Field Study 1 LE 1 16

LEARNING EPISODE 1: THE SCHOOL ENVIRONMENT
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: __________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: _____________ Subject Area: ____________ Date: _______________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then in
the 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 student’s learning and development.
Facilities Description Will it contribute to the

students’ learning and
development. Why?
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/Learning
Resource Center
Science Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics Room
Industrial Workshop Area
PTA Office
Comfort Room for Boys
Comfort Room for Girls
Others
(Please specify.)
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the
space provided.
Guide Question Classroom Observation Report
1. 1. Describe the community or

neighborhood where the school
is found.
2.
3. 2. Describe the school campus.
What colors do you see? What
is the condition of the buildings?
4. 3. Pass by the offices. What

impression do you have of these
offices?
5.
6. 4. Walk through the school
halls, the library, and the
cafeteria. Look around and find
out the other facilities that the
school has.
7.
8.
9.

1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figure, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table
located? How are the tables and chairs/ desk arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
10. Is the room well-lit and well-ventilated?
“I entered the room with the conviction that it was crucial for me and every other student to
be an active participant, not a 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.
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(location, number, arrangement, condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials /
Visual Aids
6.
7.
8.
9.
10.
Write your observation report here.
Name of the School Observed
Location of the School
Date to Visit
ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How does this relate to your knowledge of child and adolescent development? How does
this relate to your knowledge of facilitating learning?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why
not?
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2. What kind of school campus is conducive to learning?

___________________________________________________________________
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3. What kind of classroom is conducive to learning?

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

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5. Write your additional learnings and insights here.

___________________________________________________________________
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Activity 1.2 Observing bulletin boards displays

The display board, or what we more commonly refer to as bulletin board, is one of
the most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include sample 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 are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste picture of the Board displays here.)
From among the board displays that you saw, pick the one that you get 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 back up your
ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement
Criteria NI S VS 0 Comments
1 2 3 4
Effective
Communication
It conveys the
message quickly
and clearly
Attractiveness
Colors and
arrangement
catch and hold
interest
Balance
Objects are
arranged so
stability is
perceived.
Unity
Repeated
shapes or colors
or use of borders
hold display
together.
Interactivity
The style and
approach entice
learners to be
involved and
arranged.
Legibility
Letters and
illustrations can
be seen from a
good distance.
Correctness
It is free from
grammar errors,
misspelled
words,
ambiguity.
Durability
It is well-
constructed;
items are
securely
attached.
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
EVALUATION
Strengths Weaknesses
Description of the Bulletin
Board Layout
Evaluation of educational
content and other aspects
Recommendations 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/illustrations or layout
 A collage
My Board Display Lay-out
ANALYZE
What do you think was the purpose of the board display?
_________________________________________________________________________
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Does the board display design reflect the likes/interests of its target audience? Why? Why
not?
_________________________________________________________________________
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Was the language used clear and simple for the target audience? Why? Why not?
_________________________________________________________________________
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Was the board display effective? Why? Why not?

_________________________________________________________________________
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What suggestions can you make?

_________________________________________________________________________
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Based on you suggestion, propose an enhanced version of the display board. Use
the form below.
My Proposed Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:
Content resources (Name each needed resource 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.
___________________________________________________________________
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2. Which of the skills you named in # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
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3. Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills.
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LINK Theory 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. Establishes and maintains consistent standards of learning’s behavior
2. Which facilities are present in health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
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 flexibility classroom furniture
B. Presence of spacious furniture
C. Prominence of bulletin boards in every building
D. Tall school building
4. 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 fulfills which primary purpose.
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which primary purpose.
A. Instructional-Interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
SHOW Your Learning Artifacts
My Personal Illustration of an Effective

School Environment
Let your
creativity shine!
On the opposite
box, present an
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
LEARNING EPISODE 2:
LEARNER DIVERSITY: DEVELOPMENTAL CHARACTERISTICS,
NEEDS AND INTERESTS
Activity 2.1 Observing learner characteristics at different stages

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 motor skills? Writing drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
Learners’ Development Matrix
Record the date 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 items under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.
Development Preschooler Elementary High School

Domain Indicate age range Indicate age range Indicate age range
of children of children of children
observed: _______ observed: _______ observed: _______
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interests
Others
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
Others
Cognitive
Communications
Skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the
Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool  Preschoolers like to  Therefore, the teacher
Age range of learners move around a lot. should remember to use
observed 3-4 music and movement
activities not just in P.E
but in all subject areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long period
of time.
Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool
Age range of learners
observed ______
Elementary
observed ______
High School
observed ______
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 the teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
___________________________________________________________________
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3. Share your other insights here.

