LTE4 - MANALANG, Charlene Louise D.-Merged

DON HONORIO VENTURA STATE UNIVERSITY
Bacolor, Pampanga, Philippines

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 COLLEGE OF EDUCATION
URL: http://dhvsu.edu.ph CHED Center of Development in Teacher Education
DHVSU Main Campus, Villa de Bacolor, Pampanga
E-Mail Address: coe@dhvsu.edu.ph
FIELD STUDY 2
LEARNING EXPERIENCE 4: Introduction to Action Research
Flex-Obedized Module
Name: Manalang, Charlene Yr. Level/ Sec: BEEd-4B Date: December 18, 2022
Louise D..
Cooperating Teacher: Dr. Alberto Gamboa Subject: FS2: Participation and Teaching
Assistantship (FS 413B)
I. Title: Learning Teaching Through Classroom Based Action Research

- Learning Experience 9: Introduction to Action Research
II. Objectives: After completing Learning Experience 1-9, the prospective
teachers are expected to:
a. Develop a working knowledge about classroom-based action research
as a tool to solve or mitigate teaching - learning problems
b. Identify problems in the classroom, and determine the “best” or the
“most appropriate” action that will help solve the problem.
c. Apply the mechanics of writing a proposal for classroom-based action
research.
III. Introduction
*LE 4: In your observations, you must have encountered problems in
the teaching-learning process. In all these, it has been emphasized that
you have a role in assisting your Cooperating Teacher by participating
in the different learning experiences. This learning experience
introduces you to the field of classroom-based action research as a
process that helps in the solution of classroom problems. Specifically, it
aims to make you understand the basic concepts about action research,
and later, the processes that you must undergo to carry out a classroom-
based action research.
Out of these experiences, you might have developed an awareness

of classroom problems which bear on learners’ performance and
outcomes which will help you understand how to detect the presence of
classroom problems, and to make decisions on the “best” or most
appropriate action to solve the problem. In essence, it introduces you to
the processes and characteristics of a more systematic and careful study
of classroom problems.
A. Learning Essentials/Activities
• A.1 EXPOSURE: Reviewing the Previous Learning Experience
and Classroom Observation Notes
•
List of Classroom Problems Observed
⚫ Students are bored, absentminded and sometimes sleepy
⚫ Students are late
⚫ Students asked questions that are obvious
⚫ The classroom doesn’t have electric fan and projector or television because the
building doesn’t have electricity supply.
UNIVERSITY VISION UNIVERSITY MISSION

A lead university in producing quality individuals with competent DHVSU commits itself to provide an environment conducive to continuous
capacities to generate knowledge and technology and enhance professional creation of knowledge and technology towards the transformation
practices for sustainable national and global competitiveness through of students into globally competitive professionals through
continuous innovation. the synergy of appropriate teaching, research, service and
productivity functions.
Select one situation which you think would be able to identify as

classroom problem based on your experience. Focus on one problem
in one module only. Describe the circumstances regarding the
problem.
Description of the Problem:

Being a student teacher of college students is quite challenging on my part. I have
encountered different challenges and one of that is students get easily bored because
of lack of instructional materials inside the classroom because the classroom
doesn’t have an electric supply. As their student teacher, I need to think some ways
and techniques on how to awaken them and let them participate and engage
themselves to the discussion and activities.
• A.2 PARTICIPATION: Getting the Feel of the Existence of a

Classroom Problem
◆ Based from the situation you have identified in the Exposure part, state
your reason/s why you consider it a classroom problem.
These situations that I’ve mentioned are considered as classroom problem.
⚫ Students are bored, absentminded and sometimes sleepy- these play a
significant role inside the classroom, because if students are always bored and
sleepy inside the classroom, they cannot really absorb what you are teaching.
⚫ Students are late- this is also considered a classroom problem because if they
come to school late, they might miss some of the important part of the lesson.
They can also disrupt the flow of the discussion because they come inside the
classroom late.
⚫ Students asked questions that are obvious- This scenario will consume time,
and this is also a sign that students are not listening attentively.
⚫ The classroom doesn’t have electric fan and projector or television because the
building doesn’t have electricity supply- Learning resources is very important
inside the classroom this will help the students to take down notes and help
them to function and do their very best. But if learning resources are not
available, they might get bored and not function well inside the classroom.
◆ Do you think that this problem needs a solution? If yes, give your
reasons/s.
Yes! These problems need solution, because the problems that I’ve stated have a
very big impact on how the students will learn and focus on the things that needs to
be accomplish.
◆ If not, what will happen if the problem is not solved?
Teachers must know how to solve the problems that are arising as soon as possible
because if these problems continue, the students will also continue to function
badly. Students misbehaving also needs to be reprimanded for them to know that

what they are doing is wrong and improve how they communicate and improve for
themselves.
• A.3 IDENTIFICATION: Developing an Awareness and

Understanding of the Different Processes Involved in
Implementing a Classroom-Based Action Research
In reading the sample and in answering the preceding questions correctly, you
have actually gained awareness about the processes or stages of classroom-based action
research. You can view the whole process holistically through the conceptual framework
of action research presented below.
Following are some important points or requirements about each stage.

1. Diagnosing (Identifying/defining the classroom problem)
⚫ Determining what the problem is all about
⚫ Background and the rationale for doing that study
⚫ Setting the research questions to be answered
⚫ Setting the conceptual framework of the action research
2. Action Planning (Considering alternative course of action)

⚫ Looking for possible factors related to the problem
⚫ Establishing alternative actions to solve the problem
3. Taking Action
(Selecting a course of
action)
⚫ Deciding the
“best” or most
appropriate
action to solve
the problem
⚫ Advancing
expectations as
to the effect of the
selected action
⚫ Implmenting
the action and gathering data during implementation

4. Evaluating (Studying the consequences of an action)

⚫ Analyzing the data and looking at the effects of the action
⚫ Analyzing if the data support the expectations advanced earlier or not
5. Specifying Learning (Identifying general findings)

⚫ Reflecting on how the findings will improve education
⚫ Reflecting on the contributions of the action research in improving education
• A.4 INTERNALIZATION: Identifying the Different Processes

Involved in Implementing a Classroom-Based Action Research
On the left column below are the significant stages of implementing an action
research based on the conceptual framework discussed previously. On the right column,
describe the processes applied by Melinda in her action research, corresponding to each
step/process.
Steps in the Conceptual Framework Corresponding Step or Process in the

Sample Action Previously Presented Action Research
a. Diagnosing (Identifying/defining the Students get bored easily
classroom problem)
b. Action Planning (Considering I talked to my CT and come up to a
alternative course of action) solution.
c. Taking Action (Selecting a course of We agreed upon to conduct a pop-corn

action) quiz at the start, middle and end of the
discussion for them listen attentively
all through out the discussion because
of the quiz.
d. Evaluating (Studying the With what we discussed together with
consequences of an action) my Ct, we evaluate whether the action
that we made is effective or if there is
some intervention that needs to
improve.
e. Specifying Learning (Identifying The students listen attentively because
general findings) of the pop corn quiz that we made
along the discussion.
Following are what many authors or experts define classroom-based action research.
⚫ Action research is a form of self-reflective inquiry undertaken by participants in
social and educational situations in order to improve existing practices (Kemmis as
cited by Hopkins, 1986; Nuñez & Navarro, 2015).
⚫ Gay (1966) defines action research as the process of solving practical problems
through the application of the scientific method (in Nuñez & Navarro, 2015)
⚫ Action research is a systematic study to improve educational practices by groups of
practitioners by means of their own practical actions and reflections or consequences
of their actions (Ebbut in Nuñez & Navarro, 2015).
Some Concepts Common Among the Definitions

1. It is systematic study; a form of inquiry.
2. It is conducted in educational settings like classrooms or schools.
3. It aims to solve problems practices in education.

4. It aims to improve practices in education.

5. Applies reflection in analyzing the results.
Earlier it was mentioned that for a single problem, there could be many
possible actions to consider and finally select what specific action to take. To
decide on the most appropriate action to solve the problem, following are some
questions you can consider as guidelines:
a. Is the action doable? Can it be done within a reasonable period of
time?
b. Is the action the “best” or the “most appropriate”? Will the action
benefit all pupils or a majority of them?
c. Is the action in keeping with educational or pedagogical principles?
d. Does the action have a sound theoretical basis?
Following are hypothetical examples of classroom problems.

Notwithstanding careful study, write the action you believe is the best or the
most appropriate, for that problem. Consider the criteri above.
Classroom Problem Suggested Action to Solve the Problem

1. Pupils’ low performance in Teach your lesson in the easiest way
mathematics possible and do not let them get bored and
inspire them that math is not hard if you
will just try and love it.
2. Poor reading ability of pupils Make a reading corner so that students can
enhance their reading skills/ability
3. Pupils shouting at the top of their Impose classroom rules and emphasize the
voices corresponding consequences.
4. Frequent absences from classes Talk to the student or the parent of the
students to inform them about his frequent
absences from classes.
5. Students not paying attention to the Go in front of the students and just
teacher discussed as usual or make your voice as
loud as you can to get his attention.
6. Students sleeping in class Create an energizer or a motivation which
is engaging and fun for the students.
⚫ .5. DISSEMINATION: Sharing with Co-Student Teacher and

CT on the Problems Identified and Corresponding Action/s to
Solve Them

Together with your Cooperating Teacher and co-student teachers, discuss

and list down situations considered as classroom problems which could be
solved by applying an action. You may refer to the list of problems that you
have written earlier. Discuss, identify, and share what actions to take to solve
the problem/s
List of Classroom Problems Possible Actions to Solve the

Problems
1. Students are bored, 1. Provide a game or
absentminded and sometimes energizer for them to
sleepy become alive and engage in
2. Students are late the discussion.
3. Students asked questions that 2. Imposed rules and
are obvious emphasize the possible
4. The classroom doesn’t have consequence to that
electric fan and projector or violation.
television because the building 3. Remind them that you will
doesn’t have electricity supply. just read the instruction
twice and after that you
will proceed. In that way
students will listen
attentively the second you
mentioned the thigs you
need to say.
4. Just do the discussion
online to provide them the
quality of education or use
different visual aids like
those traditional one.
Reflection
Write the Important Points Related to Classroom-Based Action Research.
Classroom-Based Action Research is necessary for us future teachers. Because this will
help us attend to the different classroom problems and make possible solutions through
it. If we are not aware regarding the Classroom-Based Action Research, then most
probably we might overlooked the most important things inside the classroom and
those problems may continue to arise.

FIELD STUDY 2
LEARNING EXPERIENCE 5 & 6 : Participating in Maintaining Management Routines in
the Teaching and Learning Experience in the Classroom
Name: Manalang, Charlene Yr. Level/ Sec: BEEd-4B Date: 12/12/22

Louise D.
Cooperating Teacher: Dr. Alberto GamboaSubject: FS2: Participation and Teaching Assistantship (FS
413B)
I. Title: Learning Teaching Through Participating

- Learning Experience 5: Participating in Maintaining Instructional Routines
- Learning Experience 6: Participating in Maintaining Management Routines
II. Objectives: After completing learning experiences 5 and 6, the prospective teachers are
expected to:
a. Participate in promoting wholesome and safe learning environment
b. Establish instructional routine to assist learners in gaining academic success
c. Establish management routines for ensuring smooth functioning of the classroom.
III. Introduction
LE 5: The main objective of this Field Study 2 is to expose and to provide student teachers with
some authentic hands-on participation in the teaching –learning experience in the classroom.
Engaging student teachers in classroom practices will help them with gradual development of
practical knowledge and wisdom that they bring along when they become teachers. Establishing
predictable routines is a critical part of classroom management. Keeping good management
practices makes the class runs smoothly. A lot of behavioural problems in the classrooms can be
attributed to the failure of the teacher to establish management routines and the failure of the
students to follow them.
Successful teaching-learning events have always been every teacher’s dream yet not all of
them become successful especially if the subject or content area is difficult or less interesting for
some learners. Your task as a student teacher is very crucial in participating in your Cooperating
Teacher’s (CT) challenge of making the learners gain academic content.
In this learning experience, you will be made to observe how this applied/implemented in
schools.
• 5.1 EXPOSURE: Knowing and Understanding Instructional Routines
You might have noticed that your CT has activities or routines in which students are asked to be
familiar with. These are practices initially taught to the students, constantly practiced until they
become part of the classroom structure during the teaching-learning events. Instructional routines
are research- based, interactive modes intended to engage students and increase their chances of
successful learning by reducing the effort required to learn a procedure that otherwise may vary
by the day, teacher, or lesson ( Mussman, 2017).
Here are some definitions of instructional routines:
• Instructional routines or tasks enacted in classrooms that structure the relationship between the
teacher and the students around content in ways that consistently maintain high expectations of
student learning while adapting to contingencies of particular instructional interactions (
Kazemi, Franke, & Lampert, 2009).

