FS1 Lorimar

FIELD STUDY 1 LEARNING EPISODE
The School as a Learning

FS 1 1 Environment
SPARK YOUR
This Episode 1 provides an opportunity for students to examine and reflect on a
INTEREST
school environment that promotes learning and development.
TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (PPST 2.1.1).
REVISIT the Learning
Essentials
1. A physical environment conductive for learning is one that has consistent practices
that:
• Keep the school safe, clean, orderly and free from distraction;
• Maintain facilities that provide challenging activities; and
• Address the physical, social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning

environment. They help in building and establishing the school culture. These boards
become one way for everyone to learn about the vision- mission, goals and values that
the school uploads.
3. As a basic part of the school’s visual environment, display boards have four general
purposes:
• Decorative- They offer visual stimulation and appeal to aesthetics. They set the
social and psychological atmosphere of the school.
• Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students’ outputs that show
that each output is recognized and valued. The bulletin board help celebrate
the learners’ growth and progress.
• Informational- They are used as a strategy to readily disseminate information.
• Instructional- They move students to respond and participate through
interactive displays. They get students to think about and communicate their
learnings.
0|P age
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness,
and durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School

Campus
Resource Teacher: CLARENZE RAYCO Teacher’s Signature: ________________
School: OAS SOUTH CENTRAL SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: GENERAL SUBJECT Date: _________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look around into facilities and support learning areas in the campus,
then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good environment through and of these:
a) Descriptive paragraph b) Photo essay
b) Sketch or drawing c) Poem, song or rap
OBSERVE
As you move around, observation form is provided for you to document your
observation. It is advised that you read entire worksheet before proceeding to the social 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
1|P age
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available, and say how
each will contribute to the students’ learning and development.
Will it contribute to the
Facilities / Description students’ learning and
development? Why?
Office of the / • Small but neat and Yes, it helps the students’
Principal clean learning development through
• Documents and paper seeing the mission and vison of
are well arranged in a the school. It motivates the
proper place entire school community to
• Organizational chart ensure and supports the
and school mission and students’ learning and
vision is written on the development.
wall
Library / • They have lots of Library helps the students’ to

books, learning become information literate.
materials and This place also helps and
documents guides them to their task,
• Their books and research report, reading
documents are history, analyzing data and
well arranged by more.
its subject
• Silence please was
everywhere inside
the library
• Rules and policies
inside the library
was written on the
wall
Counseling / • Small, neat and clean Counseling room is one of the

Room • Private place most important places in our
school because it helps the
students to understand
themselves and it also guides
them when it comes in
decision making.
2|P age
Canteen / • Not so big canteen This place provides the needs
Cafeteria • They have variety of the students and serves
kinds of foods different kinds of healthy
• Neat and clean foods that will helps the
students to become healthier.
Medical Clinic / • Small, neat and This place provides students

clean first aid when they suffer
• Can located easily illness and injuries.
• They have first aid
kit inside
• Small bed and
chair inside
Audio Visual/ / • Same size as a This place is a room where

Learning classroom students can learn in most
Resource Center • Lots us of visual effective way.
materials
Science / • Periodic table was This place will help the

Laboratory display on the wall students to be familiarized and
• Pictures of the scientist understand the data, models
was also display in the and apparatus.
wall
• Apparatus are in the
cabinet
Gymnasium / • Big place, neat and Gymnasium helps the students

clean to enhance their skills and
• Chairs and tables are abilities.
arranged
Auditorium / • Big place, neat and This place will help the
clean students to become a good
• Stage are place in the speaker. Presentation of
center poetry, role play and more are
• Chairs are organized can be done here.
3|P age
Outdoor/ Garden / • Small garden outside Outdoor/ garden helps the
the classrooms students to know their
• Neat and clean responsibility as an individual
and they can also enhance
their socialization skill in this
place.
Home Economics / • Neat and clean This place will help and guide
Room • Instruments and books the students to do practical
are organize by its works enhance their practical
places skills.
Industrial / • Materials and Industrial work shop area

