FS401

Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong
FS 401 PORTFOLIO
Observation of Teaching-Learning with actual School Environment
First Semester, Academic Year 2022-2023
VF GRIÑO NATIONAL HIGH SCHOOL

Cooperating School
JUAN C. DELA CRUZ

Pre-Service Teacher
SUBMITTED TO:
EDMARLYN M. PORRAS
PRACTICUM SUPERVISOR
Juan C. Dela Cruz FS 401 Portfolio 2
TABLE OF CONTENTS
Page
PART I: PRELIMINARIES
Title Page 1
Table of Contents 2
Acknowledgment 3
Introduction 4
PART II: FS STUDENT BIOGRAPHY

Autobiography 5
Beliefs in Teaching and Learning (Pre and Post) 6
PART III: WORKSHEETS AND REFLECTION COMPILATIONS

Learning Episode 1 7
PART V: Documentation/Appendices
Pictures 115
ACKNOWLEDGEMENT
INTRODUCTION
AUTOBIOGRAPHY
BELIEFS IN TEACHING AND LEARNING (PRE AND POST)

LEARNING
FIELD STUDY 1
EPISODE
The School Environment
FS 1 1
SPARK Your Interest
This episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.
TARGET Your Intended Learning Outcome
 At the end of this episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (PPST 2.1.1).
REVISIT the Learning Essentials
1. A physical environment conducive for learning is one that has consistent practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social, and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning

environment. They help in building and establishing the school culture. Those boards
become one way for everyone to learn about the vision-mission, goals, and values that the
school upholds.
3. As a basic part of the school’s visual environment, display boards have for general
purposes:
 Decorative- they offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
 Motivational - they encourage students to perform better and have greater confidence.
An example would be the display of students’ outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners’ growth and
progress.
 Informational - they are used as a strategy to readily disseminate information.
 Instrumental - they move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: Teachers Signature: ___________
School: Grade/Year Level:
Date:
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school, look into facilities and support learning areas in the campus, then in the
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available, and say
how each will contribute to the students learning and development.
Will it contribute to the students

Facilities / Description
learning and development? Why?
Office of the
Principal
Library
Counseling
Room
Canteen/
Cafeteria
Medical
Clinic
Audio
Visual/Learni
ng Resource
Center
Science
Laboratory
Gymnasium
Auditorium
Outdoor/
Garden
Home
Economics
Room
Industrial
Workshop
Area
PTA Office
Comfort
Room for
Boys
Comfort
Room for
Girls
Playground
ICT Room
Washing
Area
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report
1. Describe the
community or
neighborhood where
the school is found.
2. Describe the school
campus. What colors do
you see? What is the
condition of the
buildings?
3. Pass by the offices.
What impression do
you have of these
offices?
4. Walk through the
school halls, the library,
and the cafeteria. Look
around and find out the
other facilities that the
school has.

School: Grade/Year Level: Date:
1. Look at the walls of the classroom. What are posted on the walls? What “I entered
heroes, religious figures, lessons, visual aids, announcements, do you the
see posted? classroom
with the
conviction
2. Examine how the pieces of furniture are arranged. Where is the teachers
table located? How are the tables and chairs/desks arranged? that it was
crucial for
me and
every other
3. What learning materials/equipment are present? student to
be an
active
4. Observe the students. How many are occupying one room?
participant,
not a
5. Is the room well-lit and well-ventilated? passive
consumer.
Learning is
a place
where
paradise
can be
created.”
-Bell
Hooks,
Teaching
to
Transgress.
NY:
Routledge,
1994.
An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
CLASROOM FACILITIES MATRIX
Description
Classroom Facilities
(Location, number, arrangement, condition)
1. Wall Display
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials/
Visual Aids
6. Comfort Room
7. Reading Area
8. Personal Care &

Grooming/Health
Area
9. Art Area
10. Numeracy Area
11. Drama Room
12. Audiovisual Area
Write your observations report here.

Name of the School Observed
Location of the school

The breaking down of
Date of Visit information materials
into their component
parts, examining (and
MY OBSERVATION
trying to understand the
organizational structure
of) such information to
develop divergent
conclusions by
ANALYZE identifying motives or
causes, making the
How do the school campus and the classroom in particular impact the learning of
inferences, and/ to
the students going to school? What are your conclusions? finding evidence to
support generalizations.
It involves:
⦁Seeing patterns
How does this relate to your knowledge of child and adolescent development?
⦁organization of parts
How does this relate to your knowledge of facilitating learning?
⦁recognition of hidden
meanings
⦁identification of
components
REFLECT
⦁Question Cues:
1. Would you like to teach in the school environment you just observed?
Why? Why not? Analyze, separate,
order, explain, connect,
2. What kind of school campus is conducive to learning? classify, arrange,
divide, compare, select,
explain, infer (Bloom’s
3. What kind of classroom is conducive to learning? Taxonomy)
4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learning and insights here.

Activity 1.2 Observing bulletin board displays

Subject Area: ___________________ Date:
The display board, or what we are commonly refer to as bulletin board, is one of the most
readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to make
the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
An observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do
you see?
2. Where are the display boards found? Are they in places where target viewers can see
them?
3. What is the display about? What key message do they convey? What images and color
do see? How are the pieces of information and images arranged?
4. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
5. What materials were used in making the displays? Is border used?
6. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
7. Is the message clear and easily understood?
8. Think about what got your attention. Why did it get you attention?
9. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write you observation report:
Observation REPORT
(You may paste pictures of the board displays here.)
From among the board displays that you saw, pick the one that you got most interested in
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display
Location of the Board Display in School
Check the column that indicates your rating. Write comments to buck up your
ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement
NI S VS O
Criteria Comments
1 2 3 4
Effective
communication
It conveys the
message easily and
clearly
Attractiveness
Color and
arrangement catch
and hold interest.
Balance
Objects are arranged

so stability is
perceived.
Unity
Repeated shapes or
colors or use of
borders display
together.
Interactivity
The style and

approach entice
learners to be
involved in engage.
Legibility
Letters and
illustration can be
seen from a good
distance.
Correctness
It is free from
grammar errors,
misspelled words, and
ambiguity.
Durability
It is well-constructed;
items are securely
attached.
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
EVALUATION
Strengths Weaknesses
Description of the Bulletin

Board Layout
Evaluation of educational
content, and other aspects
Recommendations or Suggestions for improvement:
Signature of evaluator over Printed Name:
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
ANALYZE
What do you think was the purpose of the board display?
Did the board display design reflect the likes/interest of its target audience? Why? Why not?
Was the language used clear and simple for the target audience to understand? Why? Why not?
Did the board display effective? Why? Why not?
What suggestions can you make?
Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display

Theme:
Latest Updates with Regards to the Students Activities and Achievements.
Board Title:
Rationale :( Purpose)
Objectives:
Best Features of my proposed bulletin enhancement:
Content Resources (Name each needed resources and give each a brief description):
Materials for aesthetic enhancement:
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
2. Which of the skills you named in # 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
3. Which skills do you need to develop? What concrete steps will you take on how you can
improve on or acquire these skills?
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT ____________.
A. the learning environment promotes fairness