• Instructional routines refer to al of the elements of teaching/ learning events other than the
specific content to be taught and the specific materials used in teaching (LEARNNet).
5.2. EXPOSURE: Noting Down Classroom Management Routines

Have a list of classroom routines being used or implemented by your Cooperating Teacher in
running the class smoothly. Observe very well the what, when and how of these routines.
My Notes of Classroom Management Routines

What Routine When is it Done? How is it Done?
example: Morning Rituals Before the first class
Prayer Before the class starts The teacher will ask the
students to stand up
Then the teacher will pray.
Greetings Before the class starts The teacher will ask the
students, “how was your
day? Is everything good?”
The teacher will ask the

students if they have any
concern with regard to
their activities or lesson.
Review of the previous Before the class starts The teacher will state the
topic previous topic and ask the
students if they have
questions regarding their
previous topic.
Discussion part During the lesson proper The teacher will ask
questions and will show
pictures regarding the new
topic.
Takeaways and After the lesson proper The teacher will ask the
generalization part students what are their
takeaways and
generalization. In this part
the students have the
freedom to talk and share
their ideas and information
regarding the lesson
discussed.
Giving of activities or After the lesson proper The teacher will give and
progress report discuss the progress report

that they need to
accomplish.
5.3 IDENTIFICATION: Participating in Implementing and Maintaining Management Routines
Do participating tasks of maintaining management routines. Rate your level of success in participating to
maintain management routines.
Very Successful
Successful ✔
Moderately Successful
Not Successful
5.4 INTERNALIZATION: Reviewing Success and Failure of Management of Routines
Recall your participation in maintaining management routines. Write your successful and failure
stories for your personal reflection and insights in the future.
My Success Stories in Managing My Difficulty/ Failure Stories in

Classroom Routines Managing Classroom Routines
It is still vivid in my mind the first My difficulty is when a group of
time I handled face to face the 2nd students are all quiet and can hear a
year BPEd, my cooperating teacher deafening silence, I need to wake
was there and observe me. I thought them up and spill jokes for them to
I will just freeze and not going to become active and participate, it will
move in front of them because of not always a one size fits all. As a
nervousness but I can say that I teacher I should learn how to balance
successfully imparted the the atmosphere. For example,
information that they need to learn. sometimes the other students in the
Doing it for the first is quite hard but class will not listen, I need to come up
it is also exciting on my part. I with an idea where I can get their
witnessed that they were all listening attention without overwhelming them.
to me as I talk in front of them. I realized that I always need to be
There were some students who were flexible in order to have a successful
curious and asked different classroom management.
questions, and just when I thought I
cannot answer them, I can say that I
gave them the right answer to their
questions. Our topic that time was
about sexual harassment so it is quite
hard to just say the right and proper
words, but my cooperating teacher
said that it is okay because they are
on their right age but of course I just
said what is needed to be discussed
and all in all my practice teaching or
discussion was successful because at
the end of the session, they gave

their insights and learning in front of E-Mail Address: coe@dhvsu.edu.ph
the class.
5.5 DISSEMINATION: Committing to Adopt Management Routine Strategies for a

Smooth Sailing Teaching- Learning Events.
Make your own samples of instructional management routine strategies that you can use as a
future teacher:
My Compilation of Strategies in Management of Routines

1. Before the class (Warming up or energizer)- As a student teacher, I
learned that you cannot just discuss the lesson after you greeted the
students. First you need to have an energizer for them to become active
and for them to participate to every activity or recitation.
2. During the class (Affirming the students when they performed well)-
This one is also very important to me, because when students know that
you can appreciate and see their efforts in performing well, they will be
inspired to exert more effort in your class.
3. After the class (Giving of clear instructions regarding their activities)-

This one is also an essential for me. when it comes to classroom
management. Because students want a clear instruction, for them to get
ease and for them to know what needs to be done. It is very hard on their
part as a student if something’s not clear and they need to get it done.

FIELD STUDY 2
LEARNING EXPERIENCE: PARTICIPATION AND TEACHING ASSISTANTSHIP

Louise D.
Cooperating Teacher: Dr. Alberto GamboaSubject: FS2: Participation and Teaching Assistantship (FS
413B)
I. Title: Learning Teaching Through Assisting

Learning Experience 3: Assessing and Recording Learner’s Performance
II. Objectives: After completing Learning Experience 3, the prospective teachers are expected to:
a. Assist in assessing learning performance.
b. Record learner’s assessment results accurately.
III. Introduction
LE 3: Assessing the learning progress of every student is always supported by data from the results
of their learning outputs. Teachers employ varied ways to evaluate students’ progress and are faced
with a lot of paper works relative to students’ learning outputs. Moreover, these records are
important to parents so that they can have a clear understanding of their children’s learning
progress and achievement in school. A student teacher needs the experience of how proper
recording of academic outputs and performance task is done by the teacher.
In this learning experience, you will be made to observe how this is applied/implemented in
schools.
A.1 EXPOSURE: Defining the Parameters of Learners’ Performance
List down your CTs guidelines or instructions on how you will collect, sort and keep the
student’s output.
1.Tell the students to pass the papers sideways then forward.

2.After checking the papers, arrange them alphabetically
3.After arranging alphabetically, list all their scores in a sheet of paper then put it on
top of the test papers
4.Use different pen color to easily recognize the label.
5. Keep away the papers from wet places and tie them to avoid misplacing.
Table 1

A.2 PARTICIPATION: Getting Acquainted with Learners’ Outputs and Tasks

Organize your list of learners’ outputs by recording them in the given categories.
Categories
Classes Learning Outputs/ Activities Performance Tasks
Section:
Learning Tasks
BIO 4-A
BPED 2-A Progress Reports
BPED 2-B
BPED 2-C Quiz 1- Laws
BECED 2-A pertaining teachers’
BSED 2-C roles, right, and duties
BSED 2-D
Quiz 3. Legal Bases of
Philippine Education System.
Quiz 1- Science Method

(Popcorn quiz)
A.3 IDENTIFICATION: Recognizing the Importance of Good Assessment Practices.

Reexamining your Assisting Task:
In your experience assisting your CT in checking student learning outputs, what problem did you
come across in correcting students’ portfolio, projects and other learning outputs?
There are different problems or challenges that came across on checking the
student’s learning output, like sometimes we need to return the papers
immediately but we lack time in checking them. Then the second problem is
that some of the students tend to forgot to write their names which sometimes
can be confusing on our part. Then the last one is that, it was already written on
their test papers that wrong spelling or erasures are wrong but they still do it
anyway then when we return their papers, they ask whether the one that we
checked is accurate and ask few questions.

A.4 INTERNALIZATION: “Categorizing Learning Outputs”

Go over the learning outputs that you have assisted your CT in checking. Record them under the
following categories.
Learning Formative Summative Written Performance

Outputs Works Task
✔
Learning
Tasks
✔ ✔
Progress
Reports
✔ ✔
Quiz 1- Laws
pertaining
teachers’
roles, right,
and duties
✔ ✔
Quiz 3. Legal
Bases of
Philippine
Education
System.
✔
Quiz 1-
Science
Method
(Popcorn
quiz)

A.5. DISSEMINATION: Snapshots of My Assessing of Learning Performance

Having experienced assisting your CT in assessing students’ learning performance, make an
impression on your personal view (snapshots)
In this picture, our cooperating teacher asked us to check the papers of the BSEd-2C
students while our co-student teacher also conducted the second quiz of BSEd-2D. They are
reminded to mind their own papers and to answer their papers honestly. We checked the
papers of 2C to finished it on time and hand the papers to our cooperating teacher before
we go home because he needs to record it and return the papers to the students on our next
meeting. In our case, it is much easier to check the papers at school because we can check
them simultaneously. It also helps us to check whether there are students who failed the
exam and tell it to our cooperating teacher immediately

This picture was taken with BPEd students, we are tasked to observe and handle the
discussion and do all the classroom routines and management. We learned that it is not
easy to handle a diverse student, most especially if they are of almost the same age as yours.
But when we give instructions to them, they are lending their ears and listening attentively.
We are also tasked to give them their quiz and collect their progress reports afterwards.

Reflection
Write your strategies in Recording your future students’ academic outputs and performance
tasks.
- When it comes to recording my students’ academic outputs and performance tasks, I realized
that it is very important to be organize for you to know which is which. Most importantly, we all
know that teachers have a lot of paper works, you cannot just put the papers anywhere, you need
to secure each of the papers given to you. If it is necessary to use folder, you may use folder and
label them one by one to avoid misplacing the papers. Checking the papers of the students
accurately and appropriately is also a must, because sometimes students can also check if you are
reading their outputs or just predicting their scores and grades. As a teacher, it is important to be
fair to our students, if they give their best in writing and answering the exams given to them, then
we must also exert effort in correcting and checking their output.

FIELD STUDY 2
LEARNING EXPERIENCE 1: PARTICIPATION AND TEACHING ASSISTANTSHIP
Name: Manalang, Charlene Yr. Level/ Sec: Date: December 08, 2022
Louise D. BEEd-4B
Cooperating Teacher: Dr. Alberto Gamboa Subject: Teaching Profession
I. Title: Learning Teaching Through Assisting

- Learning Experience 1: Searching for Instructional Materials
- Learning Experience 2: Preparing Instructional Materials
II. Objectives: After completing learning experiences 1 and 2, the prospective teachers
are expected to:
a. Search for appropriate and effective instructional materials.
b. Prepare instructional materials to support teaching and learning engagement.
III. Introduction
LE 1: Educational resources are very important tools used by every teacher to
improve the teaching-learning process. Effective use of instructional materials can
assure a teacher for an active and productive learning and assessment. Your task as a
student teacher is vital in assisting your Cooperating Teacher (CT) to search
appropriate instructional materials that meet the needs of the individual learners.
In this learning experience, you will be made to observe how this is
applied/implemented in schools.
1.1 EXPOSURE:
Examining Instructional Materials from the School’s Resources or Through Technology or
Digital Resources
One of the things that your CT needs assistance from you is your skill in searching for IMs.
Your CT will give you a list of IMs he/she needs in a particular lesson. You may also be
requested to search for information or do PowerPoint presentations for IMs generated from
the internet.
Request a copy of your CT’s learning plans of his/her subject and look at the learning
objectives as your guide in searching for his/her needed instructional materials. Make a
checklist of the sources where you can get the appropriate instructional materials for your
assigned subject. See Table 1.

B. Analysis
SUBJECT/s School List of Materials Technology or Website and Remarks

Resources and Short Digital Short
Description Resources Description of
the IMs
PowerPoint
Presentation and
Effective and
Curriculum videos. So that
PowerPoint PowerPoint Appropriate.
Teaching learners can
Guide/Syllab Presentation Presentation The set of
Profession enjoy and
us and laptop and laptop objectives
acquire
were met.
knowledge at the
same time.
Table 1
1.2 PARTICIPATION:
Identifying the Purposes of the Instructional Materials
As you assist your CT in searching for needed IMs, consider the purposes why teachers use IMs in
teaching.
Purposes of the Utilization of the Instructional Materials (answer numbers 2-5)
The teacher used the PowerPoint Presentation in presenting his lesson to effectively discuss the
topic. He uses this kind of instructional materials to let the students have an effective and fun
learning process. The way he presents it really captured the attention of the learners. He also
made sure that every detail that he included in the Power point is relevant and useful to the topic
needed to be discuss. The students enjoyed the whole session because of the effective utilization
of materials and teaching process.