Workshop Area instruments are well guides the students on using
arranged different kinds of tools.
• Guidance on how to use
the material was
written on the wall.
PTA Office / • Small, neat and clean PTA office is one of the
• Information about the important places inside the
students development school because it provides the
are inside this room parents information about
their child development.
Comfort Room / • Small, neat and clean This is a place where students
for Boys • It has trash can can find there comfort place.
• There is a supply for
water
Comfort Room / • Small, neat and clean This is a place where students
for Girls • It has trash can can find there comfort place.
• There is a supply for
water
4|P age
An Observation Guide for the CLASSROOM VISIT
Read the following statement carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report
1. Describe the community or Oas South Central School was located at Ilaor Sur, Oas,
neighborhood where the school Albay. The school location is near from the national
is found. road. There are lot of stablishment surrounds the
school. It was nearby to Talongog, close the Gas Station.
The neighborhood has lots of students studying at Oas
South Central School.
2. Describe the school campus. Oas South Central School color was white, every
What colors do you see? What is building and classrooms are painted in white color with
the condition of the buildings? the combination of warmed yellow color. When it
comes to the condition of the building it was neat and
clean, it is really comfortable and conducive.
3. Pass the offices. The offices were placed at the center of the school
What impression do you have of where it can be easily located by the students, parents,
these offices? teachers, school staffs and visitors. My first impression
seeing these offices was there is a lot of paper works,
organized documents, all information about the school,
teachers and students are inside it.
4. Walk through the school’s Aside from school’s hall, library, and cafeteria the
halls, the library. The cafeteria. school has also there school clinic, science laboratory,
Look around and find out the computer laboratory, comfort rooms for schools’ staffs
other facilities that the school and students and bench in the gymnasium.
has.
5|P age
1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcement, do you see
posted?
• I saw on the wall of the classroom are the 7 Developmental Domains,
7 K’s ng Bata, Curriculum Themes, Weather News for Today, Master
List of the Students, ABAKADA Chart, Number Chart, Color Chart,
Shape Chart, Prayer and Rosary Chart, Mission and Vision of the
School and Notice about the School Protocol for Preventing the
Covid19.
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/ desks arranged?
• Teacher’s table is located at the back of the classroom. Adjacent to the
door and in the back the students’ desk.
• Comfort room inside the room.
• Cabinet besides the teacher’s table contains health care, utensils,
learning activities, books, and instruments.
• Chalkboard in front of the classroom.
• Students’ desks are placed at the center.
3. What learning materials/ equipment are present?

• Chalk, chalkboard, printer, visual aids, laptop, books and learning
materials.
4. Observe the students. How many are occupying one room?

• 42 students (19 girls and 23 boys)
5. Is the room well- lit and well- ventilated?

• Yes the room is well lit and well ventilated. It is comfortable, well and
organized set ups and conducive learning environment.
6|P age
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
Description
Classroom (location, number, arrangement, condition)
Facilities
1. Wall Display • The mission and vision of the school, prayer, classroom
officers, master list, national heroes, colors, numbers,
multiplication table and alphabet are written on the wall.
2. Teacher’s • Teacher’s table is located at the back of the classroom.

Table Adjacent to the door and in the back the students’ desk.
3. Learner’s • Learners’ desk is at the center of the classroom facing the

Desk chalkboard. The classroom has 42 desks for students.
4. Blackboard • It is place at the center of the classroom.
5. Learning • Some of the learning materials/visual aids are new, old and
Materials/ few of them are damage. The teacher keep this inside the
Visual Aids. cabinet and it is arrange according to its subject.
6. Comfort • Comfort room is placed at the back of the classroom besides

Room the teacher’s table.
7. Cabinet • Cabinet are placed besides the teacher’s table, it is old but in
well condition. There 2 cabinets, 1 for health care and books
and 1 for cleaning materials.
8. Utensils, • It is placed inside the cabinet. It is in well condition.