B. is safe and conducive for learning
C. builds many professional linkages
D. establish and maintain consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girl
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III, and IV D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfils which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfils which primary purpose?
E. Instructional-interactive
F. Informational, decorative
G. Motivational, decorative
H. Instructional, informational
SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment
Let your Creativity Shine!
On the opposite box, present and

illustration showing your idea of
an effective school environment
through any of these:
A Descriptive Paragraph
A Photo Essay
A Sketch or Drawing
A poem, song or rap

EVALUATE Performance Task
Evaluate Your Work Task, Field Study 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student: Date Submitted __________
Year & Section: Course:
Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
All observation One (1) to two Three (3) Four (4) or more
questions/tasks (2) observation observation observation
completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished.
Accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly connected answers not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical/ than four (4)
grammar and from errors. spelling errors. grammatical/
spelling are free spelling errors.
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyze. analyzed. what were observed and
observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the the context of the the context of the the context of the
learning learning learning learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- complete; well complete; not complete; not
organized, highly organized; very organized, organized; not
relevant to the relevant to the relevant to the
learning learning outcome learning relevant

outcome. outcomes
Submission Submitted before Submitted on the Submitted a day Submitted two

the deadline deadline after the deadline (2) days or more
after the deadline
Comments Over-all Rating
score (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________________ __________________
Signature of FS Teacher above Printed Name Date
LEARNING
FIELD STUDY 1
EPISODE
Learner Diversity
FS 1 2 Development Characteristics, Needs and Interest
SPARK Your Interest
Episode 2 provides me with an opportunity to observe learners of different ages and

grade levels. It highlights the differences in their characteristics and needs. As a future teacher, it
is important for me to determine my learners’ characteristics and needs so that I will be able to
plan and implement learning activities and assessment that are all developmentally appropriate.

 At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels. (3.1.1).
Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns such as, from the
head to the toe (cephalocaudal), and from the center of the body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning physical, social and emotional, and cognitive are
important, and they are closely interrelated, (NAEYC, 2009).
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities, (NAEYC, 2009).
Activity 2.1 Observing learner characteristics at different stages
Resource Teacher: Teacher's Signature: _________

Date: _________________
To realize the Intended Learning Outcomes, I will work your way through these steps.
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation checklist if a more detailed
observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the
stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2 Note how they also interact with peers. What do they talk about? What are their concerns?
Learners Development Matrix
Record the data you gathered about the learners’ characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The interns
under each domain are by no means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: 4-7 children observed children observed
Physical
Gross motor skills
Fine motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmate/friends
Interests
Others
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
Cognitive
Communication
Skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool
Age range of learners
observed 3-4
Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool
Age range of
learners observed
___3__-4 __
Elementary
Age range of
learners observed
5-12
High School
Age range of
learners observed
13-UP
REFLECT
1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities or differences do you have with the learners you observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not
help you with your needs (physical, emotional, social and cognitive)? How did it affect you?
3. Share your other insights here.

1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal
to accept is because_____________.
A. she thinks what she feels is to special and unique, that no one has felt like this before
the teenager's
WhichB.is your favorite
favorite of word is “no”,
development. and this
How can she will
guidesimply
you asreject everything
a future theClip
teacher? teacher
somesays
C. 14-year-olds are not yet capable
readings about this theory and paste them here. of perspective taking and cannot take the teacher's
perspective
EVALUATE D. teenagers neverTask
Performance listen to adult advice help or it affect
Evaluate2.Your
A preschool teacher
Work Task. is thinking
Field Study 1:about how 2:
Episode best to develop
Learner the fine motor
Diversity: skills of theCharacteristics,
Developmental 4-year-olds.
Which of the following should be best consider?
Needs, and Interests
A. Provide daily coloring book activities
Learning Outcome: Determine the characteristic, needs and interests of learners from different developmental
B. Ask the children to do repeated writing drills everyday
levels.
C. Encourage children to eat independently,
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
Name of FS Student: Date Submitted: _________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/tasks answered/accomplished questions/tasks not
answered/accomplished completely . answered/accomplishe
. answered/accomplished. d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation questions
answers are with depth answers are clearly answers are not clearly were not answered,
and are thoroughly connected on theories, connected to theories; answers not connected
grounded on theories, grammar and spelling One (1) to three (3) to theories, more than
grammar and spelling are free from error. grammatical spelling four (4) grammatical
are free from error. errors. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what were supported by what were shallow, somewhat rarely supported by
observed and analyzed. observed and analyzed. supported by what were what were observed
observed and analyzed. and analyzed.
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes; context of the learning context of the learning
Compete, well Compete, well outcomes; Compete, outcomes; not
organized, highly organized, very relevant not organized, relevant compete, not
relevant to the learning to the learning outcome. to the learning organized, not
outcome. outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more after
the deadline
COMMENTS Rating:
Over-all Score (Based on
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
_________________________________________ ________________
LEARNING
FIELD STUDY 1 Focus on Gender, Needs, Strengths, Interests,
EPISODE
Experiences Language, Race Culture, Religion, Socio-
FS 1 3 economic Status, Difficult Circumstances, and

Indigenous Peoples
SPARK Your Interest
Episode 3 provides an opportunity to observe how differences and gender, racial, cultural
and religious backgrounds, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect on practices that
teachers used in leveraging diversity in the classroom. It also provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
used in addressing the learners needs toward effective teaching and learning.
At the end of this Episode, I must be able to:
 describe the characteristics and needs of learners from diverse backgrounds:

 identify the needs of students with different levels of abilities in the classroom:
 identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class (PPST 3.1.1): and
 demonstrate openness, understanding, and acceptance of the learners' diverse needs and
backgrounds
Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as
uneven rates across different areas of the child's functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve
at a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics,
abilities, interests, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners' linguistic cultural socioeconomic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that the
learners respond and perform at different levels. The teachers assure the students that their
gender identity, culture and religion are respected, their strengths are recognized, and their
needs will be met. These teachers declare to all that everyone has the chance to learn and
succeed. They create a learning community where everyone can work together and contribute
regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 use strategies to build a caring community in the classroom

 model respect and acceptance of different cultures and religions
 bring each of the student's home culture and language into the shared culture of
the school
 provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen awareness of
one's own identity, including one's beliefs and cultural practices. Through serious
reflection one may realize that the self is a product of all the influences of key people in
one's life and the community, real and virtual. Similarly, learners from indigenous groups
carry with them their beliefs, views and cultural practices. One's attitude needs to be that
of openness and respect. Come in not with the view that one's own culture is superior.
We approach with the sincere willingness and deep interest to know and understand the
indigenous peoples' culture. We aim to make teaching-learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous peoples’ groups which have
several smaller ethnic groups within them, the non-muslim groups called the Lumads
in Mindanao, and the lgorots in Northern Luzon. Among others, we have the
Badjaos. Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP). Our country was admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA8371, in 2015 Dead Issued DO 12. 2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. Most useful for you as a
future teacher to remember in the 5 Key Elements of an Indigenous Peoples
Education Curriculum (DO 32, s.2015 enclosure. pp. 15-18)
1. Curriculum Design, Competences and Content. Interfacing the national
curriculum with Indigenous Knowledge are systems and practices (IKSPs) and
Indigenous Learning systems (ILS) the desire of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community's work
view, and its indigenous cultural institutions.
b. Includes and respects the community's expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity,
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigence
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will contribute
to the community's cultural integrity while enabling meaningful relations with
the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and

responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich and complement the community's indigenous teaching-learning
process.
3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived and learned is the primary learning environment and learning space of
indigenous learners
4. Learning Resources. Instructional materials, and other learning resources shall

be developed and utilized in line with the described curriculum content and
teaching learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to

the standards, competencies, skills, and concepts being covered. Their design and
use shall address the needs and concerns of the community and shall be developed
with their participation.
Activity 3.1 Observing differences among learners' gender, needs, strengths, Interests,
and experiences; and differences among learners' linguistic, cultural, socio-
economic, religious backgrounds, and difficult circumstances.