1.3 IDENTIFICATION: Considering the Different Principles in selecting Instructional

Materials
While searching for your CT’s IMs, make yourself guided by the following principle in selecting
IMs (Buno, 2004). Check whether what you have searched adhere to the given principles. See table
2.
PRINCIPLES YES NO
a. Principle of Appropriateness (appropriate to ✔
the learning objectives and level of the
learners)
b. Principle of Authenticity (present, accurate, ✔
up to date and dependable information)
c. Principle of Cost (economical and easy to ✔

manipulate)
d. Principle of Interest (power to encourage ✔

creativity and imaginative response among
learners)
e. Principle of Organization and Balance (clarity ✔

and in accordance with the principles of
learning such as reinforcement or transfer)
Table 2
As you search for you CT’s needed IMs, fill out the table below to serve as your guide in searching
and preparing instructional resources. See Table 3
Year Learning Subject Purpose for the IMs Possible Remarks

Level Objectives Matter Instructional
Resources
Subject To help the learners PowerPoint The teacher

a. Explain
Matter:Teach visualize what is the Presentation successfully
why CPD is
ing topic all about and to imparted the
2nd Year necessary for YouTube
Profession provide them the knowledge that
professional Videos
teachers; Topic: importance of CPD they need to
after they passed the Websites acquire and all
Continuing

b. Discuss Professional LET. To let them Curriculum
E-Mail Address: the set of
coe@dhvsu.edu.ph
pertinent Development know that there are Guide objectives are met
provisions of many things that because at the end
the CPD Act they should know on of the lesson, they
of 2016 and how to improve and gave their
other legal develop their takeaways and
documents; teaching styles and generalization
and technique. about the topic
discussed.
c. Commit to
continuing
professional
development
Table 3
1.5 DISSEMINATION: Presenting Appropriate Instructional Materials- “Better This
Time”
1. Guided by the learning objectives of the subject matter given to you, provide your CT with the
list of resources that you have searched. See table 4.
Subject Matter Learning Objectives List of Resources

a. Explain why CPD is
necessary for professional • PowerPoint
Subject Matter: Teaching teachers; Presentation
Profession • Websites
b. Discuss pertinent
provisions of the CPD Act • YouTube
Topic: Continuing Videos
Professional of 2016 and other legal
documents; and • Curriculum
Development Guide
c. Commit to continuing •
professional development
Table 4

C. Reflection
1. Write your short reflection on how teaching a certain lesson can be better because the
teacher uses appropriate instructional materials.
Instructional Materials have a very big impact to the teachers and also to the students.
Preparing an instructional material that is suited to the learners will greatly affect them on
how they can understand and absorb the lesson itself. Although there are many things that
need to consider when it comes to preparing your instructional materials, because as your
students are diverse in nature, they also have various learning styles it is not a one size fits
all. Because as you prepare materials, you should consider everyone, does everyone is
interested and can learn with these kinds of materials or does these kinds of materials can
catch their attention? The instructional materials must also be connected to the set learning
objectives. For you to be able to achieve your desire outcome. That is why, carefully choosing
your instructional materials as a teacher play an important role in the teaching and learning
process of the child. As a teacher, you need to plan, select and implement the appropriate
instructional materials for your students.
Learning Essentials/Activities
1.1 EXPOSURE: Defining Instructional Materials for Various Purposes in the

Classroom.
Confer with your CT the materials he/she wants you to prepare. Identify the types of print
materials and audio-visual media needed for various purposes in the classroom. See table
5.
Instructional Materials Purpose for Use

1. Print (Books, Magazines, Printed instructional materials will
Newspapers, Posters, Charts) greatly help the students because it
avoids distraction from any
notification, unlike when they use
their phone for reviewing, there
may be some instances where they
are tempted to check their social
media. This will also let the student
review their lesson anytime and
anywhere

2. Chalkboards/Board work Chalkboards are coe@dhvsu.edu.ph
E-Mail Address: traditional
instructional materials but it will
help the students and teachers to
emphasize the keywords and points
from the lesson. Because as the
teacher writes the lecture or notes,
the students can also follow and
highlight the important part of it.
3. Models, Globes, Maps, Realia N/A

4. Audio-Media (analog tape N/A
cassettes, digital CDs)
5. Videotapes, Films, Video Disks N/A
6. Television N/A
7. Technology-Driven (websites, Making use of the technology is
You Tube videos) now the trend as the 21st century
learners are more interested and
enjoying this type of materials. This
is much easy to use.
Table 5
B. Analysis
1.1 PARTICIPATION: Gathering Instructional Materials from Various Resources.

Start gathering from various resources the needed IMs by your CT. Have a checklist of the
inventory of resources that will use in assisting your CT.
From the Library
➢ Textbooks
➢ Curriculum Guide
➢ Journals
➢ Research Papers
From the Media Center
➢ Audio Visuals

From the Laboratories
N/A
From the Information Technology Center

➢ Audio-recording
➢ software
➢ Computer/Laptop
➢ Monitor/ TV Screen
From the Audio-Visual Center

N/A
2.3 IDENTIFICATION: Planning for Instructional Materials for Actual Use

What difficulties confronted you while you were assisting your CT in the preparation of IMs.
The difficulties I encountered while I was assisting my CT is time pressure or lack of time.
Because sometimes, he asked me and my co-student teacher to do the instructional materials
the night before the actual day he will be using it. That’s why sometimes we do not have
enough time to do it, but he is giving us the information needed we only need to put it and
summarize the content.

2.4 INTERNALIZATION: Preparing IMs for Actual Teaching and Learning
Get from your CT all the suggestions and the forms of assistance he/she needs from you during the
actual use of IMs.
Checklist for Using IMs. Answer numbers 4-6
4. The sources are identified.

5. Well-designed and appealing to students' materials
6. Learning objectives and goals that are clearly articulated
2.5 DISSEMINATION: Utilizing IMs for Specific Objectives/Activities

Make sure that your materials for instruction are already. Assist your CT according to his/her
instruction. List other activities that your CT may need assistance in utilizing IMs. (Answer
numbers 7-10)
7. Count the materials and assist the CT with distribution if necessary.

8. Assist the CT in mounting or posting the images on the board.
9. Providing our CT with additional technological resources
10. Assist the CT in observing the students while they are engaged in activities.

C. Reflection
Write your experiences of success in preparing various instructional materials.
My Success Story in Preparing Instructional Materials
PICTURE

As a student teacher, I realized that planning and preparing the appropriate instructional
materials is quite challenging. There are many things you need to take into consideration, you
cannot just make an IMs in an instant, because first and foremost you need to finish your
lesson plan then check whether the IM’s will be aligned with the set of learning objectives. In
my case, the topic was only given a week before the local demo, so I was really in a rush. In
addition to that there are so many things that I need to do, like assist my CT because he is
attending a seminar for almost a week so we are the one who is in charge of the discussion.
You also need to sacrifice your time, effort, and money in preparing the IM’s, even though it is
very tiring and exhaustive I can say that the instructional materials and the lesson plan I
prepared are appropriate with the type of students I teach and it was a really a success, indeed.

Cabambangan, Villa de Bacolor, Pampanga, Philippines
FIELD STUDY 1
EPISODE 12: DEVELOPING A GLOCAL TEACHER OF THE 21ST CENTURY
Name: Manalang, Charlene Louise D. Yr. Level/Section: BEEd-4B Date: 11/20/22

Name of Cooperating Teacher: Dr. Alberto Gamboa Subject: Teaching Profession
I. Objectives:
A. Describe the personal qualities and competencies of a glocal classroom teacher of the 21st
century.
B. Design a learner-centered classroom for the 21st Century learners with learning spaces that are
safe, and that allow creativity and use of ICT.
II. Steps:
A. Shadow your cooperating teacher in the three major responsibilities:
A.1 Actual teaching
A.2 Management of learning
A.3 Administrative Task
B. Use the key guide found in the matrix below.
C. Record data observed in your notebook. This will be your artifact.
D. Make a narrative or essay of your answer entitled, “A Day in the School Life of a Quality
Teacher”.
E. If permitted, you may include the teacher’s picture in action in your essay.

The lead university in producing quality individuals with competent DHVSU commits itself to provide an environment conducive to
capacities to generate knowledge and technology and enhance professional continuous creation of knowledge and technology towards the
practices for sustainable national and global competitiveness through transformation of students into globally competitive professionals
continuous innovation through the synergy of appropriate teaching, research, service and
Teacher’s Major Responsibilities Key guide for observation

A. Actual Teaching This teacher:
a. is learner-centered.
b. acts as a facilitator of learning.
c. has mastery of subject matter.
d. sees to it that learning outcomes are
achieved.
e. is pleasant and fair in dealing with the
learners.
B. Management of Learning This teacher:
a. allows all learners to participate in the
lesson.
b. considers the needs of learners.
c. uses instructional support materials to
help learners understand the lesson.
d. sees to it that learning is achieved
within the period of time.
e. dismisses the class on time.
C. Administrative Work This teacher:
a. keeps records of learners’ attendance
b. keeps record of tests.
c. submits reports on time.
d. does others tasks requested by superiors.
e. cooperates with peers and staffs.

III. Answer Briefly:

1. Which of the three responsibilities shows the majority of the indicators being practiced?
a. Actual teaching?
b. Management of learning?
c. Administrative work?
Answer: The majority of the indicators being practiced is the Management of learning. Because he
sees to it that no students are being left behind all throughout the learning process. He uses different
strategies to engage the learners and inspire them to participate in every part of the lesson proper. He
asks different questions at the start of the lesson, to test whether the students already have a prior
knowledge regarding the topic. He also sites different real-life scenarios to connect it with the lesson.
Instructional materials are also use to support the discussion and to catch the attention of the learners.
He is also good when it comes to time management, because he sees to it that no time is being wasted.
He also makes sure that the students will have a minute to prepare for their next subject.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when
you become a teacher? Describe.
Answer: The behavior of my cooperating teacher that is worthy of emulation is his punctuality and the
way he disciplines his students. Whenever he enters the classroom, the students immediately sit and
listen to him. Because I think there was never a time that he came late to his classes. So, in that way
the students may see his promptness as his readiness so in return the students will really listen
attentively to him. When it comes to how he disciplines the student, he will say his concern calmy to
the class right away in a manner that the students will realize their wrong actions and the next time,
they will know what they need to do. He is also great in discussing the lesson to the students which I
really like, because he can make the topic very interesting and easy for the students to cope and
understand well.
3. Which of the major responsibilities does this teacher find difficult to comply with? What are
the reasons?
Answer: Base on my observation, the teacher found difficult to comply with is the, administrative
work, which is the record keeping of the learner’s attendance. Sometimes he tends to forgot the
attendance of the students, especially when face to face learning modality. Maybe because of the time
it will consume and maybe because of the works that he needs to do. But when it comes to the online
learning, we help him check the attendance and monitor those who are leaving the google meet.

4. From your perspective, would you consider this teacher as a quality teacher? Why?
Answer: Yes! I would consider him as quality teacher, because of how he handles the students
and how he imparts knowledge towards them. Though he may not be perfect but at least he knew what
he is doing and he knew how to execute the lesson in a very good way in which the students can easily
follow and understand. I also admire how he makes the lesson very engaging and he is not
complicating things instead he makes the learning fun and not boring. She always ensures that every
individual inside the class were getting the same point and can understand the lesson.

IV. Reflect
Based on the task that you made, what challenges await you as a future teacher? How will you
manage to learn in the future classroom? How will you prepare yourself to respond to 21st
teaching-learning and become a Global teacher?
Answer:
There may be a lot of challenges that awaits me as a future teacher, like paper works, dealing with different
personalities of my co-teachers, and the diverse characteristics or attitude of my students. In addition to that,
the pressure we put on the profession “teacher” because there is this representation in the image of the teacher
that, if you are a teacher, you need to be a person who does not commit a mistake. But if we will just look on
the positive side of that situation, we may think that they are just saying that for us to act a professional because
we are being looked u p by our students and we need to become their role model. I will make sure that every
time I enter the classroom, I am prepared and ready to share my information to my students and on the other
hand, I will let myself also learn from them to make the teaching and learning process rewarding. Considering
that 21st century learners are advance, I will make sure that I adapt to every situation and instances that may
arise, as a teacher I need to act as one. As a teacher, we must do research and not be stagnant as a teacher 1 but
I need to strive harder on how to be the best teacher to my students.

