FIELD STUDY 1
SCHOOL AS A LEARNING ENVIRONMENT
THE LEARNER’S CHARACTERISTICS AND NEEDS
- Age
- Interests
- Cultural background
- Physical skills
- Emotional moods and temperaments
- Learning style
- Social interaction
- Cognitive skills
- Intelligence
- Communication skills
PIAGET’S PERIODS OF COGNITIVE DEVELOPMENT
Smart People Cook Fish (SPCF)
Sensori-motor, Pre-operational, Concrete
operational, Formal operational (SPCF)
HOWARD GARNER’S MULTIPLE INTELLIGENCES
▪ Naturalist (nature smart)
▪ Spatial (picture smart)
▪ Bodily kinesthetic (body smart)
▪ Musical (music smart)
▪ Linguistic (word smart)
▪ Intrapersonal (self smart)
▪ Interpersonal (people smart)
▪ Logical Mathematical (logic smart)
MASLOW’S HIERARCHY OF NEEDS
FREUD’S PSYCHOSEXUAL STAGES
O-A-Pha-La-Ge (Oral, Anal, Phallic, Latent, Genital)
▪ ORAL – Birth-1yo – Mouth
▪ ANAL – 1-3yo – Bowel and bladder control
▪ PHALLIC – 3-6yo – Genitals
▪ LATENT – 6yo to puberty – Libido inactive
▪ GENITAL – puberty – maturing sexual
interest
HEALTHY PSYCHE
▪ ID (animalistic side of a person, lust)
▪ EGO (balance, self-control)
▪ SUPEREGO (moralistic side)
ERIKSON’S STAGES OF PSYCHOSOCIAL
DEVELOPMENT
1. Trust vs. Mistrust (Infancy)
2. Autonomy vs. Shame and Doubt (Early
Childhood)
3. Initiative vs. Guilt (Preschool)
4. Industry vs. Inferiority (School Age)
5. Identity vs. Role Confusion (Adolescence)
6. Intimacy vs. Isolation (Young Adulthood)
7. Generativity vs. Stagnation (Middle
Adulthood)
8. Ego Integrity vs. Despair (Maturity)
CLASSROOM MANAGEMENT
▪ The wide variety of skills and techniques
that teachers use to keep students
organized, orderly, focused, attentive, on
task, and academically productive during a
class
CLASSROOM MANAGEMENT
1. ENTRY ROUTINE – Consistent, daily routine
that begins as soon as students enter the
classroom
2. DO NOW – A brief written activity that
students are given as soon as they arrive in
the classroom
3. TIGHT TRANSITIONS – Techniques
established that students learn and can
execute quickly and repeatedly without
much direction from a teacher
4. SEAT SIGNALS – A technique in which
students use nonverbal signals which
seated to indicate that they need something
5. REWARDS AND PUNISHMENTS – The
proponent of rewards and punishments /
reinforcement is BF SKINNER (operant
conditioning)
6. NONVERBAL INTERVENTION – You don’t
need to talk to handle the class / Hand
movements / Proximity control (going near
a student so that they will stop talking)
7. OTHER CLASS ROUTINES – Examples: Exit
slips, bathroom pass, make-up tests, etc.
INDIVIDUAL DIFFERENCES AND LEARNERS’
INTERACTION
- Gender
- Race
- Socio-cultural and religious backgrounds
- Civic status
- Learning styles
- Mental abilities
- Learning disabilities
LEARNING STYLES
▪ VISUAL (graphs, flashcards)
▪ AUDITORY (lecture, music)
▪ PHYSICAL (hands-on, movement)
▪ VERBAL (writing presenting)
▪ LOGICAL (patterns, statistics)
▪ SOCIAL (collaboration, teams)
▪ SOLITARY (independent, individual)
LEARNING DIFFICULTIES
- Reading – Dyslexia
- Writing – Dysgraphia
- Math – Dyscalculia
▪ Specific Learning Disabilities
HOME-SCHOOL LINK
• 4 TYPES OF PARENTING STYLES / TEACHING
STYLES
1. Authoritarian – Focus on obedience,
punishment over discipline
2. Authoritative – Creative positive
relationship, enforce rules
3. Permissive – Don’t enforce rules, kids will
be kids
4. Uninvolved – provide little guidance,
nurturing or attention
• BRONFRENBRENNER’S ECOLOGICAL SYSTEMS
THEORY
A. Microsystem – child’s immediate
environment (family, playgroup,
neighborhood, peer group)
B. Mesosystem – connections children
make between their immediate
environments
C. Exosystem – external settings in the
child’s environment that impact
indirectly on their environment (e.g.
father and mother’s workplaces)
D. Macrosystem – the child’s wider
cultural context (economy, changes in
government) / society
E. Chronosystem – Patterns and events
and transitions in a child’s life
--- END OF FIELD STUDY 1 ---
FIELD STUDY 2
PRINCIPLES OF LEARNING (Horne and Pine, 1990 in
Corpuz and Salandanan, 2007)
1. Learning is an experience which occurs
inside the learner and is activated by the
learner.
2. Learning is the discovery of the personal
meaning and relevance of ideas.
3. Learning is a consequence of experience.
4. Learning is a cooperative and collaborative
process.
5. Learning is an evolutionary process.
6. Learning is sometimes a painful process.
7. One of the riches resources for learning is
the learner him/herself
8. The process of learning is emotional as well
as intellectual.
9. The process of problem solving and learning
are highly unique and individual.
GUIDING PRINCIPLES IN WRITING OBJECTIVES
“There are dull teachers, dull textbooks, dull films,
but no dull subjects.”
SELECTION OF CONTENT
✓ Validity – teaching what you ought to teach
✓ Significance – have meaning and relevance
✓ Balance – 3-level approach: not too easy,
not too hard, not too extensive at the
expense of others
✓ Self-sufficiency – less is more
✓ Interest – consider students’ backgrounds
✓ Feasibility – Time-bound
✓ Utility – Meant to be applied, not just
memorized
TEACHING STRATEGIES
- Mean procedures and methods through
which objectives are reached
• ACTIVE LEARNING
- Edgar Dale’s Cone of Experience