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

gender? By racial or ethnic groups? By their interests? Or are the students in mixed social
groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due
to the following factors
 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status
OBERVATION REPORT
The School Observed
School Address
Date of Visit
ANALYZE
1. Identify the persons who play key roles in the relationships and in and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, as attention seeker, a little teacher, a double pessimist?
What makes the learners assume these roles? What factors affect their behavior!
2. Is there anyone you observed who appear left out? Are students who appear “different?”
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
What does the teacher do to address issues like this?
How does the teacher influence the class interaction considering the individual differences of the
students?
3. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity!
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.

School: Grade/Year Level: Date: ___________
To realize the Intended Learning Outcomes, work your way through these step.
1. Observe at least two of these classes
a.SPED class with learners with intellectual disabilities
b. SPED class with acts with physical disabilities
c.SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your observations
An Observation Guide for the Learners' Characteristics
Read the following carefully before you begin to observe. Then write your observation report
on the space provided
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher and interaction with
others
5. Observe the teacher's method in addressing the individual learning needs of the
students in his/her class.
Name of the School Observed:
School Address:
Date of Visited
OBSERVATION REPORT
ANALYZE
1. Did your observation match the information given by the teacher?
2. Describe the differences inability level of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiate instruction? If
yes, describe how?
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Activity 3.2 Observing the school experiences of learners who belong to Indigenous
groups.

School: Grade/Year Level: Date: ___________
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Pamang mga Agta. General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog. Iloilo
h. Tboli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayaniban Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit through social media. And if still not
feasible consider a "virtual field study through watching Indigenous Peoples in the Philippines
videos. There are several available at Youtube. You can start with this video by DepEd:
DepEd Indigenous Peoples Education Office National Indigenous Month (October) Video.
Retrieved, 2013 from: https://www.com/watch?v=FsMjgQN2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for indigenous Peoples Education
Read the following carefully before you begin to observe. Then write your observation report
on the space provided
If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator
of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know
their norms and customary greetings. This will help you blend in the school
Community and act with respect
2. Observe and not the different parts or areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the caching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teacher, and in the school in general
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity
OBSERVATION REPORT
(You may include photos here)
Name of the School Observed:
School Address:
Date of Visit
ANALYZE
Curriculum Design,
Competencies and Content
Answer each question based on your observation and interview
data
1. Does the school foster a

sense of belonging to
one's ancestral domain, a
deep understanding of the
community's beliefs and
practices? Cite examples
2. Does the school show
respect of the
community's expression
of spirituality? How?
3. Does the school foster in
the indigenous learners a
deep appreciation of their
identity? How?
4. Does the curriculum
teach skills and
competencies in the
indigenous learners that
will help them develop
and protect their ancestral
domain and culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich,
and complement the
community's indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite examples
8. Is cultural sensitivity to
uphold culture, beliefs
and practices, observed
and applied in the
development and use of
instructional materials
and learning resources?
How? (For example,
Culture bearers of the
Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community
values and culture? How?
10. Do assessment processes
include application of
higher order thinking
skills?
What do you think can still be done to promote and uphold the indigenous people’s
knowledge system and practices and rights in schools?
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous people
Uphold and celebrate their culture, beliefs, and practices by
Advocate for indigenous people’s education by

With the principle of individual differences in mind, what methods and strategies will
you member in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the
students' difference ability levels.
Teaching Strategies
As a future teacher, I will remember to:
 Invest time in getting to know each of my students so that I will be able to know their
strengths, weaknesses, interests, and objectives in life for me to build rapport and respond
to their needs since they are all different from each other.
 Reduce pressure impose to them but rather make motivating and enjoying activities for
them to have fun while learning.
 Allow the use of Filipino and English language for recitations or question and to answer
inquiry so that all my students will be given an opportunity to share their ideas, learnings,
and opinions with less pressure.
 Vary the subject related activities and tasks into individual, group, and pair work so that
students have an opportunity to interact, communicate, forms relationship and learn from
their classmates for them to be able to relate with one another.
 Pay close attention to the low achievers in class and conduct a counseling to discover
their problems, difficulty and even hindrances to their focus in learning so as a teacher
one will be able to address it accordingly.
 Use different teaching methods and style such as direct instruction, flipped classroom,
kinesthetic learning, differentiated instruction, inquiry-based learning, exploratory
learning, game-based learning, and students-center learning to match the multiple
intelligence of the students: verbal-linguistic, logical-mathematical, intrapersonal,
interpersonal, and naturalistic.
 Use different learning resources such as:
 Written materials like textbooks, magazines, newspapers, journals, thesis, etc.
 Digital materials like pictures, videos, documentaries, gifts etc.
 Internet resources search engines like Google, Encarta, online websites,
articles, e-books etc.
 Actual experience such as visiting museums, other schools, science centrums,
gallery, work immersion, etc.
 Provide an inclusive learning environment for all the students to feel that they are belong
and cared despite of their individual differences.
 Make sure that there is no discrimination and to treat everyone with fairness and equality.
1. Which statement on student diversity is CORRECT?

B. The teacher must do his/her best to reduce student diversity in class.

C. The less the diversity of students in class the better for the teacher and students.
D. The teacher should accept and value diversity.
E. Student diversity is purely due to students' varied cultures.
2. Which student thinking behavior indicates that he/she values diversity?