V. Documentation
Put pictures and under each picture, write two or three related sentences. (maximum of 4
pictures)

On these 2 pictures, we got a chance to discuss 2 topics with the PE major and English major. We
realized that there are different things to consider for you to successfully achieve the learning
objectives. You need to be flexible because the learners tend to ask questions and you as a teacher
needs to answer it so in order to do that, you must master the concept of your lesson. Some students
are very advance while some are having difficulties in their lesson, that’s why you need to have the
qualities of a competent global teacher.

FIELD STUDY 1
EPISODE 10: THE TEACHER AS A PERSON AND AS A PROFESSIONAL

Louise D.
Cooperating Teacher: Dr. Alberto Gamboa Subject: Teaching Profession
I. Objectives:
A. Determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate, and the K to 12 Curriculum
Framework and Guide.
B. Identify different Philosophies of education applied in diverse learning set
up.
II. Steps:
1. Look for the DepEd Philosophy, Vision, Mission, and Mandate. Write it in the
boxes below.
2. Accomplish the table below by answering this question: How educational
philosophies are expressed?
3. Observed how a teacher relates to every learner and proceeds in teaching.
4. Cite relevant statements to back up an identified philosophy of education
practiced by the teacher being observed. An example is made for you.

III. Answer and Complete the Table:
Department of Education Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
Department of Education Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete
basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

Department of Education Mandate

The Department of Education was established through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The Education agency underwent many
reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing
administrations and charters. The present day Department of Education was eventually mandated
through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001
which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.
Philosophies of Education Teaching Behavior (State what the

teacher said, taught or did)
1. Essentialism- teach mastery of The teacher’s authority is emphasized.
the basics; curriculum is The teacher will discuss and will ask the
prescribed ;subject matter- student to do activities and tother task
centered are universal, objective related to the subject. The teacher’s role
values; inculcate values. is to feed the students with knowledge
and skills.
2. Perennialism- Perennialism The teacher will discuss about topics
values knowledge that that are timeless and still be meaningful
transcends time. This is a today as when they were written. For
subject-centered philosophy. The example, the teacher is discussing about
goal of a perennialist educator is vampire stories, we all know that this
to teach students to think topic will likely go out of style as time

rationally and develop minds goes by. So, we must only teach what is
that can think critically. relevant and meaningful even years may
pass.
3. Progressivism- an educational The teacher will just guide the learners

system that allows flexibility in and the learners will do their task on
learning procedures, based on their own for them to experience it
activities determined by the firsthand. For example, they will do a
needs and capacities of the project by group, in this case they will
individual child, the aim of have the chance to develop their social
which is to integrate academic skills and will improve their critical
with social development. thinking by sharing their ideas to their
classmates.

4. Reconstructionism- This For example, the teacher will present a

promotes social reformation and moral dilemma that talks about the
talks about the issues of the social issues, in which the learners need
society and promotes worldwide to answer. Then at the end of the lesson,
democracy. the teacher will give the summary of the
discussion.
5. Existentialism- Existentialists The teacher will facilitate the class and

believe that every individual is help the students to learn and not force
unique and education must cater them to learn. The main focus of the
to the individual differences. teacher is to help the students think that
This emphasizes the unique learning is not imposing rules. The
skills of individual and to teacher will also help the students to
harness creativity and appreciate their unique personality.
imagination.

6. Pragmatism- It is an In this philosophy, if the teacher will

educational philosophy that says teach the science subject that talks about
that education should be about senses, he/ she should help the students
life and growth. That is, teachers by going out of the classroom and
should be teaching students letting them experience the truth about
things that are practical for life the different senses. Let them touch the
and encourage them to grow into flowers to help them more understand
better people. the lesson.
7. Rationalism- Rationalism is the The students will use their reasoning in
philosophical view that answering math problems while the role
knowledge is acquired through of the teacher is to help students acquire
reason, without the aid of the the content.
senses.

8. Utilitarianism- Utilitarianism is The teacher will make sure that all of

an ethical theory that determines the students are improving and
right from wrong by focusing on developing academically.
outcomes. It is a form of
consequentialism. Utilitarianism
holds that the most ethical
choice is the one that will
produce the greatest good for the
greatest number.
9. Empiricism- empiricism is the The teacher encourages the students to

idea that all learning comes from listen attentively and engage themselves
only experience and so that through senses and observations
observations. The theory of they will learn. The teacher will site
empiricism attempts to explain different examples that the students are
how human beings acquire able to see and the students will respond
knowledge and improve their whether it is true or false base on what
conceptual understanding of the they already know.
world.

10. Behaviorism- Behaviorism For example, the teacher will impose the
focuses on the idea that all rules and regulations to the elementary
behaviors are learned through pupils. They will have the idea about the
interaction with the rules if the teacher will set as an
environment. This learning example and if they failed to follow
theory states that behaviors are those rules, they will be given different
learned from the environment, warnings and sanction for them to
and says that innate or inherited behave and the next time you meet them
factors have very little influence they will follow all the rules given to
on behavior. them.
11. Constructivism- It is the theory The teacher will pair the student for
that says learners construct them to have a sharing of ideas and
knowledge rather than just develop new knowledge and skills.
passively take in information. As Learners will get the chance to ask
people experience the world and different questions and have direct
reflect upon those experiences, observation regarding their topic and
they build their own present evidences through their
representations and incorporate collaboration.
new information into their pre-
existing knowledge (schemas).

IV. Analysis
1. Based on your finding and observations, which philosophies of education are
dominant in Philippine basic schools? Why do you say so?
For me, the most dominant philosophy of education is the Progressivism and
Perennialism. Considering our educational system, nowadays we are hook by
incorporating the technology with our lesson to help the students learn and
cater what they need as a 21st century learner. Most of the time, the teacher
will just facilitate the discussion and the students will get the chance to get
involve with the learning process to which they develop and improve their
knowledge and skills and values. The teachers are also discussing very timely
topics and site relevant experiences that the students can easily understand and
cope which they can use in the long run.
2. Among the mentioned Educational Philosophies, which one is needed to be given

more attention and why?
The educational philosophy that needs to be given more attention is the

Constructivism. Because with the use of constructivism, they will get a chance
to experience and exchange ideas with different learners. This will allow the
students to discover, evaluate and reflect on their learning progress rather than
just absorbing all the information from the book. As we always say,
“experience is the best teacher” With the help of constructivism, the students
will know what they really need to learn and this will help them to which
career path they are really into.

V. Reflection
After learning more about this episode, what is now your own philosophy of
teaching? Describe your belief on what/how/why you teach. Write them down
and make “My Teaching Philosophy” as your title.
My Teaching Philosophy
Process over product. Despite achieving the highest possible score in the
exam, if the student does not learn anything along their journey with me as a
teacher, then I fail. Becoming a teacher may not make me the wealthiest
human being living on planet earth, but seeing my students grow and become
the person they want to be in the future is very fulfilling on my part. It is
important to have high grades but developing the values and character of the
student is the reason why I want to continue this teaching profession.

VI. Documentation
Place 2-3 pictures that show your actual experiences in this learning episode.
Include few short sentences that will describe the photos that you attached.
Put your answer here….
In this picture, we were given the chance to facilitate the quiz of the students because our
cooperating teacher is busy with the evaluation. We grab this chance to facilitate them for us to
improve our communication skills and teaching skills.

In this picture, our teacher used the essentialism education philosophy in imparting knowledge
and information to the students. All of them are listening attentively and writing down their
notes.

FIELD STUDY 1
EPISODE 9: ASSESSMENT OF
LEARNING
Name: Manalang, Charlene Louise D.

Yr. Level/Section: BEEd-4B
Date: 11/04/22
Name of Cooperating Teacher: Dr. Alberto
Gamboa
Subject: Field Study 1
I. Objectives:
A. Identify the different types of
assessment.
B. Give the use of each type of assessment.
II. Steps
1. Observe the assessment given by your
cooperating teacher.
2. Identify the different types of
assessment given by the cooperating
teacher.
3. Differentiate the different types of
assessment.
III. Answer briefly:
1. What is an assessment? What is the

importance of giving an assessment?
Answer: An assessment is a vital part of the

lesson proper, which evaluates if the given
objectives have been achieved. It is also a
process wherein the teacher collects data or
information about what the student already
knows and what more they can add to
improve and develop their learning.
Assessment plays a vital role in grading the
students and evaluating whether they
learned something from the teacher or
whether there is a need for reinforcement.
This also serves as a measurement of the
student’s overall proficiency. Without
assessment, the teacher cannot judge if they
succeeded in implementing the curriculum
or not.
2. What are the three types of assessments?
Differentiate each from the other and give an
example.
Answer: The first type of assessment is a

diagnostic assessment. This type of assessment is
given before the lesson to gauge or measure what
the students already know, this is a set of written
questions usually multiple choice or short answer
questions to provide the learner's background of
the topic and to give the teacher a prior
knowledge on how or what particular method of
teaching she will use. The second type of
assessment is formative assessment, this type of
assessment is recorded but not graded, for this
will help the teacher to assess what part of the
discussion is not clear to the learner and improve
the teacher’s practices and make adjustments.
This happens in the middle of the discussion
teacher usually asks the students to raise their
hands if they really understand the lesson or
sometimes the teacher will ask different
questions to ensure that the students are learning.
Lastly, the summative assessment usually occurs
at the end of the lesson when the teacher gives
long tests or midterm exams. The teacher can
compare the diagnostic test with the summative
assessment so that they can evaluate whether
learners improve and develop their learning.
3. Which type of assessment is commonly used by
your cooperating teacher?
What may be the reason/s in using this type of
assessment?
Answer: Our cooperating teacher usually uses

formative and summative assessments. For me,
he is using these two types of assessment to
improve his teaching practices and to evaluate
whether the learners can easily understand the
lesson. He asks questions in the middle of the
discussion to ensure that the learners are still
listening and he made sure that he asks different
questions at the end of the discussion. He also
gives learning tasks to the students every
discussion which consists of essays and multiple-
choice type of tests to evaluate the student's
performance.
IV. Analysis
1. What is a diagnostic assessment? When do
teachers give diagnostic assessments?
Answer: Diagnostic Assessments are set of

questions like multiple choice type of questions
to gauge what the students already know about
the content or topic. The teacher gives this type
of assessment before the start of the lesson.
Through this type of assessment, the teacher will
have an idea of what and where to start the
discussion, because she will have the opportunity
to assess the student’s capability at the start of
the lesson.
2. Why do teachers give diagnostic assessments?
Answer: To provide the learners regarding what

particular lesson they are going to tackle and to
help the teacher to decide what techniques she
will be used to cater to the student's needs,
especially at the start of the lesson for them to
have a meaningful and individualized learning
experience. This assessment will test the
student’s understanding of prior knowledge of
the topic.
3. Is there a need to grade/record diagnostic
assessments? Why or why not?
Answer: No need to grade the diagnostic test,

but there is a need to record the scores of the
students because those grades will serve as a
basis if they improve on their summative. The
teacher will compare their grades from the
diagnostic test up to the summative to measure
if they really learn something from the topic
discussed.
4. What is formative assessment? Is there a

need to grade/record formative assessment?
Why or why not?
Answer: There’s no need to grade the formative

assessment, but there is a need to record it to
measure the student’s learning capabilities and
development. The formative assessment will
help the teachers track the progress of the
students. It also provides ongoing feedback to
the teacher that can create an immediate
response to attend to the needs or struggles of
the students.
5. Based on your observations, what are the
advantages of giving formative assessment?
Answer: The advantage of giving formative

assessment is that the teacher can make
adjustments to the lesson where the students
are struggling. This type of assessment will
also motivate the students to engage in class
activities and discussions. This will also give
an opportunity to learners to learn and re-
learn.
6. What is summative assessment? Is there a

need to grade/record summative assessment?
Why or why not?
Answer: Summative assessments are being

done at the end of the unit or discussion to
evaluate the student’s performance. There is a
need to record and grade this type of
assessment for this is where most all their
grades will be coming from. Summative
assessment is used to measure whether the
learning objectives were met.
7. Based on your observations, what are the
advantages of giving summative assessment?
Answer: The advantages of giving summative

assessment are that the teacher can see the
reliability of his teaching practices, and whether
or not the expected outcomes were achieved.
Feedback is also one of the advantages of giving
summative assessments. This will also motivate
the students to study well in their class due to it is
graded and will test their critical thinking skills.
II.Reflection
1. As a future elementary teacher, what are your

learnings and insights as regards to different
types of assessment given to learners?
Answer: As a future teacher, I learned that we

should know how and when to use these types of
assessments in order for us to successfully gauge
and evaluate the student’s achievement and
development. We cannot just use one particular
type of assessment we should incorporate these
three on which is most suited for the students.
These assessments are of great help for us
teachers to have feedback about their progress. It
is not that easy to provide them a quality
assessment so must always remember, what is
our main objective or what we want to achieve at
the end of the discussion. We should also set
standards and criteria in order for us to see the
actual progress of the students.
2. Are the three types of assessment appropriate
to elementary pupils? Explain your answer.
Answer: Yes! But it depends upon the teacher and

situation on how it can be incorporated into the
lesson properly. There is no best type of
assessment, it is on how we execute it and
present it to the students. For example, if the
teacher wants to see if the students are really
focused on the discussion, the teacher can
conduct a formative assessment to see whether
or not the student is attentively listening. In
other cases, the teacher can use the summative
assessment at the end of the unit. At the end of
the day, it is the teacher’s duty how she can use
these three assessments in her teaching
practice/method.
V. Documentation
Take some pictures of different assessment