➢ ROBER MAGER’S OBJECTIVE PRINCIPLES (1984)

- After the e-learning of instruction
(condition), the learners (audience) will be
able to identify the three advantages of
instructional objectives in a quiz with a 95%
accuracy.
o Audience: learners interested in the
objectives
o Behaviors: what is the learner expected
to perform
o Conditions: how the lesson will be
learned
o Degree: to what degree will the
objective be accomplished

➢ CORPUZ/SALANDANAN
• COLLABORATIVE LEARNING
✓ Begin with the end in mind.
• CRITICAL/CREATIVE THINKING
✓ Share lesson objectives with students.
✓ Objectives must be in 2 or 3 domains. • GAMES / EXPERIMENTS / SIMULATIONS
✓ Work on significant and relevant lesson • DISCUSSION STRATEGIES – Q/A, graded
objectives. discussion, etc.
✓ Lesson objectives must lead to the • WRITING ASSIGNMENTS
development of critical and creative
thinking
TEACHING APPROACHES AND METHODS DIRECT INSTRUCTION (for Facts, Rules, Sequences)
➢ Teaching Approaches ➢ Introduction/Review
o principles, beliefs or ideas about ➢ Development
learning ➢ Guided Practice
➢ Teaching Strategies ➢ Closure
o long term plan of action used to achieve ➢ Independent Practice
a goal ➢ Evaluation
➢ Teaching Methods
o an orderly arrangement of steps; INDIRECT INSTRUCTION (for Concepts, Patterns,
procedural Abstractions) / Exploratory
➢ Teaching Techniques • Debates
o a well-defined procedure consistent • Discovery
with a given approach, strategy and • Case Study
method • Concept Mapping
• Problem-solving
TEACHING APPROACHES • Unguided Inquiry
• Teacher-centered
• Learner-centered DIRECT vs INDIRECT INSTRUCTION
• Subject Matter-centered ➢ DIRECT
• Teacher-dominated o Teacher is at the center
• Interactive o Sage on stage
• Banking Approach ➢ INDIRECT
• Constructivist o Teacher is a facilitator
• Integrated o Guide on the side
• Individualistic
• Collaborative PROBLEM SOLVING
• Whole Child 1. Observation
• Direct / Expository 2. Hypothesis Formulation
• Indirect / Exploratory / Guided 3. Hypothesis Testing
• Metacognitive 4. Data Gathering & Interpretation
• Problem-based 5. Conclusion