C. He/She regards his culture as superior to other's cultures.
D. He/She regards his culture as inferior to other's cultures.
E. He/She accepts the fact that all people are unique in their own way.
F. He/She emphasizes the differences among people and disregards their
commonalities.
3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _______.
A. Affirms and strengthen indigenous cultural identity

B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates, and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community's world
view, and its indigenous cultural institutions
5. All are best practices in using learning resources for indigenous learners, EXCEPT ____.
A. Culturally generated learning resources only include indigenous group's artifacts,
stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D. The indigenous community's property rights are upheld in publishing learning
resources
6. All are best practices for assessment in the Indigenous Peoples Education Framework.
EXCEPT ________.
A. Including the practice of competencies in actual community and family
situation.
B. Applying higher order thinking skills and integrative understanding across subject
areas.
C. Using informational context in the assessment standards and content faithfully
without modification
D. Including community-generated assessment processes that are part of indigenous
learning system
7. Read the following comment by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, no?
C. Nakita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang uto,

para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito maari kitang tulugan.
8. Which of the following demonstrations differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work
with the same topic but assign a different task appropriate for each group to
accomplish.
B. The teacher divides the class into three heterogeneous groups and assign the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assign deferent content
topics for the group to work on.
D. The teacher groups the learner by ability level and assign each group a different
tack on the same topic, and then request three different teachers, each to assess one
of the groups.
9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable
B. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except by lecturing
C. Preparing two different sets of examination, one for the fast learners and another
for the slow learners
D. Applying two sets of different standardsEVALUATE Performance Task

Evaluate Your Work Task, Field Study 1, Episode 3 Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
Learning Outcome: describe the characteristics and needs of learners from diverse backgrounds;
identify the needs of students with different levels of abilities in the classroom; identify best
practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST
3.1.1): and demonstrate openness, understanding, and acceptance of the learners' diverse needs
and backgrounds

Very Needs
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks not questions/tasks
answered/ not answered/ answered/ not answered/
Accomplished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered observation
depth and are clearly clearly connected answers not
thoroughly connected to to theories; one (1) connected to
grounded on theories; to three (3) theories; more
theories; grammar and grammatical/ than four (4)
grammar and spelling are free spelling errors. grammatical/
spelling are free from errors. spelling errors.
from error.
clear; supported depth; shallow; somewhat shallow; rarely
by what were supported by supported by what supported by
observed and what were were observed and what were
analyze. observed and analyzed. observed and
analyzed. analyzed.

Artifacts reflected on in reflected on in reflected on in the reflected on in
the context of the the context of context of the the context of
learning the learning learning outcomes; the learning
outcomes; outcomes; complete; not outcomes; not
complete, well- complete; well organized, relevant complete; not
organized, organized; very to the learning organized; not
highly relevant relevant to the outcomes relevant
to the learning learning
outcome. outcome
Submission Submitted before Submitted on Submitted a day Submitted two

the deadline the deadline after the deadline (2) days or more
after the deadline
score (Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________________ __________________
FIELD STUDY 1 LEARNING Learner Diversity: The Community and Home

EPISODE
FS 1 4
Environment
SPARK Your Interest
Episode 4 provides opportunities for you to have more in-depth look into the factors that affect
the development of a learner. Focus will be on the early experiences and characteristics of the leaner
as described by the family and other significant others. You will also focus how the teacher links
with the community to maximize the learning and development of students.
TARGET Your Intended Learning Outcomes

 describe the influencing factors in the home environment that affect the students learning.
 seek advice concerning strategies that build relationships with parent’s guardians and the
wider community (6.2.1); and
 identify effective strategies on how teachers can work together with the family.
REVISIT the learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner's environment. The layers are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem
includes the the connection the bigger social Outmost layer the element of
structure such between the system which which includes time patterns of
one's family structures in the includes the city cultural values stability and
school and microsystem government, the customs and laws pacing of the
neighborhood workplace, and child's everyday
the mass media life
The model helps the teacher investigate every aspect in the learner's environment to understand
his behavior. The teacher's important role is not to replace what is missing at home (if any), but to
work so that the school becomes an environment that welcomes and nurtures families. The teacher
works to create work to create a partnership with the family and the community to bring out the best
in every learner.
2. Baumrind's Parenting Styles
Authoritarian. Parents are very firm with their child and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection,
physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged with children. Neither demanding nor responsive to
children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children
understand consequence of their behavior.
Children of:
Authoritarian Parents; are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive luck self-control that they have low levels of independence and responsibility.
Rejecting-Neglecting Parents; are found to be the least competent in their overall functioning and
adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock 2001

Activity 4.1 Observing the learner's community and home environment
School: Grade/Year Level: Date: _________________
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

Use the activity form provided for you to document your observations.
Read the following carefully before you begin to observe/interview. Then write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development
 physical- body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active, etc.)
 social interaction with teachers and classmates (loner, shy, sociable, friendly, get into
fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 cognitive (appears to understand lessons cope with the lessons, excel, lags, shows
reasoning skills, turn in assignments and requirements, etc.)
Interview the Teacher

1. What are the most noticeable characteristics of the learner? (Emotional disposition, behavior
and discipline, sense of responsibility study habits, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss"
How do they decide of the best course of action to resolve issues of problems?
3. How does the teacher while resources in the community to support the teaching-learning
process? How does the teacher utilized work with the community to meet the needs of the
learners!
Interview with Parents

1. Conduct a home visit. Once there observe the home set-up, Home is orderly.
family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which
you feel comfortable
An Observation/ Interview Guide for Home-School Link

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth: Age:
Grade/Year Level: Gender

Number of Siblings:
Birth Order:
Parents:
Mother:
Age: Occupation: Educational Attainment:
Father: Occupation: Educational Attainment:
Learner’s Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner.
2. Ailments or health problems of the learner as a child.
3. Age of the learner when he started to walk/talk.
4. Food preferences of the learner as a child and at present
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing, or shy, loner).

2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:
1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all the necessary data, Write the learner’s development profile
using the outline below. Type the profile on a separate sheet and attached it to this learning
episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learners Development Profile

Name of the Learner:
School:
Date of Home Visit:

Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings: Birth Order:
Parent
Mother: Age:
Occupation: Educational Attainment:
Father: Occupation: Educational Attainment:
Physical Development
Social Development
Emotional-Moral Development
Cognitive Development
Findings
Conclusions
Recommendations
ANALYZE
Your findings and recommendations in the Learner Development Baumrind's Parenting Styles
Profile will help you answer the questions here.
Authoritarian. Parents are very
firm with their child and expect
unwavering and unquestioning

obedience. Rules are set by
1. From your home visit and interview, what do you think is the parents and misbehavior is met
with withdrawal of affection,
style of parenting experienced by the learner? Explain your physical punishment or threats.
answer. Permissive. Parents are not firm
or controlling. They have few
expectations. May be warm and
caring but appear to be
uninvolved and uninterested.
Rejecting-Neglecting. Parents are
2. Relating your data with what you learned from child disengaged with children. Neither
development, what family factors do you think contribute to the demanding nor responsive to
children. Provide no structure,
development and over-all adjustment of the learner in school?
supervision, support or guidance.
Authoritative. Parents achieve a
good blend. They are firm yet
loving. Have clear and reasonable
expectations and limits for their
3. Does the communication between the home-school influence children. Treat children with
the learner? If yes, what are these effects? respect and warmth. Make
children understand consequence
of their behavior.
Children of:
4. How can the teacher partner with the community to contribute Authoritarian Parents; are often
unhappy, fearful, withdrawn,
to the development and learning of the students? Who are the
inhibited, hostile and aggressive.
people or which institutions can the teacher tap to seek advice They have low self-esteem and
regarding the development and learning of students difficulty with peers.
Permissive Parents: believe that
their parents do not care for them.
They are often impulsive,
aggressive luck self-control that
they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents;
are found to be the least
competent in their overall
functioning and adjustment.
Authoritative Parents: are
socially competent, self-reliant,
and have greater ability to show
self-control. They have higher
self-esteem and are better
adjusted.
-Based on Child Development by
Sontrock 2001
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III Hostile
IV. Withdrawn
A. I and II B. I, II and III

C. II and III D. I, II, and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting styles contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive

Color Your
World…
1. Make an artistic,
colorful, and creative
visual expression of
your insights or
feelings about the
influence of the
home and school and
community to the
learners.
Then, write a few

statements on the
space below about
2. your visual art
Stick
with
Acrostic…
2. make a reflection
acrostic about the
home, school and
community.