Kitchen
materials
9. Health care • Health care such personal hygiene, first aid kit are kept inside
the cabinet. It is only used when it is needed.
10. Cleaning • Some of the cleaning materials are new and most of it are old
materials but in well condition.
7|P age
Write your observation report here.
Name of the School Observes: OAS SOUTH CENTRAL SCHOOL
Location of the School: Ilaor Sur, Oas, Albay
Date to Visit:
The school is near from national highway. It is one of the advantages of the school
because it can be easily located but it has also disadvantage you can hear noises coming
from the vehicles outside the school campus which is not effective to the students’ learning
development. The inside environment of the school was surrounded by plants and small
trees which is refreshing.
The school campus is wide. The school building was old but it is in a good condition.
I can see the different colors outside like green, white, warm yellow and blue that makes
it more attractive in eyes.
Most of the classrooms are renovated by the school adviser. They fixed and painted
the room with a cool color, the walls are white and yellow, the roof is green and the ceiling
was all white.
The offices are equipped and well ventilated. Documents were organized according
to its classification. The school library was full of books, neat and clean, the shelves were
arranged and the books are well organized.
ANALYZE
8|P age
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
The school campus has a great impact to the students’ development and learning.
They have lots of professional and qualified teachers and they have almost complete facilities
and learning materials, these only shows how great the impact of the school particularly in
learning process. Therefore I conclude the school that having a conducive learning
environment, complete facilities and have qualified teachers motivates students to attend
the school.
How does this relate to your knowledge of child and adolescent development/ How does tips
this relate to your knowledge of facilitating learning?
A child needs a conducive, stress free environment and free from distraction and
noises to achieve an effective learning. This is because they are still developing and
discovering their knowledge, skills and abilities. As a teacher I will be using of various types
of teaching and strategies which is appropriate in the understanding of my students in order
for them to learn.
REFLECT
1. Would you like to teach in the school environment you just observed? Why? and Why
not?
I would like to teach to the school I have I just observed because the foundation
of education here are good and the environment also was conducive, refreshing and
stress free.
2. What kind of school campus is conductive to learning?

On my own opinion a school that is stress free environment and free from
distraction and noises, offices and classrooms should be organize, complete facilities,
teaching staffs are accommodating and approaching and neat and clean.
9|P age
3. What kind of classroom is conductive to learning?
For me a classroom that is conducive to learn is neat and clean, well ventilated,
comfortable place to learn, has proper lighting, organize decorations, the colors
should be cooling effects and not crowded.
4. In the future, how can you accomplish your answer in number 3?

I could accomplish my plans in the classroom by being innovative and
resourceful for the materials I’m using. I will organize and arrange the materials and
instruments I’ am using in teaching. I’ am providing a classroom that will help the
students to enhance their skills and for better understanding about the subject
matter.
5. Write your additional learnings and insights here.

I learned that every student need a conducive learning environment that will
affects and motivates them to learn. This field study makes me realized on how to
attain effective classroom environment and how to supply students learning.
Activity 1.2 Observing bulletin board

displays

The display board, or what we more commonly refer to as bulletin board, is one of the
most readily available learning resources
To achieve the Intended Learning Outcomes, work your way through these steps;
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1. Examine for bulletin board display. Includes the samples of those found at the
entrance, lobby, hallway and classroom
2. Pick one and evaluate the display
3. Propose enhancements to make the display more effective.
OBSERVE
As you look around and examine board display, use the observation guide and forms
provided for you to document your observation.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.

1. Go around the school and examine the board display. How many board displays do
you see?
• There are 4 board displays.
2. Where are the display boards found? Are they in places where target viewers can see
them?
• The board displays are can be found at the center of the classrooms hall way. It
is placed where the viewers can easily see it.
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?
• The displays are about COVID 19 protocols and announcements about school
programs. The colors of the images are bright that can be easily found even if
your far. The images and information are well arranged at its place.
4. What materials were used in making the displays? Are borders used?
• The materials used in making the displays are colored paper, images, colors, cut
out letter and borders are used.
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the
like)
• I don’t notice any errors.
6. Are the messages clear and easily understood?