TEACHING METHODS THE SIX STEPS IN THE PROJECT METHOD

✓ Direct 1. Creating a situation
✓ Indirect 2. Selection of the problem
✓ Problem-solving 3. Planning
✓ Project 4. Execution
✓ Cooperative/Collaborative 5. Evaluation
✓ Deductive 6. Reporting and Recording
✓ Inductive
✓ Peer Tutoring
✓ Blended
✓ Reflective (metacognition)
DEDUCTIVE vs INDUCTIVE METHOD
▪ DEDUCTIVE (rule-driven, TOP-DOWN)
o General rule -> Examples -> Practice
▪ INDUCTIVE (example-driven, BOTTOM-UP)
o Examples -> General rule -> Practice
ON LESSON DEVELOPMENT
DIFFERENT PHASES OF THE LESSON
- Introductory Activities
o KWL Chart / Video/Reading clips,
Problem / Simulation / Puzzle /
Games / Brain teasers /
Brainstoming / Diagnostic Test /
Stories / Voting
- Developmental Activities
o Interview / Research / Reading /
Resource speakers / Field Trip /
Lecture / Performance / Case Study
/ Hands-on Learning / Panel
Discussion
- Concluding Activities
o Summary / Conclusion / Exit Task /
Journal Entry / KWL Completion /
Analogies / Clarifications
EFFECTIVE QUESTIONING + REACTING TECHNIQUES
EFFECTIVE QUESTIONING
• LOW-LEVEL vs HIGH-LEVEL
• CONVERGENT (one correct answer) vs
DIVERGENT (answer varies, open-ended)
QUESTIONING SKILLS
- Varying types of questions
- Use non-directed question
- Calling non-volunteers
- Rephrasing
- Sequencing logically
- Requiring abstract thinking
- Asking open-ended questions
- Allowing for sufficient wait time
WHAT’S THE DIFFERENCE?
- WAIT PERIOD 1 – when you ask the
question, wait, and then call a certain
student to answer
- WAIT PERIOD 2 – the student answers, you
wait, then react to the answers
REACTING SKILLS
- Attend to students’ questions.
- Avoid dismissing irrelevant questions.
- Clarify or refocus.
- Praise.
- Allot time for open questions.
TEACHING INTERNSHIP
CRUCIAL ROLE OF COOPERATING TEACHERS
▪ COACHING and MENTORING
COOPERATING TEACHER – is someone who has met
the expectations of a mentor from the PPST.
Specifically, anyone who has achieved performance
in the Highly Proficient (HP) Career Stage is a good
candidate for Cooperating Teacher.
OTHER KEY PERSONNELS
▪ Schools Division Superintendent (SDS)
▪ School Governance and Operations
Division (SGOD)
▪ Curriculum and Instruction Division (CID)
▪ Education Program Supervisors (EPS)
▪ Public Schools District Supervisors (PSDS)
▪ Focal Person
▪ Cooperating Principal / School Head
▪ Cooperating Teacher (CT)
▪ TEI Coordinator / Focal Person
▪ Experiential Learning Supervisors
In August 11, 2017, DepEd Secretary Leonor
Magtolis-briones signed into policy the National
Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST)

TEACHER PROFESSIONAL DEVELOPMENT

FRAMEWORK
DO 42, S. 2017 - National Adoption and
Implementation of the Philippine Professional
Standards for Teachers

PPST DOMAINS
1. Content Knowledge and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional
Engagement
7. Personal Growth and Professional
Development

What qualities are expected of teachers based on
these Domains of the PPST?
4 CAREER STAGES
1. BEGINNING – Teachers who have gained
the qualifications
2. PROFICIENT – Teachers who independently
apply teaching principles and strategies
3. HIGHLY PROFICIENT – Teachers who
consistently display a high level of
performance in their teaching practice,
mentor colleagues
4. DISTINGUISHED – embody the highest
standards for teaching
PPST can be used as the basis for:
- Teacher professional development and
growth
- Rewarding teachers and acknowledging
quality
- Promotion of teachers
- Recruitment and selection of teachers
- Classroom observation
- RPMS (Results-based Performance
Management System)
- Self-assessment
PPST-based RPMS Tools & Support Materials
- Classroom Observation Tools (COT)
- Self-Assessment Tools (SAT)
- RPMS Tools for Teachers
ACTION RESEARCH
WHAT IS AN ACTION RESEARCH?
▪ A process of systematic inquiry to find
effective solutions to practical and
localized problems
▪ “Not research on people, but research by,
with, of, and for people.”
 ▪ SAMPLING METHODS:
DepEd PRESCRIBED OUTLINE FOR ACTION
RESEARCH
▪ PROBABILITY ▪ PARAMETRIC & NONPARAMETRIC TESTS

▪ NON-PROBABILITY

▪ DIFFERENT LEVELS OF MEASUREMENT

 5. All students of all capabilities have the
1. With the PPST as guide, an ideal learning opportunity to grow and learn.
environment should have the following ^^ C. Inclusive
characteristics, EXCEPT ________.
^^ A. Builds many professional linkages

6. It involves formal and informal assessment

activities as part of learning and to inform
the planning of future learning.
^^ B. Assessment FOR learning
2. Which facilities are present in a health-
promoting school environment?
I – Canteen that sells all kinds of food
including junk food
II – Comfort rooms common for boys and
girls
III – Sanitary drinking fountains
IV – Safe playgrounds
7. Which of the following statements about
^^ D. III and IV
classroom management is TRUE?
^^ D. Your systems and procedures should
always be age-appropriate.