(maximum of 4 pictures). Provide four-five
related sentences for each picture.
In this picture, our cooperating teacher is

doing a formative assessment. Wherein,
while he was discussing, he is giving
questions to the students and the students
will write their answers on their papers. I
clearly recall that he purposely did this kind
of assessment in order for him to check if
the students can follow the discussion,
considering that the topic is quite long. At
the end of the discussion, I can say that they
all listened well and can answer the given set
of questions to them.
This photo was taken when the students are
taking their midterm exam. This type of
assessment is called summative assessment
because it is conducted at the end of the unit
to measure the learning and understanding
of the students at the end of the term. Luckily,
they all passed their exam and the majority of
them got high scores and passing scores
which reflects how the teacher taught the
students.
FIELD STUDY 1
EPISODE 7B:
OBSERVING
TECHNOLOGY
INTEGRATION IN
THE CLASSROOM


Date: 11/02/22
Name of Cooperating Teacher: Dr. Alberto
Gamboa
Subject: Teaching Profession
I. Objectives
1. Give the role of technology in education

2. Enumerate the advantages and
disadvantages of using technology in education
3. Cite the benefits of technology in the
classroom
II. Learning Activities
Read the following questions and instructions
carefully before you observe.
1. What is the lesson about?
2. What technology-based materials/learning

resources is the teacher using?
3. Observe and take note 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?

1. Use the technology integration form to analyze

the class you observed. In which level of
technology integration do you think the teacher you
observed operated? Why?

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: BPED-2B

Date of Observation: October 25, 2022
Subject Matter: Teaching Profession
Brief Description of Teaching Approach used by
the teacher:
Teaching Aids Appropriateness

Used Strengths of the Teaching
Weaknesses
(Enumerate in
Aids used
bullet form)
·The teacher
discussed the • The students
lesson were given the
enthusiastically link ahead of
and engages the time so they
students with
enter the meet

every part of the link 10 minutes
·Some of the
lesson proper before the given
students are
even though the time. They also
leaving the google
·Google Meet learning maximize the
meet because of
modality is online
internet connection
online learning. interaction
problem.
There is also an because they

extension were given

application opportunity to
which can track talk and share
the attendance their ideas to
of all the the class.
students.
Teaching Aids
Strengths Appropriateness of the
Used
Weaknesses Teaching Aids used
(Enumerate in

bullet form)
The teacher
presented the

lesson proper very

Too many slides well and the design
are presented of the presentation
All the fonts
because the is connected and
and sizes of
topic itself is aligned with the
the letters are
·PowerPoint enormous and subject. The fonts
readable and
Presentation there are some size, color is
pleasing to the

words that readable and
eye. Attractive
needed to pleasing to the eye.
and creatively
scrutinize which Most importantly, all
presented.
made the the information in
students bored. the PowerPoint is
reliable and
supported with a
legible source.
2. Based on the Technology Integration Matrix,
what the characteristics of the learning
environment did you observe? Point out your
observation that justifies your answer.
- Based on what I’ve observed the learning environment

was not intimidating which let the learners share their
ideas with the class considering the learning modality is
online learning the teacher reminded the students to
turn on their cameras through out the lesson proper if
they can so that they will be given additional points to

the recitation part. Though some of them were turning

off their cameras, they were given consideration. The
teacher assessed the learners using takeaways and
asking for generalizations. The majority of the class
participated in the discussion.

3. Overall, where the learning resources used

effectively? Why? Why not? Give your suggestions.

-Yes! All the learning resources were used effectively

because the majority of the students are participating
especially in the latter part of the discussion, they do
not open their camera in some instances but when they
were called by the teacher, they can also answer the
questions given to them.

IV. Reflection
Put yourself in the place of the teacher. What would
you do similarly and what would you do differently if
you would teach the same lesson to the same group of

students? Why?
- If I would be in the place of the teacher, I will still do

the takeaways and generalization part of the students
wherein, you as a teacher will ask questions and they
need to answer. What I would do differently is that I will
add an ice breaker or a short activity at the beginning of
the lesson to motivate them to learn and energize them
from the beginning up to the end of the session.
Incorporating the use of technology is of great help not
only to the teachers but also to the 20th-century
learners knowing they mostly rely on technology so
incorporating technology with motivation is an
excellent idea.
V. Documentation
Put pictures and under each picture, write four to five
related sentences (maximum of 4 pictures).

This picture was taken 10 minutes before the class.

Some of them were entering earlier than the said time.

In this photo, our cooperating teacher was giving the

guidelines and the topic that he is going to discuss. He
is also the one who leads the prayer and we are the one
checking the attendance using the extension
application.

In this part, the teacher presented the first

slide of the presentation which is the title
page, as you can see it is readable and
pleasing to the eye. The topic was quite
challenging for them because there are
many articles that they need to understand
and comprehend. But the teacher made it
easier for the learners to understand
because he connects it to real-life
experiences.

This is the last part of the discussion wherein the

teacher will be asking a few questions regarding the
lesson discussed with them. Most of them are
volunteering to share their ideas and some were called
one by one.
FIELD STUDY 1
EPISODE 7A:
UTILIZING
INSTRUCTIONAL
MATERIALS


Date: 11/02/22
Name of Cooperating Teacher: Dr.
Alberto Gamboa

I. Objectives:
A. Identify the different types of

instructional materials
B. List down common instructional
materials used by 21st - century
teachers
C. Use appropriate instructional
materials to stimulate meaningful
and lasting learning experiences
II. Learning Activities

1. Observe your cooperating

teacher on the use of instructional
material in the teaching and
learning process.
2. Note the different instructional
materials used by your
cooperating teacher. Are this
appropriate in the lesson being
discussed?
3. Name the best instructional
material that your cooperating
teacher used during your
classroom observation.

1. What are the qualities of effective

instructional materials?

Qualities of effective instructional

materials must be aligned to the intended
learning outcomes of the subject, clear,
attractive, and readable by all the students
especially those who are seated at the back.
When instructional materials are being
made, we must make sure that it is
pleasing to the eye and can catch the
attention of the learners. Instructional
materials are not just made for fun but to
improve the quality of the teaching and
learning process. We must also take into
consideration the main focus of
instructional materials is to utilize and
engage the students in the teaching and
learning process.
2. How do instructional materials
influence the quality of teaching?
Instructional materials play a big role
in the quality of teaching, especially
now that most learners can learn best
when they can see or touch and engage
themselves in the lesson properly.
Instructional materials are mostly used
by elementary teachers to get the
attention of their students, knowing the
attention span of the learners in the
primary grade level, they easily get
bored. But with the use of instructional
materials, teachers can eliminate or
lessen the boredom of the students
which can lead to higher motivation of
students to learn and good quality of
teaching on the teacher’s part.
3. How will you make your instructional
materials attractive to learners?
Learners nowadays easily got bored

with too many words so I will lessen
the words and I will just put the
keywords so that they can easily read
and understand what is written in
the instructional materials.
Attractive instructional materials
are pleasing to the eye and the
pictures are creative and related to
the subject that needs to be
discussed. Pop-up instructional
materials will excite and surprise the
students which is beneficial in the
teaching and learning process.

4. What do you think is/are the best

instructional material/s?

There are no best instructional

materials, you just have to choose
between different instructional
materials that are suitable for the
diverse needs of the learners. As a
teacher, you must know what kind of
materials you will use to effectively and
efficiently deliver the lesson properly. It
must be appropriate, relevant, and can
catch the attention of the learners which
pushes them to participate and have the
eagerness to learn.
IV. Reflection

As a future elementary teacher, how will

you prepare and utilize instructional
materials to impact the teaching and
learning process?

As a future elementary teacher, I will make

sure that the instructional materials are
aligned with the topic that I am going to
discuss. I will not just stick with the traditional
way of making instructional materials but I
will exert extra effort to create unique and
creative materials for the learners. I will make
sure that the students will engage in the lesson
properly for them to acquire new knowledge
and skills. As a teacher, it is our role to let
students know that learning is not boring and
for them to realize it, we must create a different
approach and materials to cater to their
different abilities and personalities. It is such a
fulfillment to see the students become eager to
learn because of the different instructional
materials that the teacher used.

V. Documentation

Put pictures and under each picture,

write four to five related sentences
(maximum of 4 pictures).
After every class, together with my co-

student teachers and cooperating teacher,
we evaluate the lesson properly and how
the teacher presented the lesson at that
particular time so that he can improve his
teaching techniques and practices. On the
other hand, as student teachers, we can also
note and observe the good characteristics
that we can also do when we become a
teacher.
At the start of the lesson, the teacher
will ask some questions connected with
the topic to capture their attention and
think. Considering the time, it must be
very boring for them, especially since
the topic is quite challenging but the
teacher made sure that they are
listening and asked random questions in
the middle of the discussion.
FIELD STUDY 1

LEARNING EPISODE 5:
GUIDING PRINCIPLES IN
TEACHING AND
LEARNING


Date: 10/25/22
Name of Cooperating Teacher: Dr.
Alberto Gamboa
I.Objectives:
a.Identify the application of some
guiding principles in the selection
and use of teaching strategies
b.Identify the resource teacher‘s
questioning and reacting techniques
c.Determine whether or not the lesson
development was in accordance with
outcome-based teaching-learning.
I.Learning Activities:
A. Observe
1. Observe a class with the use of this observation sheet

and focus on the guiding principles and provide some
examples of how it was implemented inside the
classroom.

Guiding Examples on how it was
Principles used
Nowadays, students are more

motivated to learn whenever they can
see or touch the learning materials. For
example, if you are to discuss a lesson
1. The more with them and provide them with a
the senses PowerPoint presentation, this will help
are the teacher make learning easier for
involved, them. Sense of hearing is of a big
the more impact on the learning of the students.
learning If the teacher is not loud enough to be
heard from the front seats up to the
back, then most probably, they might
miss some important information from
their teacher.
While the teacher is discussing, it is
2. Learning is vital to catch the students' attention
an active to ensure that they are learning
process something and are ready to answer
some questions the teacher will ask.
As a teacher, our primary goal is to

impart knowledge to our students, but
we should also remember that shaping
3. A non-
a well-rounded individual is much
threatening
better. Making them feel loved, safe
atmosphere
and secure is also part of our teaching
enhances
profession as their second parent for
learning.
them to realize that you are not
imposing rules, but you are just
guiding them to the right path.
It is necessary for the students on how
the teacher presents the lesson. For
example, if your attitude towards the
students is lively and full of
4. Emotion has
confidence, this will make them feel
the power to
that you mastered your lesson very
increase
well, and in return, they will also listen
retention and
attentively and give their best to what
learning
you will ask them to do for a day. But if
upon entering the class, you are
already in a bad mood, this will give
your student a bad impression of you.
Retention of information goes hand in

5. Good
hand with how the teacher presents
teaching goes
the lesson. It is important to ask the
beyond recall
students questions while discussing to
of information
involve them and make sure that they

really listen to what you are saying.