• Yes, it was readable and clear.
7. Think about what got your attention. Why did I get your attention?
• My attention was by the poster about the protocol to COVID 19.
8. Take a photo of the display boards (if allowed)
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From among the board display that you saw, pick one that you got most interested in.
Evaluate it using the evaluation from below.
BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display COVID 19 PROTOCOL INSIDE SCHOOL
Location of the Board Display in School Center of the classroom hall way
Check the column that indicates your rating. Write comments to back up
your ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs

Improvement
NI S VS 0
Criteria 1 2 3 4 Comments
Effective Communication / The message was straight to

It conveys the message quickly point.
and clearly.
Attractiveness / The colors are attractive to eyes.
Colors and arrangement catch
and hold interest
Balance / It stays to its position.
Objects are arranged so
stability is perceived.
Unity / The shapes and colors are
Repeated shapes or colors or perfectly combined.
use of boarders hold display
together.
Interactivity / It was interactive.
The style and approach entice
learners to be involved and
engage.
Legibility / The letters of the board display
Letters and illustrations can be was readable and clear.
seen from a good distance
Correctness / The grammar are correct, no
It is free from grammar errors, errors and misspelled words.
misspelled words, and
ambiguity.
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Durability / It is well constructed with glue
It is well- constructed; items and stapler.
are secretly attached.
Bulletin Board Evaluated by: LOIDA B. SODSOD

Location: At the center of the hallway
Brief Description of the Bulletin Board: It is about the protocols to prevent COVID
19
Evaluation
Strengths Weaknesses
Description of the Bulletin The bulletin board layout
Board layout was placed at the center of
the classroom hallway
where it can be easily seen,
the letters are readable and
clear, the colors are smooth
in the eyes and the size is
enough to be seen.
Evaluation of educational
content and other aspects
Recommendations or Suggestions for improvement
They should add some designs for the bulletin display attractive to the
students and recognizable.
Signature of Evaluator over Printed Name:
LOIDA B. SODSOD
Based on your suggestions, make your board display layout. You may present your outputs
through any of these:
• A hand- made drawing or layout
• And electronic (computer) drawing/ illustration or layout
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• A collage
My Board Display Lay- out
ANALYZE
What do you think was the purpose of the board display?

• The purposed of the board display was to give students information about the
COVID19.
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Did the board display design reflect the likes/ interest of its target audience? Why? Why not?
• YES, because it was informative and attractive to the audience.
Was the language used clear and simple for the target audience to understand? Why? Why
not?
• The language used was clear and simple that it can be easily to understand by the
audience.
Was the board display effective? Why? Why not?

• The board display was effective because it caught the attention the audience.
What suggestions can you make?

• I suggest that the letter shall be used in making the bulletin display is board for the
audience to easily read and it should be dark while the background color shall be
bright to the emphasize the message from the bulletin display.
Based on your suggestions, propose an enhanced version of the display board. Use
the form below.
My Proposed Board Display
Theme:
Reading Month Celebration/ Buwan ng Pagbasa
Board Title:
“Pagbabasa ang Pag asa ng Kabataan Para sa Magandang Kinabukasan”
Rationale:
(Purpose)
Encourage the students that reading is really important in life.
Objectives:
• Encourage students to read books, magazines, novels, newspaper and etc.
• Understand the purpose of reading.
• Enhance the ability and skill of the student to read.
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Best features of my proposed bulletin enhancement:
Content Resources (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:

• Coloring materials
• Art materials
• Plastic cover
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.
• Creativeness – this is needed as teacher in order for the board display to be attractive
to the audience eyes.
• Simplicity – this will help the teacher to not over design the board display so that it
will be pleasing in the eyes.
• Thinking skills – the information in the board display must be direct so that the
audience will surely understand the message of it.
• Resourcefulness – the teacher should consider the availability of the materials.
2) Which of the skills you named in #1 do you already have? Recall your past experience
in making board displays. How do you practice these skills?
The skills that I have possessed were being simplicity, resourceful and
creative. In my senior high days we experienced making of board display it was
challenging for because it was our first time making it, though we don’t have enough
experience we manage to create our own board display.
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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I think the skill/s that I need to develop is the thinking skills, the ways on how
I’ am going to improve this skills is to keep practicing and making an activity that is
related to developing my thing skills.
LINK THEORY TO PRACTICE
Directions: Read the items given 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 conductive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standard of learner’s behavior
2. Which facilities are present in a health- promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boy and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV

B. I, II, III, and IV
C. I and II
D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
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A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfils which primary
purpose?
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfils which primary
purpose?
B. Informational
C. Motivational
D. Decorative
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SHOW Your Learning Artifacts
My Personal Illustration of an Effective

School Environment
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EVALUATE Performance Task
Evaluate Your Work Field Study 1.
Episode 1 The School as a learning Environment.
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive of learning.
Name of FS Student LOIDA B. SODSOD Date Submitted DEC. 15, 2021

Year and Section IV-A Course BEED
Learning Excellent Very Satisfactory Need

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation questions tasks (2) observation observation observation
Sheet completely questions/ questions/ questions/ tasks
answered/ tasks not tasks not not answered/
accomplish answered/ answered/ accomplished.
accomplished. accomplished
Analysis All questions All questions Questions Four (4) or more
were answered were answered were not observation
completely, completely, answered questions were
answers are answers are completely, not answered.
depth and are clearly answers are Answers nit
thoroughly connected to not clearly connected to
grounded on theories, connected to theories; more
theories; grammar and theories one than four (4)
grammar and spelling are free (1) to (3) grammatical/
spelling are free from errors. grammatical/ spelling errors.
from error. spelling wrong
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the context of context of the
the learning the learning the learning learning
outcomes. outcomes. outcomes. outcomes; not
Complete, well Complete well Complete not complete, not
organized highly organized very organized organized, not
relevant to the relevant to the very relevant relevant.
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learning to the learning to the to the
outcome. outcome learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
deadline deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Signature of FS Teacher above Printed Name Date
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Learner Diversity:
FS 1 2 Developmental
Characteristic, Needs and
Interests
SPARK YOUR
INTEREST
Episode 2 provides me with an opportunity to observe learners of different ages and
grade levels. It highlights the differences in their characteristics and needs. As a future
teacher, it is important for me to determine my learners’ characteristics and needs so that I
will be able to plan and implement learning activities and assessment that are all
developmentally appropriate.

At the end of this Episode, I must be able to determine the characteristics, need and
interests of learners from different developmental levels. (3.1.1).
REVISIT the Learning
Essentials
Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns such as,

from the head to the toe (cephalocaudal), and from the center of the body then
outwards (proximodistal)
2. Development takes place gradually.
3. All domains of developmental and learning physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)
4. Developmental proceeds toward greater complexity, self-regulation, symbolic or

representational capabilities. (NAEYC, 2009)

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Activity 2.1
Observation 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 learner based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 compares them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your
observations.
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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 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 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 data you gathered about the learners’ characteristics and needs in
this matrix. This will allow you to compare the characteristics and needs for learners at
different levels. The items under each domain are by no means exhaustive. These are just
sample indicators. You may add others aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range Indicate age range of Indicate age range of
of children children observed: children observed:
observed: 5-6 8-12 13-16
Physical
Gross-motor skills Move freely
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• They Moves, runs and They can do
always play walks whatever they want
• They can • They can • They can
button perform water the
their simple dance plants
uniforms steps • They can walk
• They can lift and run fast
pale of water • They can drag
• They lift their a table and lift
own chairs. a chair.
Fine-motor skills
• They can • They can
complete draw shapes, • They can do
simple lines and 3D cutting of
puzzles. lines. letters
• They can
write their • They can draw
names but artistic
not clear designs.
and
readable
Self-help skills
• They can • They can do