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LINK Theory to Practice
Directions: read the items given below and encircle the correct answer.
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 too special and unique, that no one has felt
like this before
B. The teenager’s favorite word is “no”, and she will simply reject everything
the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills
of the 14-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles.
3. Science Teacher Rita showed her glass of water with an egg in it. She asked
the class: “What happens to the eggs if I add three-tablespoon salt to the
glass of water?” This is hypothesis formulation. What can you infer about the
cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
LEARNING EPISODE 3:
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC
STATUS, DIFFICULT CIRCUMSTANCES, AND INDIGENOUS PEOPLES
Observing differences among learners’ gender, needs, strengths,

Activity 3.1 interests, and experiences; and differences among learners’
linguistic, cultural socio-economic, religious backgrounds, and
difficult circumstances.

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
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students interact
with one another and with the teacher. Are there groups that interact more with the
teacher than others?
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will call
them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? by
gender? by racial or ethnic groups? By their interests? Or are the students in mixed
social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has
affected the learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
Name of the School Observed ___________________________________________
School Address ______________________________________________________
Date of Visit _________________________________________________________

ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
___________________________________________________________________
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What makes the learners assume these roles? What factors affect their behavior?
___________________________________________________________________
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2. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by others?
How is this shown?
___________________________________________________________________
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What does the teacher do to address issues like this?

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3. How does the teacher influence the class interaction considering the individual
differences of the students?
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4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
___________________________________________________________________
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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 learners?
Activity 3.2 Observing differences among learners with disabilities, giftedness,

and talents

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

2. Try to identify the students who seem to be performing well and those that seem to
be behind.
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of both regular students and those with special needs. Note
their dispositions, pace in accomplishing tasks, interaction with teacher, and
interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class.
OBSERVATION REPORT
School Address ______________________________________________________
Date of Visit _________________________________________________________
ANALYZE
1. Did your observation match the information given by the teacher?
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
2. Describe the differences in ability levels of the students in the class? What practices
or strategies are done or should be done to differentiate instruction to meet the needs
of the learners.
___________________________________________________________________
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___________________________________________________________________
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use
differentiated 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?
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___________________________________________________________________
___________________________________________________________________
2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
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Activity 3.3 Observing the school experiences of learners who belong to
indigenous groups.

OBSERVE
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 interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.
Write your observation report here.

OBSERVATION REPORT
(You may include photos here.)
School Address ______________________________________________________
Date of Visit _________________________________________________________
OBSERVATION REPORT
(You may include photos here.)
ANALYZE
Curriculum Design, Competencies, Answer each question based on your observation
and Content 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 dep
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
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 systems and practices and rights in school?
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REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoles?

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2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
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3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by

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3.2 Uphold and celebrate their culture, beliefs and practices by

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3.3 Advocate for indigenous people’s education by

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1-9
LEARNING EPISODE 4:
LEARNER DIVERSITY: THE COMMUNITY AND HOME ENVIRONMENT
Activity 4.1 Observing the learner’s community and home environment

OBSERVE
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write
your observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains
of development:
 Physical-body built and height (thin, chubby, underweight, overweight), level
of physical activity (fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly,
gets into fights, liked by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels,
lags behind, shows reasoning skills, turns in assignments and requirements,
etc.
Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional dispositions,
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 or
problems?
3. How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs
of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the interview questions on the next page. Just ask the questions with which you
feel comfortable.
Suggested Parent Interview Guide

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 he/she feels down or has 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 Learner’s Development Profile
Name of the Learner

School
Date of Home Visit
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent:
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Combine
the teacher’s, parents’ responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine
the teacher’s, parents’ responses, and your own observations.
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner’s development. The questions in the Your Analysis portion of this
learning episode can help you.
Recommendations
Write your recommendations
ANALYZE
Your findings the recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Relating your data with what you learned from the child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. How can the teacher partner with the community to contribute to the development
and learning of the students? Who are the people or which institutions can be the
teacher tap to seek advice regarding the development and learning of students?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
1-3
LEARNING EPISODE 5:
CREATING AN APPROPRIATE LEARNING ENVIRONMENT
Activity 5.1 Managing Time, Space and Learning Resources

OBSERVE
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
ANALYZE
Analyze and answer these questions on observed classroom

management practices. It is also good to ask the teacher for additional information, so you
can validate your observation. Write your notes below; and then organize your data in the
Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.)? Describe these areas. Will it make a
difference if 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 students’
participation in rule-making on student’s behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help 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
Reflect as a future teacher.