One thing I learned from our
cooperating teacher is that as a
6. Learning is teacher, you need to know how you
meaningful will connect your lesson to their real-
when it is life experiences. In that way, they can
connected to relate to and understand the concept
students’ not just by the mind but also by heart.
everyday life So they will not forget their
experiences because they experience
them firsthand.
7. An As a teacher, we should know how we

integrated can connect their prior knowledge to
teaching the information we need to impart to
approach is far them. We cannot let the students be
more effective more knowledgeable than their
than teaching teacher. The teachers need to be
isolated bits of competent enough to teach what the
information. students need to learn. Because we

cannot give what we do not have.
2. Observe a class activity and focus on the question
that the teacher asks during the discussion. Write the
question and identify the level of questioning
Types of Question Examples of questions that the teacher

asked
What is the teaching profession?

1. Factual/Convergen What are the 7 types of curriculums?
t/Closed/Low level Who is the father of the philosophy
of education?
Why do we need to
study the teaching profession?
2. Divergent/Higher-
What is the importance
order/Open Ended/
of knowing all these laws in teaching?
Conceptual
What are your

thoughts regarding the suspension of

the budget for the special education
sector?
Why did you want to be a teacher?

What is your generalization
regarding this topic?
3. Affective
How will you apply these 7 types of
curriculums when you are already in
the teaching field?
B. Analysis
React on the following:

1. What is the most effective guiding principle in teaching? Is

there such a thing?
There is no such thing as the most effective guiding principle

in teaching, because as the students vary in personality,
character, values, and culture, these guiding principles may
change over time. To help the teacher cater to the needs of
the students. A specific guiding principle may be effective for
one student but not for everyone. So, in order to succeed in
the teaching and learning process we must use a wide
variety of guiding principles. Using these different guiding
principles will let the students enjoy while learning.
2. What is the importance of using various teaching

techniques?
It is important that the teacher knows how to combine and

use different teaching strategies in order to effectively and
efficiently impart knowledge to the students. Our
cooperating teacher uses a variety of teaching techniques,
like preparing a popcorn quiz. This is a type of quiz wherein
the teacher discusses the lesson and every other information
he will proceed to dictate the quiz for him to know if the
students are really listening and getting what their teacher is
saying. In that way, learners may perform and achieve
excellence inside the classroom.
3. Did the teacher state the learning objectives/ Intended
learning outcomes (ILOs) at the beginning of the class? How
did he/she share them?
Yes! The teacher presented the learning objectives through
PowerPoint presentation at the beginning of the discussion.
He briefly explained the objectives that they need to achieve
at a specific time/date.
4. What teaching-learning activities (TLA) did she use? Are
these TLA helpful in attaining the lesson objectives/ ILO?
How?

The teacher uses lecture discussions and popcorn quizzes.

To utilize the time, that way the lesson was being presented
while the students are having their quiz. These teaching-
learning activities helped the teacher in attaining the lesson
objectives because after the teacher discussed the lesson
one by one, he will give a popcorn quiz wherein the
questions will suddenly pop out and they have to answer it in
3 seconds to ensure that they are listening very well to the
discussion. He also asked for some takeaways and
generalizations at the end of every lesson which will let the
students voice out their ideas.
5. What assessment technique/strategy did the teacher employ?
Were they aligned with the objectives/ILOs?
He employs the popcorn quiz as the assessment technique
to help students retain information and to check if the
teacher can already proceed to the next part of the lesson.
They directly check their answers to make sure that they
cannot change them whenever they got a wrong answer.
The second strategy that I observed is the sharing of
takeaways and generalizations which helps the students to
not just be passive learners but active ones inside the class.
Which certainly achieved and aligned with the learning
objectives set for the lesson.
C. Reflection
As a future teacher, how will the use of Outcome-Based

Teaching and Learning help/guide you to conduct a
meaningful teaching and learning process?

As a future teacher, outcome-based teaching and learning

will serve as a guide in my teaching career. If I will be
imparting knowledge to my students, I will make sure that the
desired outcomes, teaching methods, and assessments are
aligned to have a successful teaching and learning process
and to help the students learn in the easiest way possible.
Because our role as a teacher is crucial, if what we taught
them were not aligned with our set outcomes, then they
might be confused as to what really is our goal. That’s why
outcome-based teaching and learning must be taken
seriously for the continuous improvement of the learners and
to cater to their needs academically and holistically.
Reflect on the importance of various teaching techniques.
How will the use of various teaching techniques help you
become an effective and efficient teacher in the future?
Each of the various learning techniques caters to the needs

of the students. Different techniques help the teacher
promote a significant teaching and learning process.
Without these various teaching techniques, the teacher
would be aimlessly projecting information to the learners
which will result in confusion and misunderstanding. These
will also help the learners engage and participate actively in
the discussion. As a future teacher, I will use these various
teaching techniques to cultivate the skills of the learners and
improve their learning or academic performance. These
various teaching techniques will also help me motivate the
students that learning is not boring. Because somehow,
different students have different points of view when it
comes to learning, I will motivate them using these various
techniques so that they may realize that it is important to
learn new skills and knowledge.

D. Documentation
Put pictures and under each picture, write two or three
related sentences (maximum of 4
pictures).
In this image, our cooperating teacher was discussing the

lesson properly while having a popcorn quiz to ensure that
the learners are listening attentively to the discussion. After
every part of the lesson, he will dictate the question and they
will answer it in 3 seconds.
Our cooperating teacher asked the students what are their
insights on curriculum mapping, and the students actively
answer the question. After discussing this, he will give a
progress report as part of their recitation to be passed at the
next meeting. The second assessment is the learning task, In
every discussion, he gave the students the learning task for
them to accomplish.
In this picture, the students were taking their popcorn quiz
and the teacher is checking whether the students can follow
the instructions given to them.
In this picture, the teacher uses the board to discuss the
lesson with the BS biology students. So that they can
visualize the lecture discussion and it will be easier for them
to understand the lesson. He also states different real-life
experiences.
FIELD STUDY 1
EPISODE 5: THE SCHOOL CURRICULUM
Name: Manalang, Charlene Louise D. Yr. Level/Section: BEEd-4B Date: October 14, 2022
Name of Cooperating Teacher: Dr. Alberto Gamboa Subject: Observation of Teaching
Learning in Actual School
I. Objectives:
A. Identify the different curricula that prevail in the school setting
B. Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment.
II. Steps:
A. Discover what curriculum is operating in the school setting.
B. Observe and analyze how the resource teacher plan and assess the lesson.
C. Reflect why curriculum components alignment is important.
III. Learning Activities:

A. Observe
Locate where you can find the following curriculum. Make observations of the process and
record the information in the matrix below. Describe your observations.
Type of Picture that describes the type of curriculum Description
stated on the first column
Curriculum

1. Recommen The image is all about the

ded recommended curriculum
Curriculum implemented for k-12 learners.
Having this curriculum can
improve the future of our society
and the lives of different learners.
These will help the learners be
globally competitive and ready
for changes.

2. Written As shown in the picture, these are

Curriculum the steps to make a written
curriculum possible. This
curriculum helps the teacher in
the teaching process as all its
teaching methods are there. This
will help the teacher in organizing
the objective and other activities
or evaluation. You can find your
topic from the recommended
curriculum then write it as a
lesson plan.

3. Taught The Taught curriculum is next to

Curriculum the lesson planning or written
curriculum. It is more on acting
the written curriculum and not
just providing a lesson plan. This
curriculum is not possible without
the guidance of the teacher.
Discussing the lesson properly
before the learners do something
is one example of the taught
curriculum.

4. Supported This picture is about the

Curriculum supported curriculum wherein the
teacher adds more materials and
resources found inside or outside
the school environment, which
will be used as learning materials
for the students. Adding new
techniques is also a great help for
the students in this curriculum
because it can help them explore
the things in their surroundings.
5. Assessed An assessed curriculum is very

Curriculum crucial because this will help the
teacher assess whether their
students learned something new.
This can be done in either
formative or summative
assessments. In our case, our
cooperating teacher asks for some
takeaways from his students to
assess if the students learned from
him. Sometimes he will ask for
their opinions in the middle of the
discussion and proceed if they can

answer well. In this photo, the

students were asked to answer
few questions to prove whether
they learn something from their
teacher.
6. Learned This image shows that the learner
Curriculum achieved an outstanding score in
his class. This only shows that the
learned curriculum was
implemented successfully. This
one is also an important part of the
lesson wherein you will evaluate
if they got a high or low score so
that you will know what type of
reinforcement you will conduct if
they got a low score.

7. Hidden The hidden curriculum is the

Curriculum combination of cognitive, social,
cultural, and diverse values of
students which, can affect their
learning, whether inside or
outside the school. As observed in
the pictures, different types of
children, reflects different
personalities that can make them
learn something. Sometimes, the
way on how their teacher teach
can also affect how the learners
adapt the knowledge and apply it
on their lives.
B. Analyze
Observe and record observation on the following aspects: PLANNING,

IMPLEMENTING, and EVALUATING/ASSESSING. Was the lesson implemented as
planned? Described.
- As I've observed, planning and implementation were successful in the teaching
process, so the evaluation also turned out well. These three, go hand in hand when it
comes to the teaching and learning process. The goals were met as the planning and
implementation was organized. The cooperating teacher, add more information as
compare to what was planned, which is a good manifestation of teaching skillfully
because he does not only follow the lesson but also adds more if the time permits.

Indicate the learning objectives set for the lesson, were they all attained? How did
the teacher assess/evaluate the learning objectives?
- The following are the set objectives doe the lesson,
Identify the various roles performed by teachers in the society
Enumerate the observable values practice by teachers in the society
Value the importance of the roles of the teachers in the society
Yes! All of the objectives set for the lesson was achieved successfully. The teacher
discussed the lesson with enthusiasm. He even sight real life situation for them to easily
understand the lesson. On the last part of the discussion, he made sure that everyone
listened well by asking few questions and giving them short activity.
Can you describe the majority of students’ reaction after the lesson was taught?
Confused? Happy and Eager? Contented? No reactions at all?
- As I've observed every after-class discussion, our cooperating teacher will ask for
takeaways and general reflection. Which the majority of the students are eager to
answer. In a way, you can see that they've learned something and thirst for knowledge.
Some would even want to ask their teacher and clarify things if they didn't understand
some parts of their lessons. Even in an online setting, they are always eager to answer
different questions from their teacher. Knowing that some of us may tend to sleep and
do other things, they can still manage to answer and is always eager to participate in
the discussion.

C. Reflection
Based on your observations how will you prepare your lesson plan? Make a short
paragraph on the topic.
- In preparing a lesson plan, I should identify what topic I should teach my students for me to
create realistic learning objectives. I will also make a creative introduction for the students to
participate from the start until the end. Then, I will plan specific activities that meet those
learning objectives successfully. Preparing the materials needed is also essential. For example,
if you need to use a projector or a laptop, it must be indicated in the lesson planning. The most
important thing is how I can teach the subject matter and how I will impart knowledge and
understanding about the concepts to be discussed. I will ensure that I will provide a meaningful
organization of thoughts for them to help absorb and retain knowledge.
When it comes to the diverse personalities of students, some may be familiar with the topic,
while some may feel that the subject is vigorous for them. That is when being flexible and
knowing when to adjust will take place. Using just one teaching method may not achieve those
objectives, so I will present it in a way that they can easily relate to and connect. Some may
be passive, but as a teacher, you also need to know how you can handle when that situation
arises. As for my cooperating teacher, he will go in front of the student then he will discuss
the lesson. After that, he will ask the student a few questions regarding what he said.
At the end of the topic discussed, I will also ask a few questions for their takeaways and general
reflection like my cooperating teacher did. I will evaluate learnings based on their answers to
my questions. From there, I can also evaluate if the teaching and learning process is successful
and if the learning objectives were achieved.

What is the implication in the teaching and learning process if the three components
(outcomes, teaching method, assessment) are aligned?
- Aligning the outcomes, teaching methods, and assessment allows the students and teachers to
achieve teaching and learning success and progression. For instance, If the lesson is for grade
3, as a teacher, you apply the teaching methods for grade 3. When it comes to giving
assessments, you shouldn't give evaluations intended for grade 4 when you teach grade 3.
Because if these three do not align, the students might get confused about where the lesson
should be heading. Aligning this three would also give the students clarity about the topic and
lessen the questions in their minds. Having this clarity would help you to communicate with
your students and help you assess if they understood the lesson presented.