eat without their • They can
any assignments make their
assistance own reports
Others
Social
Interaction with • They • They can tell • They can
Teachers always ask their stories share their
questions • They own ideas
• They voluntarily related to
always answer their lesson
seek for questions • Sometimes
help of they listen
others attentively
• They can do
reporting
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Interactions with • They • They • They can
Classmates/friends sometimes compare choose their
fight with their scores friends
their with their
classmates seatmate
Interests • They are • Interested • Interested in

interested with their team work,
with lesson that brainstorming
colorful makes them and
things and laugh and discussion
games relate they relate
and enjoy
Others
Emotional
Moods and temperament, • They are • They can • Moody
expression of feelings stubborn express their • They are
and hard feelings expressive
headed • Sometimes sometimes
• They easily stubborn
cry
Emotional independence
• They feel • Sometimes • They keep
happiness they can their feeling to
when they control their themselves
are playing emotions • They can
Others with their control their
classmates emotions
Cognitive
Communication skills • They • They can • They can talk
cannot express and using
clearly share their metacognition
explain ideas well , can
their ideas communicate
• They are well using
using their English
mother language
tongue to
express
their ideas
and
thoughts
26 | P a g e
Thinking skills
• They can • They are • They can
count good enough understand
numbers in problem- complex topic
solving
Problem-solving
• They can • They can • They can solve
understand answer on problem-
the topic their own but solving
with still seek
pictures confirmation
with their
classmate
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the Teaching-
Observed 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 PE 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 Teaching-

Observed Learning Process
27 | P a g e
Preschool
Age range of learners • They enjoy listening • Therefore, using colorful
observed _5-6_ story. visual aids and instructional
• They like to see materials is very useful to
pictures when there is catch the students’ attention.
a discussion.
Elementary
Age range of learners • They are independent. • Therefore, adding sense of
observed _8-12_ • They easily get bored humor related to topic can
when they don’t like prevent their bored when
the topic. there is a discussion.
High School
Age range of learners • They can speak well. • The teacher should be the
observed _______ • They share their ideas role model for the students to
based on their copy the behavior of their
experienced and teachers.
knowledge. • Let them explore and
discover more things.
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?
When I was observing the students, I remember the days when I was the same
with their age. We are the same, I also enjoy playing with my classmates, I love telling
stories with my seatmates, I do really love running at the hall way and it’s fun to share
my snacks to my seatmate but somehow im different form them because I’ am focus
with our lesson though sometimes I’m talkative I always participate in our class
discussion.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
The teacher that I could not forget was Sir Jaymark Baylon. I idolized him because
of his teaching strategy, I do enjoy his subject. He has a sense of humor, he is kind but
28 | P a g e
little bit strict and he also treats us as his own child. He motivated and inspired me to
become a teacher.
3. Share your other insights here.

Teaching is really an important job. Teacher should relate the lessons to the
interest of the student for them to explore through engaging with the discussion to
motivate them to earn.
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 left 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 4-
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 daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the
class: “What happen to the egg if I add three- tablespoon salt to the glass of the water?”
this is hypothesis formulation. What can you infer about 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
29 | P a g e
Which is your favorite theory of development. How can this guide you as a future
teachers? Clip some readings about this theory and paste them here.
My favorite theory of development is Social Interaction in

Learning and Interaction of Lev Vygotsky. According to Vygotsky
social interaction play a fundamental role in the process of cognitive
development. He felt that social interaction precedes development. In
this theory Vygotsky explains that through scaffolding students could
develop from their actual zone of development to the zone of proximal
development. It makes me realized that the teacher’s task as facilitator
is such rewarding because you a help and guide the child to reach
his/her fullest potential.
30 | P a g e
Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development
Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that

provides social, psychological and physical environment
supportive of learning.