1. Why do you need to reinforce positive discipline?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 5.2 Identifying the Different Aspects of Classroom Management

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
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What 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 want to 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?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
1-3
LEARNING EPISODE 6:
CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES
Activity 6.1 Observing Classroom Management and Routines

OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
Checklist on Classroom Routines

Check Yes (√ ) if observed and (×¿ if not observed.
Classroom Routines Observed (√ ¿ Not observed (×¿

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/ comfort room/ washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were there routines effective in ensuring discipline and order in the class? Why?
Why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 6.2 Listing Down Classroom Rules

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

1. E.g. Read directions well. - Ensures less error in answering the
activity
2.
3.
4.
5.
6.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Are classroom rules really important?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have
the same rules? If not, what rules are you going to employ? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
1-5
LEARNING EPISODE 7:
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
Activity 7.1 Identifying Personal and Physical Aspects of Classroom

Management

OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire
class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space / learning station clear from obstruction?
ANALYZE
Analyze the
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?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Demonstrating knowledge of positive and non-violent discipline in

Activity 7.2
the management of learner behavior
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs
in the classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.

Check (√ ¿observed, put an (×¿ if not observed and O for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No

Observed Opportunity
to Observed
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 group.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute
to better classroom management? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse
types of learners?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
1-5
LEARNING EPISODE 8:
CLOSE ENCOUNTER WITH THE SCHOOL 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 curriculums mentioned earlier. Can you spot where these are found?
Leets do a hunting game!
OBSERVE

1. Locate where you can find the following curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix
below. Describe your observations.
Type of Curriculum Where found Description
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

OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/year level.
2. Keep a close watch on the different components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects

Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior 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 a teacher a guide at the side?
e. Were the learners on task? / Or were they
participating in the class activity?
f. Was the lesson finished within the class period?
C. Evaluating/Assessing Did the learning occur in the lesson taught? Here you
make observations to find evidence of learning.
a. Were the objectives as learned outcomes
achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of
evidence.
ANALYZE
Write a paragraph based on the data you gathered using

these key questions.
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Was the lesson implemented as planned? Describe.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? No reactions at all.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
Based on your observations and task 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

OBSERVE
Using a 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

Fill this up Fill this up Fill this up
ANALYZE
Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Will the outcomes be achieved with the teaching methods used? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What component would tell if the outcomes have been achieved?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the three components are aligned?

1-5
LEARNING EPISODE 9:
PREPARING FOR TEACHING AND LEARNING
Demonstrating an Understanding of Research-Based Knowledge

Activity 9.1
Principles of Teaching and Learning

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

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

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

collaborative process. Learning is
enhanced in an atmosphere of cooperation
and collaboration.
ANALYZE
1. What principles of learning were most applied? Least applied?
Most applied
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Least applied
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Give instances where this/these principle/s could have been applied?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
REFLECT
From among the principles of learning, which one do you think is the most important?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Identifying Learning Outcomes that are Aligned with the Learning

Activity 9.2
Competencies

OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcomes/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
1. Do SMART objectives make the lesson more focused?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Distinguishing Between Inductive and Deductive Methods of

Activity 9.3
Teaching

OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or 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 the teacher focus only on one Did the teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
a) constructivist – connected to past experiences of learners; learners constructed new
lessons 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 teacher purely subject matter for mastery and for
the best?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

1-5
LEARNING EPISODE 10:

THE INSTRUCTIONAL CYCLE
Applying the Guiding in the Selection and Use of Strategies

Activity 10.1

OBSERVE
Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.
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 goes beyond recall of
information.
6. Learning is meaningful when it is
connected to students’ everyday life.
7. An integrated teaching approach is far
more effective than teaching isolated bits of
information.
ANALYZE
What is the best method of teaching? Is there such a thing?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
REFLECT
Reflect on the question
How do we select the appropriate strategy for our lessons?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Activity 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/intended learning outcomes (ILOs) at
the beginning of the class? Did he/she share them with the class? How?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her learning objectives/ ILOs? Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What assessment task/s did teacher employ? Is/Are these aligned to the learning
objectives/ILOs?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
ANALYZE
1. 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

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

Asked
1. Factual / Convergent
Closed / Low level
2. Divergent / Higher – order /
Open- ended / Conceptual
a. Evaluation
b. Inference
c. Comparison
d. Application
e. Problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school
as period!” 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
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
1-5

UTILIZING TAECHING-LEARNING RESOURCES AND ICT
Activity 11.1 Visiting the Learning Resource Center

OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided. Ask the assistance of the Center staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statement carefully before you observe.
1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified.
Are they free dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are this
guidelines/procedure posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Takes photos of the center
(if allowed).
After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.
Name of Center Observed:
Date of Observation:
Name of Observer:
Course/Year/School:
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches

Resources Unique Capabilities where the Resource is
(Enumerate in bullet form) Most Useful
1. Print Resources



2. Audio Resources



3. Non-electronic .
Visual Resources



4. ICT Resources



Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-charge:
ANALYZE
Are the learning resources/materials arranged properly according to

their functions and characteristics?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do the guidelines and procedures facilitate easy access to the materials by the teacher?
Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What are the strengths of this Learning Resource Center?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What are its weaknesses?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What suggestions can you make?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Which gadgets/materials are you already confident to use/operate?