Evaluate Your Work Task. Field Study 1: Episode 4: Learner Diversity: The Community and
Home Environment
Learning Outcome: Describe the influencing factors in the home environment that affect the
students’ learning *seek advice concerning strategies that built relationships with
parents/guardians and the wider community (6.2.1) and *identify effective strategies on how
teachers can work together with the family.

Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
________________
FIELD STUDY 1 LEARNING Creating an Appropriate Learning Environment
EPISODE
FS 1 5
SPARK Your Interest
This learning Episode provides an opportunity to mine how classrooms are structured or
designed to allow everyone's maximum participation for effective learning. You should be able to
examine how classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating learner
Centered-Teaching and The Child and Adolescent Learners and Learning Principles
.

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.

The classroom climate that is conducive for learning is one that is non-threatening yet business-
like. It is a classroom where, when creating audio-visual presentations, the following are observed:
 Specific classroom rules and procedures are clear
 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for such
are communicated
 Classroom processes are democratic
1. As you observe the class, investigate the characteristics of the learners. Note their
ages.
1. How
Activity many boysTime,
5.1 Managing are there? How
Space andmany girls? Resources
Learning
Resource Teacher: Teacher's Signature:_________

2. Focus on their behavior. Are they already able to manage their own behavior?
School: BUENAFLOR ELEMENTARY SCHOOL Grade/Year Level: VI
Date:_________________
3. Can the learners already work independently?
OBSERVE
4. Describe their span of attention.
Observe and use the observation sheet provided for you to document your observations
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also
good to ask the teacher for additional information, so you can validate your observation. Write
your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage age of teaching aids, books,
students' belongings, supplies, etc.). Describe these areas. Will it make a difference is these
areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What's the effect of student’s participation in
rulemaking on student's behavior?
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment
of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off task, what does the Resource Teacher do?
Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
REFLECT
Reflection as a future teacher
1. Why do you need to enforce positive discipline?
Activity 5.2 Identifying the Different Aspects of Classroom Management Resource Teacher

Date: _________________
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you
answer the analysis
questions)
1. Specific Areas in the
classroom
2. Classroom Rules
3. Classroom Procedures
4 Daily Routines
5. Seating Arrangement
6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level. Why?
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
3. Should learners be involved in making the class rules? Why?

Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-regulation in the

students. Which of the following teacher statements demonstrates focusing on natural
consequences?
A. “Those who were noisy today during seatwork will not be allowed to play games in the
computer later.”
B. "If it takes you longer to finish the seatwork because time is wasted with chatting, then we
won't have time to go to the playground anymore.”
C. "Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the
3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when _________.
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learner’s behavior, they should do
all EXCEPT ___________.
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners' rights
Paste pieces of evidence of classroom rules that work in class. You may also put pictures to the
of the physical space and learning stations which contribute to the effective implementation of
classroom management.

Evaluate Your Work Task. Field Study 1: Episode 5: Creating an Appropriate Learning
Environment
Learning Outcome: Plan on how to manage time space, and resources. Provide a learning environment
appropriate to the learners and conducive to learning.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS Rating:
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
_________________________________________ ________________
FIELD STUDY 1 LEARNIN Classroom Management and Classroom Routines

G EPISODE
FS 1 6
SPARK Your Interest
This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.
At the end of this episodes, I must be able to
 identify the classroom routines set by the teachers; and
 observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and learning
routines don't just make the life of the teacher easier. The save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
 To run your daily activities, run smoothly.

 Ensure you to manage time effectively.
 Help you maintain order in the classroom.
 Make you more focused on teaching because you spend less time in giving directions/
instructions; and
 Enable you to explain to the learners what are expected of them.

Activity 6.1 Observing Classroom Management and Routines

Date: ___________
OBSERVE
Observe the classroom of the Resource Teacher by accomplishing the given checklist
Checklist on Classroom Routines
Check Yes ( ) if observed and ( ) if not observed.
Classroom Routines Observed ( ) Not Observed (

)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/comfort room / washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/ emergencies
18. Movement between activities
19. Use of classroom supplies

20. Checking of assignments
Others, please specify
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
2. Which of those routines where systematic and consistently implemented? Explain your
answer.
REFLECT
Reflect on the various routine observe.
1. Which of the routine will you most likely apply in your class? Why? Why not?
Activity 6.2 Listing Down Classroom Rules
Resource Teacher: Signature: ___________

Date: ___________
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules in sure the students' engagement and
focus in their classroom activities.
Classroom Rules Importance

ANALYZE
1. Analyze each given rules. What circumstances led to the formulation of the to the k rule?
2. Are classroom rules important?
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
Take some snapshot of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.
Evaluate Your Work Task, Field Study 1 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and observe how the
students execute the various classroom routines.
Very Needs
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
Accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
depth and are clearly connected clearly connected answers not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical/ than four (4)
grammar and from errors. spelling errors. grammatical/

spelling are free spelling errors.
from error.
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyze. analyzed. what were observed and
observed and analyzed.
analyzed.

Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the the context of the the context of the the context of the
learning learning learning learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- complete; well complete; not complete; not
organized, highly organized; very organized, organized; not
relevant to the relevant to the relevant to the relevant
learning learning outcome learning
outcome. outcomes
Submission Submitted before Submitted on the Submitted a day Submitted two

the deadline deadline after the deadline (2) days or more
after the deadline
score (Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________________ __________________
1. What term applies to the established ways of managing a classroom into more organized and
systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?
A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of the class discussion
3. What is the primary reason for the establishment of classroom routines?
A. To ensure order sent
B. To eliminate stress
C. To be always fair
D. To control the class
4. To ensure order in the transition activities, what must be done? sent
A. Assign a leader
B. Post the rules sent
C. Let students work in groups
D. Set the rules before activity
5. What routine must be set to guarantee the safety of the students?
A. Assign a leader
B. Let them work in pairs
C. Let them work individually
D. Set the do's and don’ts in every activity

FIELD STUDY 1 LESSON EPISODE Physical and

Personal Aspects of
FS 1 7 Classroom
Management
SPARK Your Interest
This Episode tackles classroom management and discipline. It focuses on the personal
physical aspects of classroom management which are central to teaching and therefore must be
consistently implemented.
 identify the two (2) classroom management; and

 determine the classroom management strategies that the Resource Teacher
employed in his/her class.
REVISIT the Learning

Essentials
Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused, attentive on tasks and academically productive
in class.
Importance of Effective Classroom Management
 increases chance of student success.

 paves the way for the teacher to engage students in learning.
 helps create an organized classroom environment.
 increases instructional time - creates consistency in the employment of rules and
regulations.
 aligns management strategies with school wide standards.
 decreases misbehavior in the classroom.
 gives student boundaries as well as consequences
Two aspects of Classroom Management.

1. Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 . voice
1.2 . personal grooming
1.3 . attendance
1.4 . punctuality
1.5 . personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the security
and order in the class. It includes:
3.1. ventilation
3.2. lighting
3.3. acoustics
3.4. seating arrangement
3.5. structure / design of the classroom
3.6. physical space/learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.

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

Activity 7.1 Management

Date: ___________
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline. Check if
these aspects were observed in the classroom.
ASPECTS OF CLASSROOM MANAGEMENT YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners.
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1. 3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?

1.5 Does the teacher exude a positive attitude towards in teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?

2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space/learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions?
1. How does the voice of the teacher affect classroom instruction?
2. How does the punctuality of the teacher affect classroom discipline?
3. Why do we need to check on the physical aspects of classroom management?

REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management”.
2. What are your plans in ensuring effective classroom management?
Activity 7.2: Demonstrating knowledge of positive and non-violet discipline in the

management of learner behavior.

Date: ___________
OBSERVE
Observed the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by Resource Teacher.
Check (/) observed, put an (X) if not observed and 0 for no opportunity to observed.
Effective classroom management strategies Observed Not Not

observed opportunity
to observe
1. Model to the student how to act in

different situation
2. Establish classroom management
3. Document the rules
4. Refrain from punishing the entire class
5. Encourage initiative from class
6. Offer praise and rewards.

7. Use non-verbal communication
8. Take time to celebrate group effort
9. Let students work in group
10. Interview students to assess their needs
11. Address bad behavior quickly
12. Consider peer teaching
13. Continuously engage the student
14. Assign open-ended project
15. Write group contacts
Others (PLEASE SPECIFY)
16.
17.
18.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute
better classroom management? Explain your answer.
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
REFLECT
As a future teacher, reflect on the observation then answer the given question.
1. What classroom management strategies do I need to employ to response to diverse types of

learners?
SHOW YOUR ARTIFACTS

Show piece(s) of evidence of learning to capture the classroom management strategies used by
your Resource Teacher.
Evaluate Your Work Task. Field Study 1: Episode 7: Physical and Personal Aspects of Classroom
Management
Learning Outcome: identify the two (2) classroom management; and determine the classroom
management strategies that the Resource Teacher employed in his/her class.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
_________________________________________ ________________
1. How will you prevent truancy among students?
A. Check attendance regularly.

B. Allocate budget for each student.
C. Improve sanctions on absentees
D. Always prepare and teach your lessons effectively.
2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grader they deserve based on their performance.
3. How will you help the shy and timid students in your class? A. Treat
them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities as possible in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.

B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students

"Remember I am the person in authority here. I have the power to pass or
fail you." Do you agree with Teacher Helen's reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.

LEARNING
FIELD STUDY 1
EPISODE
Understanding the School Curriculum
FS 1 8 Close Encounter with the School Curriculum
SPARK Your Interest
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each team in each grade level. Thus, schools have recommended
curriculum which is the enhanced K to 12 curricula. The recommended curriculum was translated
into written curriculum like books, modules, teachers' guides, and lesson plans which are the basis of
the taught curriculum. A teacher who implements the curricula needs support materials (support
curriculum) to enhance teaching and learning so that the written and the taught curricula can be
assessed (assessed curriculum) to determine if learning took placed (learned curriculum). However,
there are so many activities that happen in schools but are not deliberately planned. This refers to the
hidden curriculum.
A classroom teacher plans, implements, and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan or a learning plan. The teacher then puts life to lesson plan
by using it as a guide in the teaching-learning process where different strategies can be used to
achieve the learning objectives or outcomes. There are many styles of writing a less plan, but the
necessary parts or elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching --
Learning Strategies, and (d) Evaluation or Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode,
learning will be achieved with the classroom teacher is a guide.
At the end of this Episode, I must be able to.

 identify the different curricula that prevail in the school setting.
 describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment
School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school in this course limits such definition of total
learning outcomes to confine to a specific learning space called school. Schools are formal
institutions of learning where the two major stakeholders are the learners and the teacher.
Basic education in the Philippines the Department of Education or DepEd and the
recommended curriculum is the K-12 Enhanced Basic Education Curricula of 2013. All basic
education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10,
Junior High School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. strengthens the early childhood education with the use of the mother tongue,
2. makes the curriculum relevant to the learners. The use of contextualized lessons and addition
of issues like disaster preparedness, climate change and information and communication
technology (ICT) are included in the curriculum. Thus, in-depth knowledge, skills and
values, attitude through continuity and consistency across every level and subject,
3. builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills,
4. ensures unified and seamless learning. The curriculum is designed in a spiral progression
where the students learn first the basic concepts, while they study the complex ones in the
next grade level. The progression of topics matches with the developmental and cognitive
skills. This process strengthens the mastery and retention,
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will
be ready for college or tech voc careers. Their choice of careers will be defined when they go
to Grade 11 and 12,
6. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be ready to
embark on different career paths for a lifetime. You will recall that a school curriculum is of
many types for the kindergarten to Grade 12 in the country.
• The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to

be used nationwide as mandated by Republic Act 10533.
• When the curriculum writers began to write the content and competency standards of the
K to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA
10533 or the Enhanced Basic Education Act of 2013. In the teacher's class it is the lesson
plan. A lesson plan is a written curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the
teacher is very crucial.
• A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory, and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
• To find out if the teacher has succeeded in implementing the lesson plan, an assessment
shall be made. It can be done in the middle or end of the lesson. The curriculum is now
called the Assessed Curriculum.
• The result of the assessment when successful is termed as Learned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning outcomes.
• However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.
So, what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who
• know and understand the curriculum as enumerated above.
• write the curriculum to be taught.
•plan the curriculum to be implemented.
•initiate the curriculum which is being introduced.
•innovate the curriculum to make it current and updated.
• implement the curriculum that has been written and planned; and
• evaluate the written, planned and learned curriculum.


Activity 8.1 Curricula in the School Setting
It’s time to look around. Discover what curriculum is operating in the school setting. Recall the
types of curricula mentioned earlier. Can you spot where these are found? Let’s do a hunting
game!
OBSERVE

Date: _________________
1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process, and record your information in the matrix below. Describe
your observations.
Type of Curriculum Where found Description
1. Recommended Curriculum
(K to 12 guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning Process)
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
ANALYZE
Which of the seven types of curriculums in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A closer Look

Date: _________________
OBSERVE
This activity requires a full les observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in particular grade/year
level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning. Implementing and Evaluating/
Assessing. Observe and record your observation.
Observe and Record Observation on the Following Aspects Major Curriculum
Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior
Components of the teacher along the key points. Write your observation and
description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts do
you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?

c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? / Or were they participating in the
class activity?
f. I Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
2. Was the lesson implemented as planned? Describe.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
4. Can you describe most students' reactions after the lesson was taught? Confused? Happy
and eager? Contented? No reactions at all.
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Date: ________________
OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson:

