________ Teacher’s Signature:_________ School:_____
Grade/Year Level:____________ Subject Area:_______ Date:________
OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with
her teaching.
 Accomplish the 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 In what way was teacher
basics; curriculum is prescribed; essentialist?
subject matter-centered there are e.g. He/she saw to it that the
universal, objective values; inculcate students mastered basic
values; subject concepts and skills.
He/she inculcated values.
2. Perennialism - teach those that last,
the classics; there are universal values;
inculcate these universal, objective
values
3. Progressivism - very child-centered;
teach those that interest the child; one
learns by experience; learners learn by
doing so teacher’s teaching is
experiential; values are subjective; no
inculcation of values since they are
subjective; instead teachers help
students clarify their values
4. Reconstructionism - school is agent
of change; schooling is preparing
students for the social changes;
teaching is involving the students in
discussions of moral dilemmas
5. Existentialism - teachers teach
learners to make a choice, to make
decisions and not merely to follow the
crowd ; one who does not make a
choice and so simply follow others do
not leave meaningful life.
6. Pragmatism- That which is useful,
that which is practical and that which
works is what is good; that which is
efficient and effective is that which
good. e.g. showing a video clip on
mitosis is more efficient and more
effective and therefore more practical
than teacher coming up with a visual
aid by drawing mitosis on a cartolina or
illustration board.
7. Rationalism- emphasizes the
development of the learner’s reasoning
powers; knowledge comes though
reason; teacher must develop the
reasoning power of learner.
8. Utilitarianism- what is good is which
is most useful ( that which brings
happiness) to the greatest number of
peoples;
9. Empiricism- source of knowledge in
through the senses ; teacher must
involve the senses in teaching-learning.
10. Behaviorism- behavior is shaped
deliberately by forces in the
environment and that the type of
person and actions desired can be the
product of design; behavior is
determined by others, rather than by
person’s own freewill; drills are
commonly used to enhance learning,
rewards reinforce learning.
11. Constructivism- learner’s are
capable of constructing knowledge and
meaning; teaching-learning therefore
is constructing knowledge and
meaning; teacher does not just “tell”
or dictate but ask learners for
knowledge they construct and meaning
of lesson.
12. Other Philosophies
ANALYZE
1. Base on your findings and observations in Activity 16.1and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
_______________________________________________________________________
___________________________________________________________
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
_______________________________________________________________________
___________________________________________________________
REFLECT
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school — with the
learners, your colleagues, your superiors and all other stakeholders. Write them down.
This is your title, “ My Philosophy of Teaching.”
My Philosophy of Teaching
These my be of help:
I believe that the learner……………….(concept of the learner)
I believe that I should teach the learners….(what)
by…………..(how)
I believe that I …..( how should you relate to learners, colleagues, superior, parents
and other stakeholders)
SHOW YOUR LEARNING ARTIFACTS

Accomplished Observation Sheets
My Philosophy of Teaching

Evaluate your performance task Field Study, Episode 16 – On Teacher’s Philosophy of education
Learning Outcomes: determine prevailing philosophies of education based on DepEd Vission and
Mission statements, core values and mandate the K-12 curriculum framework and guide and RA 10533
cite teachers teaching behaviors and the philosophies of education on which these behaviors are
founded articulate my philosophy of teaching.
Name of FS Student Date Submitted

Year & Section Course
Needs
Excellent Very
Learning Satisfactory Improvemen
Satisfactory
Episode t
4 3
2 1
Accomplishe All observation One (1) to two Three (3) Four (4) or
d questions/task (2) observation observation more
Observation s completely questions/tasks questions/tasks observation
Sheet answered not answered/ not answered/ questions/
/accomplished. accomplished. accomplished. tasks not
answered/
accomplished.
Analysis All question All question Questions were Four (4) or
were were answered not answered more
answered completely; completely; observation
completely; answers are answers are questions were
answers are clearly not clearly not answered;
with depth and connected to connected to answers not
are thoroughly theories; theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical / than four (4)
grammar and from errors. spelling errors. grammatical /
spelling are spelling errors.
free from
error.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; and shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes. outcomes; not
Complete, Complete, well- Complete; not complete; not
well- organized, very organized. organized, not
organized, relevant to the Relevant to the relevant
highly relevant learning learning
to the learning outcome
outcome
Submission Submitted Submitted on Submitted a Submitted two

before the the deadline day after the (2) days or
deadline. deadline more after the
deadline.
COMMENT/S: Rating:
Over-all (Based on
Score transmutation)

Score 19- 7-
20 17 16 15 14 13 11 10 9-8
18 below
Grade 2.0 2.2 2.7
1.0 1.25 1.5 1.75 2.50 3 3.5 5.00
0 5 5
99 96 93 90 87 84 81 78 75 72 71-
below