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

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 11.2 Observing Technology Integration in the Classroom

OBSERVE
As you observe the class, use the observation sheets provided for you to document
your observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their
responses show attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their
interest in the lesson and in the materials? Are they looking towards the direction of
the teacher and the materials? Do their actions show attentiveness, eagerness, and
understanding?
OBSERVATION SHEET NO.
REPORT
Date of Observation_______________________________________________________
School _________________________________________________________________
Subject __________________________Topic _________________________________
Grade/Year Level ____________________
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:

Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids Strengths Weaknesses Appropriateness of

used the Teaching Aids
(Enumerate in bullet used
form)
Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, In which level of technology integration do you think
the teacher you observed operated? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Based on the Technology Integration Matrix, what is the characteristics of the learning
environment in the class that you observed? Point your observations that justify your
answer.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you
do differently if you would teach the same lesson to the same group of students? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 11.3 Exploring Education 4.0

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive programs
(web quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open source
4. Evaluate the materials or programs;
5. Reflect on your FS experience.
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Note the important concepts that the teacher is emphasizing.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Note the skills that the teacher is developing in the learners.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
ANALYZE
Analyzing the
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate the resources
you found, using the set of criteria discussed in the Revisit the Learning Essentials part of
this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic
(Based on the class
you observed)
Lesson Objectives/
Learning Outcomes
Name and Describe Put a check if the Describe
Type the resource satisfies how you
of electronic the criterion can use it if
Electronic resource you were to
Resource (include teach in the
author/ class you
publisher/ observed.
source).
Accurate Appropriate Clear Complete Motivating Orga-

nized
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for
the class? What made it easy? Difficult?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for
your work as a teacher? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to be better at utilizing education 4.0 resources?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity 11.4 Professional Development Through MOOCS

OBSERVE
1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCS in the internet which are relevant to the competencies you identified.
You may try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.eductionworl.com/a_curr/moocs-beest-teachers-free-online-course.shtml
 http://ww.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/
 http://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/midshift/2013/04/30/new-online-teacher-training-program-joins-
mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
provides to explore their MOOCs.
PPST Domain Competencies I MOOCs related to MOOC Provider

want to work on the competency/ies
(Include a short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development
ANALYZE
From among the MOOCs you explore, pick at least three

which you believe are the most appropriate for you. Describe the MOOCs below.
1. MOOC Title:
Provider:
Objectives of the MOOC
Content Outline
Why did you pick MOOC?
2. MOOC Title:
Provider:
Content Outline
3. MOOC Title:
Provider:
Content Outline
REFLECT
1. How can MOOCs help you in the future career as a professional teacher and as a
lifelong learner?
2. What did you learn from the way the providers use technology to teach in the
MOOCs?
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach a MOOC?

1-12
ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEARNING
(Formative Assessment)
Activity 12.1 Observing Assessment for Learning Practices (Formative

Assessment)

OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
What Teacher Did Tally Total

2. Did the Teacher ask the class “Did you understand”? If she did, what was the class
response?
3. Did the students make the teacher feel or sense they did not understand the lesson
or a part of the lesson? How?
4. If they did, how did the teacher respond?
5. Were the students given the opportunity to ask questions for clarification? How was
this done?
6. If she found out that his/her lesson was not clearly understood, what did teacher do?
Did you observe any of these activities? Please check.
______Peer tutoring (Tutors were assigned by teacher to teach one or two

classmates
______Each one-teach-one (Students paired with one another)
______Teacher gave a Module for more exercises for lesson mastery
______Teacher did re-teaching
Others, please specify__________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
8. While re-teaching by himself/herself and/or with other students-turned tutors, did
teacher check on students’ progress?
If yes, how?
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? If it not better to do a once-and-for-all assessment at the completion of the
entire lesson?
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intend to check on learners’ progress?
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
4. Based on your observations, what formative assessment practice worked?
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
6. Could an unreasonable number of failures at the end of the term/grading period be
attributed to the non-application of formative assessment? Why or why not?
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
 Should you record results of formative assessment? Why or why not?
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record
your observations.
Teacher My Observation
1. Did teacher provide opportunities for the
learners to monitor and reflect on their own
learning?
2. What are proofs that students were
engaged in self-reflection, self-monitoring
and self-adjustment?
3. Did students record and report their own
learning?
Did teacher create criteria with the students
for tasks to be completed or skill to
learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
REFLECT
The primarily purpose of assessment is not to measure but to further learning. Reflect on
your personal experience of assessment in school. Were you given opportunities for self-
assessment? If yes, what was its impact on your learning?