D. Documentation
Present an evidence when you observed the class of your Cooperating Teacher. Include
a short description for each pictures.
Lesson Title: The teacher as a Person and her role in the society
Subject Area: Teaching Profession
College/Program/Year Level: BEEd-4B
Learning Outcomes
This picture tells how the learning outcomes were attained using the teaching methods of our
cooperating teacher. The teacher gave a short activity that gauges what the students knew about the
topic. The teacher also identifies in this part on what are the strengths and weaknesses of the
students using the short activity questions.

Teaching Methods
This photo was taken at our on-site meeting. Wherein our cooperating teacher used discussion method
of teaching. He uses different life experiences that are connected to the topic for them to easily absorb
the lessons discussed. The students were not bored despite of the scheduled time because the voice of
their teacher is well modulated. He also made sure that everybody is listening. At the end of the lesson
proper, the teacher asked the students for some takeaways while at the middle of the discussion, he
will ask for their opinion regarding one particular situation.

Assessment/Evaluation
After discussing, the teacher prepared a short-written activity. This is considered the evaluation part
of the lesson plan. Through this, the teacher can evaluate if the teaching method, learning outcome
and evaluation was successfully implemented. Evaluation part helps the teacher make necessary
changes for the improvement of the teaching and learning process.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211

COLLEGE OF EDUCATION

FIELD STUDY 1
EPISODE 3:
CLASSROOM
MANAGEMENT

Yr/Section: BEEd-4B Date: October 10, 2022
Name of Cooperating Teacher: Dr. Alberto Gamboa

Subject Observed: Mathematics


Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


Objectives:
A. Identify what classroom management is

B. Take note of the classroom routines and
strategies set by the cooperating teacher in
managing classroom routines
I. Steps:
A. Observe the classroom rules and routines

formulated by the cooperating teacher.
B. Give the importance of these classroom rules and
routines in managing the class.
C. Analyze how classroom routines ensure
classroom management and discipline
D. Reflect which classroom rules and routines
employed by the cooperating teacher are worth
emulating.
"Pure delight." - A. Roa,

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


II. Learning Activities:
A. Observe
Part I. Assess the classroom routines of your
cooperating teacher by accomplishing the given
√
checklist. Check Yes ( ) if observed and (x) if not
observed.
Online/Face
to face Class Observed ( ) √ Not

Observed (x)
Routines
1. Prayer ✓
2. Motivational

Activities/Ice Breakers ✓
3.Checking of
attendance ✓
4.Review about the

last topic ✓

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


5. Transition in class activities

✓
6. Asking questions during

lessons
✓
7. Asking for Assistance

✓
8. Checking of assignments
x
9. Checking if students are
listening by chatting in the chat ✓

box

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


Part II. Check if these aspects were observed in

the class.
Personal Classroom
Yes No
Management
Is the teacher well-

groomed that
he/she demands respect
✓
from the learners?
Is the teacher’s voice

modulated?
✓
Was

the teacher present in ✓

class?
Did

the teacher arrive on time ✓

in class?

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


Does

the teacher exude a

positive attitude towards
✓
teaching?
Does
the teacher reinforce
positive behavior among

learners? (offer praise
✓

and
rewards)
Does

the teacher address bad

behavior of learners
✓
quickly?
Does

the teacher continuously ✓

engage the students?

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


B. Analyze
Part I. List down the classroom rules you observed.
Cite the importance of these rules

Classroom Rules Importance

Wearing of proper uniform is important to look

professional in front of your students and for them to
see you as a role model. Because if your school
imposes the wearing of proper uniform and you are
not following the protocols, they may see you as one
Proper wearing
of the students who violate the rules. Wearing a
of uniform
uniform also helps the students overcome peer
pressure because, nowadays, if someone is wearing a
nice outfit and you are not, they might brand you as
cheap, so as a student, this is a great help for them to
be neat and clean without being extra.
Being on time in your class not just helps you as a

teacher but
also helps your students settle things before the
discussion. If you are the
teacher and you are the one who is always late, then
Be on time, do you are setting a
not be late standard for your students that it is okay to be late,

and as a result, they
might miss some of the details and information you
discussed and come
unprepared the next day. As the known quotation
said, "the early bird
catches the worm."

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211



It is essential to have appropriate manners

inside the
classroom, and this etiquette starts with you
as a teacher. Imposing this as
a rule inside the class must practice to get
Observe appropriate
along with the other students.
manners
Because nowadays, it is good to have high
grades, but it is better if you
have proper etiquette inside the class and
respect your classmates despite
your differences.
It is crucial to let the students know that

sleeping inside the class is prohibited for them
to focus and absorb all the necessary
Do not sleep during
information. It can become a distraction, not
discussion
just the fellow students but also to us
teachers.

It is important for a teacher to remind the

students to write
down notes to have a reviewer at home.
These will also help them to stay more
focus and attentive to what the teacher is
Take down notes saying to them. Writing down notes
also helps them understand the concept of
the discussion and not just relay
what happened inside the class but also
check their notes later at home.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211



Learning always starts with hearing, but

without comprehending
and listening attentively to the teacher, the
learner might miss the most
important thing. If the student is paying
Pay attention to
attention attentively, he will not
the teacher
mind all the unnecessary noise and

concentrates solely on what the teacher is

saying. Teachers must emphasize this rule
inside the class to successfully
impart knowledge to them.
Do not do If students do unnecessary things inside the

unnecessary things class, the teacher and students will suffer. This
that could disturb rule is very important to let the students know,
the discussion what are the do’s and don’ts inside the class to

have a smooth discussion.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


Part II. Answer the following questions.
How does the punctuality of the teacher affect

classroom discipline?
The punctuality of the teacher plays a vital role

in classroom discipline. Because if the students
witness that their teacher is eager to attend
class earlier than the students, they will try their
very best to be punctual like their teacher.
Punctuality is not just being on time. It can also
be ahead of time. If they sense that you are not
on time, they might submit their requirements
late because the teacher shows laziness. If this
continues, this might lead to a disrespectful and
irresponsible student that can affect classroom
management/discipline

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


Recall a situation/s during your elementary and

high school years, where the personal and physical
characteristics of the teacher affected classroom
management/discipline. Give your insight on this.
It is still vivid in my mind one of my teachers in

elementary have this poker face whenever she
looked at her students and always high-pitched
whenever she talked inside the class. We were
scared of her because that time, we thought
whenever we got a chance to talk and recite, we
are scared because we thought she will be mad.
Even just a little murmur would get her annoyed. But
as time pass by, we realized that she was doing all
those things for us to become responsible for our
actions and behave and listen attentively inside the
class to comprehend and for us to follow the
lessons taught. In our high school days, it is
inevitable to have different teachers and sometimes
be friends with them. That's why this second
scenario is opposite to the first one, one of my
teachers at that time was very jolly, energetic, and
sometimes mingled with her students, and I am one
of them. One day, my classmate calls her "best"
wherein fact, she was her teacher inside the
classroom. Now I realize that as a teacher we must
set healthy boundaries and limitations with our
students to have a good student and teacher
relationship, whether inside or outside the school
premises. Being too close with your students and
oversharing might affect how you manage and
discipline your students.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


C. Reflection
1. What does this statement ensure to you as

a future teacher?
"Classroom Management is not Tips and

Tricks… It is how teachers Relate, Speak,
Encourage Guide and Care,”
This statement is true because when it comes

to teaching and classroom management, it is
essential as a teacher that you know what you
are doing. For example, you memorize all the
tips and other techniques you learned in
college, but when you are in the teaching field,
you don't know how to apply those tips. That's
why classroom management is more about how
you integrate what you learn. You should know
how to care for and relate to your students, so
they will realize that learning is fun. Because
once the student feels that you don't care and
connect with them and you teach by the book,
not from the heart, they can sense that. We are
to encourage them to learn and not let them
feel that they don't belong. We should never
forget that as future teachers, it is not just
about knowledge. We should have harmonious
relationships and how we can shape a whole
rounded person.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


2. What are your plans for ensuring effective

classroom management? Consider both face-
to-face learning and Flexible Learning
(Distance Learning).
As a future teacher, I should prepare ahead of

time and avoid cramming to ensure I deliver
quality education, either face-to-face or
distance learning. Because if students realize
that you did not accurately convey the subject
you need to discuss, they will probably not
listen to you. I should not include my personal
feelings or emotions when I am teaching. For
example, if I was annoyed at home, I should
leave that feeling at our house and be
professional in teaching the learners. I will also
incorporate technology in presenting my lesson
to catch the attention of my students and for
them to also appreciate the subject matter
while having fun. Give them a chance to talk
and participate whenever the situation permits.
Because as future teachers, we must not center
the discussion on ourselves. We should let them
explore things and experience learning
firsthand. Lastly, I will tell them that having
good grades is okay but being a good and
decent person is much appreciated.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


D. Documentation
Paste some pictures that show common classroom

routines that may affect classroom management
and discipline. Write two or three related
sentences that best describe the given pictures.
(maximum of four pictures)
In this picture, the teacher asks the leader

of the row to collect the assignment
notebooks of her classmates. Each row has
its leader and places all the notebooks on
their teacher's desk.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


This picture shows that the teacher asks the

students to answer the activity on the board,
and they all raise their hands. The other
students pay attention to their classmate
who is writing her answers on the board.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


This image was taken in their activity time.

The teacher walks around the room to check
if everyone is answering correctly the
activity given to the students. She also
assisst the students whenever they have
questions.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


In this picture, the children did their

icebreaker before the start of their lesson.
This serves as their energizer since their
lesson is math, and at that time, it was 2 in
the afternoon. They all enjoy the short
energizer given to them.

FIELD STUDY 1
EPISODE 2: LEARNERS’ DIVERSITY FOCUSING ON CHARACTERISTICS, NEEDS and

INTERESTS, CULTURE AND INDIGENOUS PEOPLES
Name: Manalang, Charlene Louise D. Yr. Level/Section: BEEd-4B Date: October 02, 2022
Name of Cooperating Teacher: Dr. Alberto Gamboa Subject: Observation of Teaching Learning in
Actual School
I. Objectives:
A. Enumerate the characteristics of the learners
B. Differentiate the observable characteristics of the learners according to gender
C. Compare their characteristics in terms of their interests and needs.
II. Steps:
A. Observe the elementary pupils in the primary level and intermediate level
B. Take note on how they differ in terms of their physical, social, emotional, and cognitive
development.

1. What is the most salient characteristics of the observed learners in the primary/intermediate
level? What is the implication in the teaching and learning process?

Primary Level
The most salient characteristic of the primary level I observed was that they are jolly,
energetic, participative, and love to move around. Pupils always raise their hands whenever
they like to answer the questions asked by their teacher. Their characteristics contribute to the
teaching and learning process because it is easier for the teacher to impart knowledge despite
the diversity of the students. At a young age, if you are the one who will teach them, you will
enjoy being their teacher because you can see them being responsive. Although some pupils
always stand up and make unnecessary noise, the teacher can handle them well to avoid
distraction and continue their lesson once they are ready to listen. She even has a technique to
stop the pupils from creating unnecessary noise, which silences them in a second. Even though
the subject discussed with them is Mathematics which sometimes is considered by the learners
as difficult and tedious, the teacher can see that the pupils try their best to participate in the
lesson, which can be a good sign in the teaching and learning process of the students.
Intermediate Level
The most salient characteristic of the intermediate level I observe is that they behave and are
more mature. The students rarely make unnecessary noise which can help the teacher to focus
on delivering a good lesson to her students. They also participate whenever the teacher asks a
few questions to them, while some write down their lectures. I can say that they are all paying
attention to what their teacher is saying to them. They don't only absorb what the teacher is
discussing, but they are also curious and ask different questions whenever they are having
difficulties understanding the lesson. Maybe because of their age, they are serious about
academics and quiet. That's why the ambiance was very calm, which is good because, in that
way, the teacher can relay the message she wants to convey to her students without any
distractions.