1. ln its vision and mission statements, DepEd wants to develop learners ..." whose
values and competencies enable Them to realize their full potential. ... "On which
philosophy of education is this mission statement anchored ?
A. Existentialism
B.Empiricism
C.Essentialism
D.Pragmatism
2. Based on the DepEd 's mission statement, "quality basic education means that
students learn in a child-friendly, gender-sensitive, safe, and motivating environment''.
This implies that DepEd believes that environment affects learning. Which philosophy of
education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study I which is primarily observation of classes and teachers, is based on

which Philosophy of education?
A. Utilitarianism
B. Empiricism
C.Essentialism
D.Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot
of which philosophy?
A. Rationalism
B. Utilitarianism
C. Existentialism
D. Progressivism
5. It's Valentines' Day. The lesson is a part of human digestive system - the stomach.
Students bargain with teacher and so ask if they can discuss the heart in place of the
stomach. Teacher responds "Let's talk about the stomach which i s the lesson for today
then go for the heart when we are done with stomach. Based on philosophies of
education, which is TRUE of teacher?
A.Is essentialist in the sense that she sticked to the subject matter for the day and
progressivist since she also considered student's interest.
B.Is pragma tic because it was practical to give way to students' request even if she
prepared for the day's lesson
C.Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson
6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?
I.It is highly essentialist and perennialist.

II.It believes in universal, objective, unchanging values.
III.It is Reconstructionist.
A.1 only C. II and III
B. I and III D. I, II and III
7. For a lesson l on developing classifying skills, instead of making students bring

objects to classify, teacher considers it most practical to simply use the students' body
parts like kinds of ear lobes, kinds of hair line or a lesson on classifying. On which
philosophy is teacher's practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empiricism
8. The history of curriculum development in the Philippines shows reduction of units in
the humanities but an increase in the natural and physical sciences. On which thought
is this action based?
A. Perennialism
B. Progressivism
C. Utilitarianism
D. Empiricism
9. There are a number of laws in the Philippines requiring the teaching of subject
matter such as taxation and agrarian reform, etc. This proves that schools must bring
about reform in society. On which philosophy of education is this based?
A.Perennialism C. Empricism
B.Progressivism D. Reconstructionism
10. Teacher makes use of moral dilemmas to enable students to make a stand in moral
issues. Which word CORRECTLY applies to teacher's teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist

Episode 1 The School Environment Intended Learning Outcome

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Episode 1 The School Environment Intended Learning Outcome

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EPISODE 1

THE SCHOOL ENVIRONMENT

Intended learning outcome

The Learning Essentials

2. Display boards can be powerful in communicating information about the learning

Exploring the School Campus

Resource Teacher: __________ Teacher’s Signature _______ School: ________

Grade/Year Level: ________________ Subject Area: _______ Date: _____

a) Descriptive paragraph b) Photo essay

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities Date Description Will it contribute to

Home Economics Room

Comfort Room (boys)

Comfort Room (girls)

Others (please specify)

Guide Questions Classroom Observation Report

1. Describe the community or

2. Describe the school campus. What

3. Pass by the offices. What

4. Walk through the school halls, the

Grade/Year Level: ________________ Subject Area: _______ Date: _____

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?

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

Name of the School Observed: ______________________________________________

Location of the School: _____________________________________________________

Date to visit: ____________________________________________________________

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 learning and insights here.

OBSERVE, ANALYZE, REFLECT

Resource Teacher: ________________ Teacher’s Signature_______________

Grade/Year Level: ________________ Subject Area: _______ Date: _____

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

6. Are the messages clear and easily understood?

8. Take a photos of the display boards (if allowed ).

Evaluate it using the evaluation form below.

BOARD DISPLAYS EVALUATIO FORM

Topic of the Board Display _________________________________

Check the column that indicates your rating.write comments to back up

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Bulletin Board Evaluated by:

Recommendations/Suggestions for improvement

Signature of Evaluator over Printed Name:

Was the board display effective? Why? Why not?

What suggestions can you make?

My Proposed Board Display

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

OBSERVE, ANALYZE, REFLECT

ACTIVITY 2.1 Observing learner characteristics at different stages

Resource Teacher: ________________ Teacher’s Signature_______________

Grade/Year Level: ________________ Subject Area: _______ Date: _____

An Observation Guide for the Learners' Characteristics

Learner’s Development Matrix

Development Preschooler Elementary High School College

Interaction with Teachers

Moods and temperament,

Write the most salient developmental characteristics of the learners you

Resource Teacher: ______ Teacher’s Signature _ School: ______

Grade/Year Level: ____________ Subject Area: _ Date: ___

Grade/Year Level: ____________ Subject Area: _ Date: ___

Resource Teacher: __ Teacher’s Signature_

Grade/Year Level: ____________ Subject Area: _ Date: ___

Resource Teacher: __ Teacher’s Signature_

Grade/Year Level: ____________ Subject Area: _ Date: ___

Resource Teacher: __ Teacher’s Signature_

Grade/Year Level: ____________ Subject Area: _ Date: ___

Resource Teacher: __ Teacher’s Signature_

Grade/Year Level: ____________ Subject Area: _ Date: ___

Grade/Year Level: ____________ Subject Area: _ Date: ___

Resource Teacher: __ Teacher’s Signature_

Grade/Year Level: ____________ Subject Area: _ Date: ___

Father:_______________ Age:_ Occupation:_________