1-11
ASSESSMENT OF LEARNING
(Summative Assessment)
Activity 13.1 Aligning Assessment Task with the Learning Outcome

OBSERVE
 Observe at least 3 classes – 1 Physical or Biological Science or Math, English,

Filipino; 1 Social Science or Literature/Panitikan, ESP and 1 P.E / Computer /EPP/
TLE.
Subjects Learning Assessment Is the If not

Outcome/s Task (How did assessment aligned,
Teacher tool /task improve on
assess the aligned to it.
learning the learning
outcome/s? outcome/s?
Specify.
P.E/EPP/TLE To dance Written quiz- No Performance
tango Enumerate the test – Let
steps of tango students
in order. dance tango.
Social Science
Literature/Panitikan
ESP
Physical/Biological
Science/Math/
English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? does this affect assessment result? How?
3. Why should assessment tasks be aligned to the learning outcomes?
REFLECT
 Reflect on past assessment you have been through. Were they all aligned with what
your teacher taught (with learning outcomes?)
 How does this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?

1-11
Activity 13.2 Observing in the Use of Traditional Assessment Tools

OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (√ ¿ on the test which teacher used. From your teacher’s test items,
give an example.
Type of Traditional Put a Learning Sample Test Comments (Is

Assessment check ( Outcome Item of the assessment
Tool/Paper and Pencil √¿ Assessed Resource tool constructed
Test Here Teacher in accordance
with established
guidelines?)
Explain your
answer.
Selected Response Type
1. Alternate response
2. Matching Type
3. Multiple Choice
4. Others
Type of Traditional Put a Learning Sample Test Comments (Is

Assessment check ( Outcome Item of the assessment
Tool/Paper and Pencil √¿ Assessed Resource tool constructed
Test Here Teacher in accordance
with established
guidelines?)
Explain your
answer.
Constructed Response Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay – restricted
5. Essay-non-
restricted
6. Others
ANALYZE
1. Which assessment tools/task were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teacher most killed in test construction? Least killed?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

1-6
Activity 13.3 Observing the Use of Non-Traditional Assessment Tools and
Scoring Rubrics

OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to

the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic Learning Sample of How a product / Comment/s

Assessment/ Outcome Product/Performan performance was (Is the
Non-Traditional/ Assessed ce Assessed assessed scoring
Alternative rubric
One example of a Describe how the constructed
product product/performan according to
assessed. (Put a ce was assessed. standards)?
photo of the Which was used
product/documen analytic rubric or
ted performance holistic rubric?
in My Teaching INCLUDE THE
Artifacts. RUBRIC IN MY
INCLUDE THE TEACHING
RUBRIC IN MY ARTIFACTS.
TEACHING
ARTIFACTS.
1. Product
2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why
do you think that type of rubric was used more?
2. Based on your answers in no. 1, what can you say about the scoring rubrics made
and used by the Resource Teacher?
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
4. If you were to improve on one scoring rubric used, which one and how?
5. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
6. Can rubrics help make students to become self-directed or independent learners? Do

rubrics contribute to assessment AS learning (self-assessment?) What if there were
no rubrics in assessment?
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for
all the years as a student.

1-5
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one
best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/research by you,
accomplish Observation Sheet #
4. Put a check in the right column.
What a Portfolio Includes
Elements of a Portfolio Present? Missing?

Clearance objectives - The objectives of the
lesson/unit/course are clear which serve as a
bases for selection
Explicit guidelines for selection- What, when,
where how are products/documented
performances selected?
Comprehensible criteria- the criteria against
which the portfolio is graded must be understood
by the learners.
Selective significant pieces – the portfolio
includes only the selected significant materials.
Student’s reflection – there is evidence that

students reflected on their learning.
Evidence of student participation in selection of

content of portfolio – there is proof that students
took part in the selection of the content of the
portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of
pieces of evidence to show that what the student was supposed to learn was
learned?
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
Elements of a Portfolio (Which type of portfolio?)

Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as a
Learner”
Table of Contents with numbered pages
Entries-both core (require items) and option items (chosen by students)
Dates on all entries to facilitate proof of growth over time
Drafts aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions)
Student’s reflections
3. Where and when the teacher make use each of the 3 types of portfolios?
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learners’ metacognitive process that result from the use of portfolio?