2. How did the teacher handle the diverse needs of the learners coming from different
background?
The teacher uses different teaching strategies to cater to the needs of diverse students. Because,
as we all know, no particular approach fits all students. That's why presenting different topics
using different techniques will let the students perform well even in a diverse classroom set-
up. She also uses techniques to let the students/pupils participate to their full potential. She
imposes rules for the students to follow in case one student misbehaves but in a pleasant
manner and for them not to feel offended and still create a safe space for the children to learn.
The teacher acknowledges the student's achievement or whenever the student performs great
inside the classroom. The student will stand up, count up to three and simultaneously shout,
"Ang galing galing mo!!" which can inspire the other students to participate in the class. In
that way, even though learners vary in their culture, values, and personality, they will still be
able to follow because of this approach established by the teacher.
IV. Analysis
How did the teacher show/manifest acceptance and understanding of the learners’ diverse
needs and background?

The teacher showed acceptance and understanding of the learner's diverse needs and backgrounds by
presenting the lesson according to how the learners may learn best and not just teach by the book. She
corrects the student's answers pleasantly and does not shout in front of the class. She will not say
words that may hurt the child's feelings and treat them with love and care whenever someone is not
getting the topic. The teacher also asks the students if they have questions regarding the matter
discussed, and you can see that everybody is willing to listen and pay attention to someone talking in
front. In that way, the teacher also taught the students how to accept individual differences. May it be
inside the school or even outside the school.

V. Reflection
As a future teacher, how will you prepare yourself in facing the challenges of having diverse
students in the classroom?
As a future teacher, I will establish good communication between my students so they can express
their thoughts about a particular issue. I will also incorporate a teaching strategy that will meet the
needs of the learners in a diverse classroom. I will ensure that each one can fully understand what I
am saying to them as their teacher so that the learners will be comfortable with me and create a
connection despite different cultures, personalities, and learning capabilities. We as future teachers
must know how to properly handle diverse students because if not, they will end up criticizing other
learners because of their different characteristics. To fulfill that goal, we must set standards and always
practice our way of teaching in the best way we can so that the learners can perform well without
hesitations and be full of confidence in themselves whenever they stand and say their opinions.
Because we are their teachers who have let them explore and entrust their learning process to us.

VI. Documentation
Paste pictures showing characteristics of diverse pupils in the classroom. Write two or three
related sentences about your observation. (maximum of 4 pictures, two for primary and two
for intermediate level).
Primary Level
In this picture, the learners are having fun with the mathematics lesson. They are all participating and
willing to answer the given activity. Despite time which is siesta time, they are still energetic and
giving their effort. Their teacher is also good when discussing the lesson and giving extra effort and
other techniques in delivering the topic You can never see that the learners are getting bored, but they
are all lively and giving their 100% interest.

In this picture, the learners are listening to their teachers. Some ask questions whenever they don't get
the correct answer. Some are also asking permission if they are allowed to go to the bathroom. The
teacher asks one of the pupils per row to collect the activity notebook where they write their answers.
The learners also manifest initiative when answering and acting as a leader. Us teachers need to
differentiate which learners can lead and which of them has the different characteristics that can excel
in different roles. So that, you can practice a safe space learning environment for all.

Intermediate Level
This class is probably the most behave one I have ever seen as I observe the other learners at the
intermediate level. They are attentive and participate well in class. But as we all know, despite being
attentive, some of them are doing something else that does not connect to the subject matter. But all
in all, they all present their ideas in a very concise manner. Because that time, when I observed, they
recited their answers after the discussion so I can say that they listened well because of their opinion.

The students are listening well while the teacher is discussing the subject matter. Some questions are
raised whenever they do not understand the topic, but they can also cope with that easily because
they're more mature than the primary level. They can also share their ideas by relating them to their
real-life experiences.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


FIELD STUDY 1

EPISODE 1: THE SCHOOL

ENVIRONMENT
Yr/Section: BEEd-4B Date: September 25, 2022
Name of Cooperating Teacher: Dr. Alberto Gamboa

Subject Observed: Observation of Teaching Learning
in Actual School

I. Objectives:
A. Describe a learning environment that you have
witnessed.
B. Give the importance of providing a conducive
learning environment for learners.
C. Reflect on the school environment that promotes
learning. What are its characteristics?

II. Steps:
A. Visit an elementary school.
B. Take note of the things found in a school
environment.
C. Compare your visited school with the school you
had at least when you were in the elementary
grades.


Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211



1. What are the characteristics of a conducive school
environment?
➢ One of the characteristics of a conducive school
environment is creating a safe and
admirable ambiance for learning. For example, if you
ask them to do some activity inside your classroom, not
all of them can follow/understand what they should
do.
Future teachers should know how to address their
needs or concerns without making them feel
embarrassed. Our role is to encourage them to learn
and not for us to be why they do not go to school
anymore and hate learning. Second, we shouldn't
include unnecessary designs inside the classrooms to
avoid distractions. Ensuring students are comfortable
in their place and can understand and comprehend
what their teacher is saying. Because if some of the
pupils cannot hear the teacher, you will end up
reiterating the same lesson and instructions, which will
lead to not delivering a quality education because of
not having a conducive school environment. That's why
it is essential to know and consider this factor also.
Third is creating a sense of belongingness inside the
classroom. Letting the children socialize with their
classmates if it is necessary to have fun while learning
is a good sign of a conducive school environment.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


2. Why is it important for teachers to provide

learners with an environment that promotes
learning?
➢ Teachers need to provide learners with an

environment that promotes learning to
encourage students to increase their interest in
listening to their teachers and aiming
for the best. Because if we let the student study in
an environment where they are not
comfortable enough, then most probably, their
learning will be affected. We should
not limit them to the lessons we are feeding them.
We should let them enjoy and have
fun with the limitations and boundaries we have set
as teachers. Having them
experience making mistakes is part of providing
learners with an environment that
promotes learning. If we would not let them stand
on their own feet, they will relay
most of their actions to us teachers, and we should
let them experience the learning
themselves. Because by the end of the day, our role
is to provide them with an
environment that promotes learning and inspires
them to thrive and not stop when they
fail or make mistakes, instead use this as an
opportunity to learn more.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


IV. Analysis
Describe an ideal classroom
➢ The classroom is where the students and teachers
spend most of their time. One of the
characteristics of an ideal classroom is well-
ventilated to avoid suffocation for them
to enjoy and engage in the learning process.
Second, it does not have unnecessary
designs posted on the wall or things scattered on
the floor to avoid distractions,
especially when teaching elementary pupils. The
third characteristic of an ideal
classroom is a well-lighted room, which will help the
students see what is on the board.
Chairs are arranged and organized. It has a
separate toilet and washing area for the
students and teachers. Factors that need to
consider are the place of the room, if it has
a tree in the surrounding that will let the fresh air
enter the room or if it does not have
any distracting noise from the construction site.
These are the things we need to
consider for an ideal classroom to achieve.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


V. Reflection
As a future elementary teacher, what kind of
environment would you like to have? Why do
you want to have that kind of environment?
Illustrate or paste a picture of your chosen
school/classroom environment. Write you insights/
learnings under the picture/illustration.
As a future elementary teacher, I would like this

environment, as seen in the above
pictures. As much as possible, I want my room to be
neat and clean, and free from
unusual decorations. I also want my students to enjoy
the safe space provided for their
learning process. Letting them move comfortably inside
the classroom will help them process the lessons and
share their thoughts freely with their classmates and
teacher. If having a conducive learning environment will
lead to more engagement and fun while learning, I will
invest and put extra effort into making a conducive
learning
environment for them to achieve the quality of
education they deserve.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


VI. Documentation
Take some pictures of the environment of the school
where you are deployed. Write two or three related
sentences about each picture. Maximum of four
pictures.
“MAIN GATE”
When I was in elementary grade, this was just a not-so-big
gate without paint. Now, I can see the improvement and
changes of the school by just looking at this photo.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


B. Analyze
Part I. List down the classroom rules you observed.
Cite the importance of these rules
“BENCH AREA”
In this area, students/parents, or even teachers can sit here
comfortably because of the shed of trees in the surroundings.
Students can take a break in this area. This is probably my
favorite among all the parts of our school.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


“MEDICINAL GARDEN”

This medicinal garden already exists when I was in

elementary grade and I can now see the
relevance of this particular spot. Many of the parents
in our barangay can get herbal plants in this
area, they just simply need to ask permission from the
other teachers.

Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211


“KINDERGARTEN ROOMS”

This area is where kindergarteners have their classes.

As you can see in these photos, the school
promotes a child-friendly environment, and not only
that, it also promotes an eco-friendly environment.
It has a space for unused water bottles that can be
reused and recycled.

LTE4 - MANALANG, Charlene Louise D.-Merged

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DON HONORIO VENTURA STATE UNIVERSITY

Bacolor, Pampanga, Philippines

I. Title: Learning Teaching Through Classroom Based Action Research

Out of these experiences, you might have developed an awareness

UNIVERSITY VISION UNIVERSITY MISSION

Select one situation which you think would be able to identify as

Description of the Problem:

• A.2 PARTICIPATION: Getting the Feel of the Existence of a

◆ If not, what will happen if the problem is not solved?

UNIVERSITY VISION UNIVERSITY MISSION

• A.3 IDENTIFICATION: Developing an Awareness and

Following are some important points or requirements about each stage.

2. Action Planning (Considering alternative course of action)

UNIVERSITY VISION UNIVERSITY MISSION

4. Evaluating (Studying the consequences of an action)

5. Specifying Learning (Identifying general findings)

• A.4 INTERNALIZATION: Identifying the Different Processes

Steps in the Conceptual Framework Corresponding Step or Process in the

c. Taking Action (Selecting a course of We agreed upon to conduct a pop-corn

Some Concepts Common Among the Definitions

UNIVERSITY VISION UNIVERSITY MISSION

4. It aims to improve practices in education.

Following are hypothetical examples of classroom problems.

Classroom Problem Suggested Action to Solve the Problem

⚫ .5. DISSEMINATION: Sharing with Co-Student Teacher and

UNIVERSITY VISION UNIVERSITY MISSION

Together with your Cooperating Teacher and co-student teachers, discuss

List of Classroom Problems Possible Actions to Solve the

UNIVERSITY VISION UNIVERSITY MISSION

Name: Manalang, Charlene Yr. Level/ Sec: BEEd-4B Date: 12/12/22

I. Title: Learning Teaching Through Participating

Here are some definitions of instructional routines:

UNIVERSITY VISION UNIVERSITY MISSION

5.2. EXPOSURE: Noting Down Classroom Management Routines

My Notes of Classroom Management Routines

Then the teacher will pray.

The teacher will ask the

UNIVERSITY VISION UNIVERSITY MISSION

5.3 IDENTIFICATION: Participating in Implementing and Maintaining Management Routines

5.4 INTERNALIZATION: Reviewing Success and Failure of Management of Routines

My Success Stories in Managing My Difficulty/ Failure Stories in

UNIVERSITY VISION UNIVERSITY MISSION

5.5 DISSEMINATION: Committing to Adopt Management Routine Strategies for a

My Compilation of Strategies in Management of Routines

3. After the class (Giving of clear instructions regarding their activities)-

UNIVERSITY VISION UNIVERSITY MISSION

Name: Manalang, Charlene Yr. Level/ Sec: BEEd-4B Date: 12/12/22

I. Title: Learning Teaching Through Assisting

A.1 EXPOSURE: Defining the Parameters of Learners’ Performance

1.Tell the students to pass the papers sideways then forward.

UNIVERSITY VISION UNIVERSITY MISSION

A.2 PARTICIPATION: Getting Acquainted with Learners’ Outputs and Tasks

Quiz 1- Science Method

A.3 IDENTIFICATION: Recognizing the Importance of Good Assessment Practices.

UNIVERSITY VISION UNIVERSITY MISSION

A.4 INTERNALIZATION: “Categorizing Learning Outputs”

Learning Formative Summative Written Performance

UNIVERSITY VISION UNIVERSITY MISSION

A.5. DISSEMINATION: Snapshots of My Assessing of Learning Performance

UNIVERSITY VISION UNIVERSITY MISSION

UNIVERSITY VISION UNIVERSITY MISSION

UNIVERSITY VISION UNIVERSITY MISSION

Cooperating Teacher: Dr. Alberto Gamboa Subject: Teaching Profession