3. Which physical school environment

supports learning?
^^ A. Availability of flexible classroom
furniture
8. Mrs. Jones teaches ninth grade. When her
4. A display board that encourages students to
perform better and have greater confidence
^^ D. Motivational
class enters the room each day, they walk
to their assigned desk and take their seats.
Immediately, they take out their notebooks
to review yesterday’s material. While the
students are quietly working, Mrs. Jones
takes attendance. Once everyone has
answered the question, Mrs. Jones reviews
it with her class before moving on to
today’s materials. What term below
accurately describes the situation below?
^^ D. A well-managed classroom
9. Teachers are looked upon as important
agents in charge and the society expects a
lot from them. Which of the following
portrays this statement?
^^ C. Teacher Ray encourages his students
to use eco-bags instead of using plastic in
going to the market.
10. It underpins the present study with a
cognitive structure that the study intends to
verify or support.
^^ D. Theoretical Framework
11. The teacher demonstrates mastery of the
subject, communicates clear learning goals
for the lessons that are appropriate for
learners and makes good use of alloted
instructional time. These belong to what
domain?
^^ D. Domain 7 Personal Growth and
Professional Development
12. In the PPST, Domain 2 (Learning
Environment) consists of six strands. Which
does NOT belong in this domain?
^^ C. Relevance and responsiveness of
learning programs.
13. They display skills in planning,
implementing and managing learning
programs. What career stages of a teacher
is this applicable?
^^ D. Proficient Teachers
14. Learners’ gender, needs, strengths,
interests and experiences, learners with
disabilities, giftedness and talents and
learners from indigenous groups are strands
of what domain in PPST?
^^ B. Diversity of Learners
15. Career Stage 1 or Beginning Teachers has
these descriptors present in a continuum of
development within the profession by
providing a basis for attracting, preparing,
developing, and supporting teachers. Which
of these descriptors does NOT belong to the
first career stage?
^^ A. engages in collaborative learning
with the professional community and
other stakeholders for mutual growth and
advancement
16. Teachers are required to make an Individual
Plan for Professional Development (IPPD).
This is based on the philosophy that the
teacher is a “lifelong learner”. The NCBTS
provides the steps for ____ assessment in
making the IPPD.
^^ D. Self
17. The following are objectives of action
research except _______.
^^ D. satisfy curiosity
18. Action research is not appropriate when
teachers…
^^ D. try to correct something that is not
working
19. What are equivalent to standards under the
Philippine Professional Standards for
Teachers?
^^ D. levels of qualification
20. In an FS course, FS students are required to
observe, analyze and reflect on actual class
proceedings. Which description of the
pedagogical approach of K to 12 as cited in
the K-to-12 law is observed in the conduct
of the FS course?
^^ D. Reflective
21. Complete the analogy.
School heads : National competency-based
standards for School Head
Teachers : __________
^^ C. Philippine professional standards for
teachers
22. On learning deficiencies, what is known as a
learning disability in number operation?
^^ A. dyscalculia
23. For what response is continuing
professional education or CPE installed for
every professional teacher?
^^ B. New trends and reforms
24. Which of the following most likely helps 28. What factor should Teacher Cass be careful
students in internalizing classroom rules? about when she is teaching in a school for
^^ A. Student participation in setting rules children in a poverty-stricken slum area?
^^ D. children’s socio-economic status

25. What is the main objective of active

research in instruction and school 29. What is meant by action research following
management? cyclical process?
^^ D. It seeks to solve instructional and ^^ A. effort is continuing until problem is
school problems resolved

26. What kind of parents can most likely foster 30. When is it best for teacher Anna to set up
sense of responsibility among children? classroom routines, e.g. passing of papers,
^^ B. Democratic (authoritative) seeking permission in class, etc.?
^^ C. at the start of the year

27. Which of the following has higher

importance than the rest as to best practice
of a professional teacher?
^^ B. competency supported by continuing
growth