1-5
Activity 13.5 Determining the Level of Teacher’s Questions

OBSERVE
1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering
to creating and metacognition and self-system thinking. You may also refer to written
tests for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 seperately.
Table 1. Number of Questions per Level
Cognitive Rank Cognitive Rank Tally of Total

Processes Processes Assessment
(Bloom as (Kendall and Tasks/
revised by Marzano) Questions
Anderson and
Krathwohl)
Self-system 6
Thinking
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing / An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding / 2 Comprehension 2 /
Remembering / 1-Lowest Retrieval 1 //// - Example 4
Table 2. Examples of Assessment Questions / Assessment Tasks
Tally and Rank Tally and Total Rank Example of Rank

Total Score of Score of Assessment Based
Cognitive Cognitive Tasks/ on Use
Processes Processes Questions
(Bloom as (Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Krathwohl)
Self-system 6-Highest e.g., Teacher
Thinking asked students:
Why is the
lesson important
to you?
Metacognition 5
Example: 6-Highest
Creating = I
Evaluating = I 5
Analyzing / An 4 Analysis 3
= II
Applying = III 3 Knowledge 4
Utilization
Understanding 2 Comprehension 2
= II
Remembering 1-Lowest Retrieval = III 1-Lowest
= IIIII I I
Rank Rank
ANALYZE
1. Which cognitive skill had highest number of assessment questions?

Lowest number?
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two highest cognitive
skills- metacognitive skills and self-system thinking.
REFLECT
If you were rate yourself on HOTS – where will you be from scale of 1 to 5 (5 as highest)
where will you be?
As a future teacher, reflect on how you will contribute to the development of learners’
HOTS?

1-5
Activity 13.6 Analyzing a Table of Specifications

OBSERVE
1. Study the sample Table of Specifications on Assessment
Learning No. of Cognitive Level Total

Outcome Class Rem Un Ap An Ev Cr
Hours
1.
2.
3.
4.
5.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?

2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, is it correct to put learning outcome not topic in the first column?
Why or why not?
4. Can a teacher have test with content validity even without making TOS?
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your
reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-

D tanong
isang i sa dtinuro, wala!y(Where
o did Teacher
u h test?
get her a Not vone ofe a
what she taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!”)
Specifications as guide in test constriction solve the problem of misaligned tests?

1-6
Activity 13.7 Computing Student’s Grades based on DepEd Grading System

OBSERVE
A. Sample Students’ Report Card
1. Secure a sample of a Students’ Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?
2. Which do you prefer – the old or new grading system? Why?
C. Interview of 5 Students
1. What do you like in the new grading system?

2. Do you have problems with the new grading system. If there is, what?
3. Does the new grading system give you a better picture of your performance? Why or
why not?
4. Which do you prefer – the old or the new grading system? Why?
D. Review of DepEd Order # 8, s. 2015
Read DepEd Order # 8 s. 2015. You may refer to Appendix A.
Based on DepEd Order # 8, s. 2015, answer the following:
1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12.
Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school
year?
6. What is the report on the learners’ observed values?
E. Grade Computation
Show sample computations of a grade:
 In a subject of your choice from Grade 1 to 6 (if you are a future elementary
teacher)
 In you specialization (if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and
quarterly assessment. Then give the descriptor. Refer to DepEd Order # 8, s.
2015.
ANALYZE
Analyze data and information gathered from the interview and from
your review of an unused Student’s Report Card and the DepEd grading system
1. Do teachers and students like the new grading system? Why or why not?
2. What are the good points of the new grading system according to the teachers?
According to the students?
3. What are teachers challenged to do by the new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
5. Did you like the experiences of computing grades? Why or why not?
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies –
knowledge, skills an values learned (outcomes-based education) – do grades really matter?

1-15
Activity 13.8 Reporting Students’ Performance

OBSERVE
Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards
distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results
and grades to parents.
3. Did the parents raise questions and concerns? If yes, what were their
questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do
you give feedback?
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents
1. Does your child’s Report Card give you a clear picture of your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestions on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance?

2. Based on your observations and findings, what practices must be
a. maintained and
b. improved to make grades and reporting meaningful?
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it

will result of effective learning?

1-6

THE TEACHER AS A PERSON AND AS A PROFESIONAL
Activity 14.1 Teacher Personal Qualities: A View from My Lenses

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

Interview (I) I have found out that ….
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe the
same teacher. In case you will not change your teacher to be observed the same teacher will
be your sample for both Activity 1 and Activity 2. Aside from direct observation, you will also
do a Survey in Activity 2.
ANALYZE
Did you learn from you observation of the teacher? Now let us analyzed the
information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a.
b.
c.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? ________Why? Describe yourself.
REFLECT
Good teachers are role models, whether in school, home or in the community. From the
tachers that you had from elementary to college, did the personal qualitites that they
possess, help you learn better as a student?
Identify one personal characteristic of your model teacher that made a great impact in
your life as a learner. Reflect and describe this quality that influenced you.
Activity 14.2 Is a Teacher a Professional Teacher?

OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,
etc.)
3. Request a co-teacher or the head (only one of the two) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a
professional teacher. I will be very glad if you could answer the survey form about your co-
teacher__________________________.
I will keep in confidence your identity, however, please allow me to use the data
in my lesson. This is a requirement in our course, Field Study 1.
Thank you very much.
___________________
BEED/BSED Student
Name of the Teacher:

________________________________________________________
PRC License No. __________________________ Grade Level Taught ________________
Answer the following statements based on your OBSERVATION of the teacher. Check Yes
or No or Doubtful.
Does the Teacher exhibit
Professional Competence the competence of a
professional teacher?
Check you answer below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery.
3. Keeps self-updated with educational trends, policies and
curricula.
4. Uses varied teaching methods that facilitate learning with
skill and ease
5. Engages the parents and other stakeholders to cooperate
as partners in educating the children.
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners.
7. Prepares curriculum plans, implements these with
innovation in every lesson.
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lessons taught.
9. Makes classroom atmosphere physically (arrangement)
and psychologically (friendly, inclusive) safe and secure for
learning.
10. Serves willingly beyond teaching work by participating in
other extra-curricular activities when needed.
______________________________________________
Name and Signature of the Teacher informant (Peer)
OR:
______________________________________________
Name and Signature of the Supervisor Informant (Head)
AND
____________________________________________
Your Name and Signature (Pre-Service Student)
ANALYZE
Did you learn from your observation and interview on teacher’s professional
competences?
Now let us analyze the data.
Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ______Weak? _____Doubtful? _____Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed? Why?
REFLECT
Now, it is time to reflect on Activity 2.

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

1-5
TOWARDS TEACHER QUALITY:
DEVELOPING A GLOCAL TEACHER OF THE 21ST CENTURY
Activity 15.1 A Day in the School Life of a Quality Teacher

OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher’s Major Responsibility Key guide for observation (Carefully look for the
indicators/behaviors of the teacher along the key points.
Write your observations and description in your
notebook. This will be one of your artifacts.)
A. Actual Teaching This Teacher
1. is learner centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning This Teacher

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

1. keeps records of learner’s attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness
and safety of the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. From your perspective, would you consider this teacher as quality teacher? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFLECT
Now that you have spent one school day to observe this teacher, It would be good for
you to reflect on all your observation by answering reflective questions below.
1. 1. Are you inspired to become a teacher after your observation? If yes, why? If not, why
not?
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do
you think you will be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show appreciation to this teacher by sending a Thank you card?
(Include this in your artifact)
Activity 15.2 The Creation and Management of the New Learning Environment as
a Skill of the 21st Century Teacher

This activity will allow you to develop your sense of creativity and imagination in
designing a classroom for the 21st century and determining how to manage learning in this
classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teacher table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A Current Classroom I am Observing
Grade Level _________
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why?
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
REFLECT
Based on the task that you made, what challenges await you as a future teacher?
How will you manage learning in the future classroom? How will you prepare yourself to
respond to 21st teaching-learning and become a global teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st century
classroom.

1-5

ON TEACHER’S PHILOSOPHY OF EDUCATION
Activity 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate on the K to 12 Curriculum Framework and
guide
 Study the DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
framework and guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You are
given an example.
Philosophies of Which Philosophies are Which Philosophies are
Education expressed in the DepEd expressed in the K to 12
Vision, Mission Curriculum and Guide and
Statements, Core Values, Sec 5 of RA 10533?
Mandate? Give proof. Give proof.
1. Essentialism - teach Essentialism- The core Essentialism – List of
mastery of the basics; values of maka-Diyos, maka- standards and competencies
curriculum is prescribed; tao, maka-kalikasan and that learners are expected to
subject matter- centered mak-bansa show that DepEd attain is the subject matter that
there are universal, is essentialist. DepEd students are expected to
objective values; believes in uncaging values learn.
inculcate values in that need to inculcated. -Essentialist
subject matter
2. Perennialism - teach Any proof of perennialism? .

those that last, the
classics; there are
universal; inculcate these
universal, objective
values
3. Progressivism - very Any proof of progressivism?

child-centered; teach
those that interest the
child; one learner by
experience; learners
learn by doing so
teacher’s teaching is
experiential; values are
subjective; no inculcation
of values since they are
subjective; instead,
teachers help students
clarify their values
4. Reconstructionism - Any proof of

school is agent of reconstructionism?
change; schooling is
preparing students for
the social changes;
teaching is involving the
students in discussion of
moral dilemmas
5. Existentialism - Any proof of existentialism?

Teachers teach learners
to make a choice, to
make decisions and not
merely to follow the
crowd; one who does not
make a choice and so
simply follow others do
not leave meaningful life
6. Pragmatism - That Any proof of pragmatism?

which is useful, that
which is practical and
that which works is what
is good; that which is
efficient and effective is
that which is good. E.g.,
showing a video clip on
mitosis is more efficient
and more effective and
therefore more practical
than teacher coming up
with a visual aid by
drawing mitosis on a
Carolina or illustration
board.
7. Rationalism - Any proof of rationalism?