II. Subject area:
III. Grade Level:
Outcomes Teaching Method Assessment
ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
2. Will the outcomes be achieved with the teaching methods used? Why?
3. What component would tell if the outcomes have been achieved?
REFLECT
What lessons have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can
be pictures, documents, or others.
1.Recommended Curriculum (K to 12 Given that the students are under the K to 12

guidelines) Curriculum.
2.written Curriculum (Teacher’s Lesson Plan)
3.Taught Curriculum (Teaching Learning
Process)
4.Supported Curriculum (Subject Textbook)
5.Assesed Curriculum (Assessment Process)
6.Learned Curriculum (Achieved Learning
Outcomes)
7.Hidden Curriculum (Media)
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan
A Lesson Plan in Oral Communication
Content Standard: The learners recognizes that communicative competence requires

understanding of the speech style.
Performance Standard: The learners demonstrate effective use of communicative strategy

in the variety of speech situation.
I. Learning Objectives:
1. Distinguish the types of speech style. (EN11/120C-Ifj-17)
2. Identify social situations in which each speech style is appropriate to use. (EN11/120C-
Ifj-18)
3. Give the appropriate language forms to be used in a particular speech style. (EN11/12C-
Ifj_19)
II. Subject Matter:

Content: Types of Speech Style
Materials: pictures, projector, computer
References: Oral Communication in Context; p.35
by: Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos Oral Communication
in Context, pp. 49-51
by: Ramona S. Flores
Process Skills: Explaining, formulating
Values Integration: Courtesy
I. Learning Activities
a. Review:
- What was our lesson yesterday?
- What are the Types of Speech Content?
- Compare Interpersonal and Intrapersonal Context?

b. Motivation:
Do you believe that the way we speak shows our attitude? Why?
c. Activity:
How will you say “Happy Birthday” to your:
a. girlfriend / boyfriend
b. Mother / Father
c. Teacher Adviser
d. friend
d. Situational Analysis:
* Why do you differ with our style when talking to different persons?
* Why is it necessary to have an appropriate language or a vocabulary to be
used or observed when we are engaging ourselves in communication?
e. Lesson Proper and Deepening of Input

The teacher will have a deepening of the lesson and discuss on the different
styles of speech.
f. Abstraction:
* When can we say that a speech is formal?
* What would be our appropriate vocabulary to be observed when we are
talking to our school principal?
g. Application
Grouping of the class into 3 and each group will be given one task to
Make. Let them report afterwards.
Group 1 Task: Make a dialogue out of the picture given.

Group 2 Task: List down at least two examples on each style.
Group 3 Task: Identify the style used by reading the text messages.
h. Integration: Why is it important to know who our audience are when we are
speaking?
II. Evaluation
Direction: Identify the type of style appropriate for the following situations.
1. talking to a costumer or psychiatrist
2. delivering campaign speeches
3. talking and laughing about memorable experiences
4. having a one-on-one conversation with a loved one
5. delivering an oratorical speech
III. Assignment:
What are the Types of Speech Act?
Demonstrated by:
RICHIE G. FACIOLAN
Teacher Applicant
Activity 3: Artifact
19. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
IV. Lesson Title: Ang mga Paraan ng Pakikipaglaban ng mga Pilipino para sa Kalayaan
Laban sa Hapon
Subject Area: K-12 Gabay Pangkurikulum sa Kurikulum APAN

Grade Level: 6
Lesson Outcomes Teaching Methods Evaluation

Evaluate Your Work Task. Field Study 1: Episode 8: Close Encounter with the School Curriculum
Learning Outcome: Identify the different curricula that prevail in the school setting. *Describe how the
teacher manages the school curriculum by planning, implementing lessons through different
strategies and assessment of learning outcomes.
*Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
_________________________________________ ________________

Choose the correct answer from the options given

1. When we say school curriculum it only refers to the K to 12 curricula.
A. This statement is true
B. This statement is not true
C. This statement is half true
D. This statement is silly
2. A professional teacher should skills to address the need for a curricularist EXCEPT one.
Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C Implementer of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community tradition, advancement in technology, though

not deliberately taught in the lessons will influence the curriculum. This is referred to as ______.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden Curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important why there should be constructive alignment of the components of
the curriculum?
A. For case of correcting by the school principal
B. To assure that each component contributes to the attainment of the learning outcomes
C. As a required template when starting to write a lesson plan
D. As a model of other lesson plans written and published
FIELD STUDY 1 LEARNING Preparing for Teaching and Learning

EPISODE
FS 1 9
SPARK Your Interest
This Episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realistic and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
Facilitating Learner-Centered Teaching.

► identify the teaching-learning practices that apply or violate the principles of teaching
Learning.
► determine the guiding principles on lesson objectives/learning outcomes applied in
instruction.
► judge if lesson objectives/intended learning outcomes are SMART.
► determine whether the intended learning outcomes are achieved at the end of the lesson.
► observe the teaching methods used by the Resource Teacher, and
► differentiate the different methods of teaching
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes,
2. Learning is an active process, "What I hear, I forget; what I see, I remember; what I do, I
understand."
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consist of systematic and orderly steps in teaching-learning process. It is the
practical realization or application of an approach. All methods of teaching can be classified
either as deductive (direct) or inductive (indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the
generalization, concrete, experience
abstraction and ends Methods details, examples
with concrete, Of
and ends with a rule,
experience, details Teaching generalization
examples abstraction
Activity 9.1Demonstrating an Understanding of Research-Based Knowledge
Principles of Teaching and Learning

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

Principles of Learning apply the
principle of learning
1. Effective learning begins with the
setting of clear and high expectations
of learning outcomes
2. Learning is an active process
3. Learning is the discovery of personal

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

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration
ANALYZE
1. What principles of learning were most applied?
Most Applied
Least Applied
Give instances where this/these principle/s could have been applied?
REFLECT
From among the principles of learning, which one do you think is the most important?
Activity 9.2 Identifying Learning Outcomes that are aligned with Learning Competencies

Date: _________________
OBSERVE
Observe class, this time focusing on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lessons.
(SMART
Achieved
Objectives)
Learning Outcomes
YES NO YES NO
1. Analyzing pictures
2. Sketch and paint a mural using

colors and shapes
3. Make a paragraph from picture

presented
4. Paints a landscape using colors

and shape
5. Realize the choice of colors and

shape
2. Cite pieces of evidence that these learning outcomes were achieved.