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

good is that which is
most useful (that which
brings happiness) to the
greatest number of
peoples;
9. Empiricism – source of Any proof of empiricism?

knowledge is through the
senses; teacher must
involve the senses in
teaching-learning
10. Behaviorism - Any proof of behaviorism?

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

learners are capable of
constructing knowledge
and meaning; teacher
does not just “tell” or
dictate but asks learners
for knowledge they
construct and meaning of
lesson
12. Other philosophies
Activity 16.2 Analyzing DepEd’s Philosophy of Education

OBSERVE
Here are the philosophies of education. Find out which philosophies were manifested
in class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the
teacher said, taught or did)
1. Essentialism - teach mastery of the In what way was teacher essentialist?
basics; curriculum is prescribed; subject
matter- centered there are universal, e.g. He/She saw to it that students
objective values; inculcate values in subject mastered basic concepts and skills.
matter
He/she inculcated values.
2. Perennialism - teach those that last, the

classics; there are universal; inculcate these
universal, objective values
3. Progressivism - very child-centered; teach

those that interest the child; one learner by
experience; learners learn by doing so
teacher’s teaching is experiential; values are
subjective; no inculcation of values since they
are subjective; instead, teachers help
students clarify their values
4. Reconstructionism - school is agent of

change; schooling is preparing students for
the social changes; teaching is involving the
students in discussion of moral dilemmas
5. Existentialism - Teachers teach learners to

make a choice, to make decisions and not
merely to follow the crowd; one who does not
make a choice and so simply follow others do
not leave meaningful life
6. Pragmatism - That which is useful, that

which is practical and that which works is
what is good; that which is efficient and
effective is that which is good. E.g., showing
a video clip on mitosis is more efficient and
more effective and therefore more practical
than teacher coming up with a visual aid by
drawing mitosis on a Carolina or illustration
board.
7. Rationalism - emphasizes the development

of the learner’s reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner
8. Utilitarianism - what is good is that which is

most useful (that which brings happiness) to
the greatest number of peoples;
9. Empiricism – source of knowledge is

through the senses; teacher must involve the
senses in teaching-learning
10. Behaviorism - behavior is shaped

deliberately by forces in the environment and
that the type of person and actions desired
can be the product of design; behavior is
determined by others, rather than by person’s
own free will; teacher must carefully shape
desirable behavior; drills are commonly used
to enhance learning rewards reinforce
learning.
11. Constructivism - learners are capable of

constructing knowledge and meaning;
teacher does not just “tell” or dictate but asks
learners for knowledge they construct and
meaning of lesson
12. Other philosophies

ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say
so?
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
REFLECT
What is your philosophy of teaching? This describes what you

believed you should teach, how you should teach and how you should relate to others in
school- with the learners, your colleagues, your superiors and all other stakeholders. Write
them down. This is your title, “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believe that the learner ……………… (concept of the learner)
I believe that I should teach the learners…. (what)
by ……. (how)
I believe that I …. (how should you relate to learners, colleagues, superior, parents and other
stakeholders)

1-10

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LEARNING EPISODE 1: THE SCHOOL ENVIRONMENT

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: __________ Teacher’s Signature: ___________ School: __________

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities Description Will it contribute to the

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

1. 1. Describe the community or

4. 3. Pass by the offices. What

Resource Teacher: __________ Teacher’s Signature: ___________ School: __________

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

Write your observation report here.

Name of the School Observed

Location of the School

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT

Resource Teacher: __________ Teacher’s Signature: ___________ School: __________

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

6. Are the messages clear and easily understood?

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

(You may paste picture of the Board displays here.)

Topic of the Board Display______________________________________

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

Signature of Evaluator over Printed Name:

My Board Display Lay-out

Was the board display effective? Why? Why not?

What suggestions can you make?

My Proposed Board Display

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

LINK Theory Practice

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

3. Which physical school environment supports learning?

SHOW Your Learning Artifacts

My Personal Illustration of an Effective

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: __________ Teacher’s Signature: ___________ School: __________

An Observation Guide for the Learners’ Characteristics

Learners’ Development Matrix

Development Preschooler Elementary High School

Level Salient Characteristics Implications to the

3. Share your other insights here.

A. Provide daily coloring book activities.

A. Formal operational stage

OBSERVE, ANALYZE, REFLECT

Observing differences among learners’ gender, needs, strengths,

Resource Teacher: __________ Teacher’s Signature: ___________ School: __________

The observation form is provided for me to document my observations.

An Observation Guide for the Learners’ Characteristics

Name of the School Observed ___________________________________________

School Address ______________________________________________________

Date of Visit _________________________________________________________

What does the teacher do to address issues like this?

Activity 3.2 Observing differences among learners with disabilities, giftedness,

Resource Teacher: __________ Teacher’s Signature: ___________ School: __________

An Observation Guide for the Learners’ Characteristics

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

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

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

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

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

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

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

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

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

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

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

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

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

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