1. The learners output.
2. The paragraph they presented.
3. Picture of student using colors and shape.
4. Students task to make an observation report on their work.
5. The pupils will need to comply their requirement as their projects on time, the
project is making a task.
ANALYZE
1. Do SMART objectives make the lesson more focused?
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Date: _________________
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observation and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one Did teacher connect lessons to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
a) Constructivist-connected to experience of learners; learners constructed new lesson

meanings.
b) Inquiry-based
c) Developmentally appropriate-learning activities fit the developmental stage of children
d) Reflective
e) Inclusive- No learner was excluded; teacher taught everybody.
f) Collaborative- Students worked together
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
REFLECT
Reflect on
Principles of teaching worth applying
Direction: Encircle the letter of the correct answer
1. Teacher Rose believes that students need not know the intended learning outcome of the
lesson. She proceeds to her learning activities at once without letting them know what they
are supposed to learn for the day. Which principle of learning does Teacher Rose negate
a. Effective learning begins with setting clear expectations and learning Outcomes
b. Learning is an active process
c. Learning is the discovery of the personal meaning of ideas
d. Learning is a cooperative and a collaborative process
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
a. Learning is an active process

b. Learning is the discovery of the personal meaning of ideas.
c. Learning is a cooperative and collaborative process
d. Effective learning begins with setting clear expectations and learning outcomes
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
a. Lesson objectives intended learning outcomes must integrate 2 or 3 domains-
cognitive, skill and affective or cognitive and affective or skill and affective.
b. Begin with the end in mind.

c. Share lesson objectives /intended learning outcomes with students.
d. Write SMART lesson objectives intended learning outcomes
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom's
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom's revised taxonomy, in which level of cognitive

processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show intended learning outcomes and the
method used in class.
Evaluate Your Work Task. Field Study 1: Episode 9: Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of
teaching learning; determine the guiding principles on lesson objectives/learning outcomes
applied in instruction; judge if lesson objectives/intended learning outcomes are SMART;
determine whether or not the intended learning outcomes are achieved at the end of the lesson;
observe the teaching methods used by the Resource Teacher and differentiate the different
methods of teaching.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
_________________________________________ ________________
LEARNING
FIELD STUDY 1
EPISODE
The Instructional Cycle
FS 1 10
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum and
teacher education curriculum are focused on outcomes, standards, and competencies. This means
that lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods, and Strategies and in other professional subjects in Education.
At the end of this Episode, I must be able to.

►identify the application of some guiding principles in the selection and use of teaching
strategies
►determine whether or not the lesson development was in accordance with outcome-based
teaching and learning
►identify the Resource Teacher's questioning and reacting techniques
►outline a lesson in accordance with outcome-based teaching-learning
These are the guiding principles in the selection and use of teaching methods.
1. Learning is an active process
2. The more senses that are involved, the more and the better the learning
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning
5. Good teaching goes beyond recall of information
6. Learning is meaningful when it is connected to students' everyday life.
7.An integrated teaching approach is far more effective than teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards and Competency-Based teaching with its K to
12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has
been ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency.
Standards-Based Teaching and Assessment. CHED requires all higher education

institutions in the country to go Outcome-Based Education (OBE) in the CHED Memo 46, s.
2012. Outcome-Based teaching and learning (OBTL) is OBE applied in the teaching-learning
process. It is equivalent to competency-Based and Standards-Based teaching and learning in
the K to 12 Curriculum.
When you apply OBTL, you see to it that the teaching-learning activities (TLAs) and in
turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other
words, is OBTL you first establish your intended learning outcomes (lesson objectives). Then
you determine which teaching learning activities (TLAs) and also assessment tasks (ATs)
you would have to use to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLAs’ are the activities we use
to teach and the ATs are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have the mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of questions that Teachers Ask
1. Factual/Convergent/Closed/Low Who, What, Where, When questions with

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

level/Higher order/Conceptual answer
Have you learned something from our

a. Evaluation
discussion?
e.g., When the phone rang and Liz picked it

b. Inference up, she was all smiles. What can you infer
about Liz?
What is the difference between sound and

silence
c. Comparison
d. Application Create a video of proper handwashing.
e. Problem-solving What can you do to be healthier?
3. Affective e.g., How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

School: Grade/Year Level: `
Date: _________________
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observation with the help of the guide questions.
e.g., Teacher used video on how

1. The more senses that are involved, digestions takes place and a model of the
the more and the better the learning.
human digestive system.
2. Learning is an active process.
3. A non-threatening atmosphere
enhances learning.
4. Emotion has the power to increase

retention and learning.
5. Good teaching beyond recall of

information.
6. Learning is meaningful when it is

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

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

Activity 10.2 Determining Outcome-Based Teaching and Learning

Date: _________________
OBSERVE
Observe a class and answer the following questions.
1. Did the teacher state the learning objectives/intended learning outcomes (ILOs)
beginning of the class? Did he/she share them with the class? How?
2. What teaching-learning activities (TLEs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
3. What assessment task/s did teacher employ? Is/are these align to the lesson
objectives/ILOs?
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
Reflect on the use of OBTL.

Activity 10.3 Applying Effective Questioning Techniques

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

Types of Question
teacher asked
1. Factual/Convergent/Closed/Low
level
2. Divergent /Higher order/Open-

ended/Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods! “Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?
REFLECT
Reflect on
The importance of using various reacting techniques
Show proofs of learning that you were able to gain in the Episode by interviewing at least two
teachers on their thoughts on OBTL.
Evaluate Your Work Task. Field Study 1: Episode 10: The Institutional Cycle
Learning Outcome: Identify the application of some guiding principles in the selection and use of
teaching strategies; determine whether or not the lesson development was in accordance with
outcome-based teaching and learning; identify the Resource Teacher's questioning and reacting
techniques; and outline a lesson in accordance with outcome based teaching-learning.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
_________________________________________ ________________
Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.

B. Teach your content from multidisciplinary perspective
C. Group students for work or project, the way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps
2. The more senses that are involved, the more and the better the learning which practice is
aligned with this principle?
A. Employ cooperative learning.

B. Teach using mostly verbal symbol.
C. Invite parents as resource speaker in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
A. Content C. Scope of subject matter

B. Intended Learning Outcome D. Teaching and Learning Activity
4. Which type of question will least promote interaction among students?
A. Divergent Convergent
B. Conceptual D. Inference
5. To obtain well-thought-out answers, which questioning behavior helps?
A. Allowing sufficient time

B. Asking open-ended questions
C. Asking non-direction question
D. Involving as many as possible

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Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

VF GRIÑO NATIONAL HIGH SCHOOL

JUAN C. DELA CRUZ

PART II: FS STUDENT BIOGRAPHY

PART III: WORKSHEETS AND REFLECTION COMPILATIONS

BELIEFS IN TEACHING AND LEARNING (PRE AND POST)

The School Environment

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

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

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Teachers Signature: ___________

School: Grade/Year Level:

Will it contribute to the students

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

Resource Teacher: Teachers Signature: ___________

An Observation Guide for the CLASSROOM VISIT

8. Personal Care &

10. Numeracy Area

11. Drama Room

12. Audiovisual Area

Write your observations report here.

Name of the School Observed

Location of the school

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

5. Write your additional learning and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: Teachers Signature: ___________

An observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

5. What materials were used in making the displays? Is border used?

7. Is the message clear and easily understood?

9. Take a photo of the display boards (if allowed).

(You may paste pictures of the board displays here.)

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display

Location of the Board Display in School

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

Objects are arranged

The style and

Bulletin Board Evaluated by:

Brief Description of the Bulletin Board:

Description of the Bulletin

Recommendations or Suggestions for improvement:

Signature of evaluator over Printed Name:

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

Did the board display effective? Why? Why not?

What suggestions can you make?

My Proposed Board Display

Latest Updates with Regards to the Students Activities and Achievements.

Best Features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

LINK Theory to Practice

A. the learning environment promotes fairness

2. Which facilities are present in a health-promoting school environment?

3. Which physical school environment supports learning?

SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment

Let your Creativity Shine!

On the opposite box, present and