3 1
observation questions tasks (2) observation observation
Sheet completely observation questions/ tasks questions/ tasks
answered/ questions/ not answered/ not answered/
accomplish tasks not accomplished accomplished.
answered/
accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered were not answered observation
completely, answered completely, questions were
answers are completely, answers are not not answered.
depth and are answers are clearly Answers nit
thoroughly clearly connected to connected to
grounded on connected to theories one (1) theories; more
theories; theories, to (3) than four (4)
grammar and grammar and grammatical/ grammatical/
spelling are free spelling are spelling wrong spelling errors.
from error. free from
errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear supported depth shallow, shallow, rarely
analyzed
Artifacts reflected on in the reflected on in reflected on in reflected on in
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context of the the context of the context of the context of the
learning the learning the learning learning
Complete, wellComplete well Complete not complete, not
organized highly organized very organized very organized, not
relevant to the relevant to the relevant to the relevant.
learning outcome.to the learning to the learning
outcome outcome
Submission Submitted before Submitted Submitted a day Submitted two
the deadline before the after the (2) days or mote
deadline deadline after the deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
32 | P a g e
FS 1 3
Focus on Gender, Needs,
Strengths, Interests Experiences
Language, Race, Status, Difficult
Circumstances, and Indigenous
Peoples
SPARK YOUR
INTEREST
Episode 3 provides an opportunity to observe how differences in gender, racial,
cultural, and religious backgrounds, including coming from indigenous groups influence
learner behavior, interaction, and performance in school. One will also analyze and reflect
on practices that teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities affect interaction in school and learn
about strategies that teachers use in addressing the learners’ needs toward effective
teaching and learning.

At the end of this Episode, I must be able to:
➢ Describe the characteristics and needs of learners from diverse backgrounds;
➢ Identify the needs of students with different levels of abilities in the classroom;
➢ Identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class (PPST 3.1.1); and
➢ Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.
REVISIT the Learning Essentials

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

A young teacher’s approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one’s beliefs and cultural practices.
Through serious reflection one may realize that the self is a product of all influences
of key people in one’s life and the community, real and virtual. Similarly, learners from
indigenous groups carry with them their beliefs, views and cultural practices. One’s
attitude needs to be that of openness and respect. Come in not with the view that
one’s own culture is superior, we approach with the sincere willingness and deep
interest to know and understand the indigenous peoples’ culture. We aim to make
teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our country has
about 110 ethno-linguistic groups, majority of which is in Mindanao, some in
Northern Luzon and fewer in the visayas. (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
34 | P a g e
peoples groups which have several smaller ethics groups within them, the non-
muslim groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangtans and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law,
however, years later, so much still has to be done to improve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2016 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most useful
for you as a future teacher to remember are the 5 Key Elements of Indigenous
Peoples Education Curriculum (DO 32, s.2015 enclosure, pp. 15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with indigenous knowledge systems and practices (IKSPs) and
Indigenous Learning system (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
e. Emphasize competencies that are needed to support the development and
protection of the ancestral domain, vitality their culture, and the
advancement of indigenous peoples’ right and welfare.
f. Supports the community’s cultural integrity while enabling meaningful
relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and
responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous teaching-
learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are
experienced, lived, and learned is the primary learning environment and
learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources
shall be developed and utilized in line with the described curriculum content
and teaching-learning processes.
35 | P a g e
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate
to the standards, competencies, skills, and concepts being covered. Their
design and use shall address the needs and concerns of the community and
shall be developed with their participation.

5.
Observation 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. Described 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 observation.
36 | P a g e
OBSERVE
An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gender data as 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 teachers. 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 cooperative 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 following factors:
• Gender, including LGBT

• Language and cultural differences
• Differences in religion
• Socio-economic status
37 | P a g e
ANALYZE
OBSERVATION REPORT
Name of the School Observed: OAS SOUTH CENTRAL SCHOOL
School Address: Ilaor Sur, Oas, Albay
Date of Visit:
During my observation, I have observed that the age of the students do not vary talking
about their characteristics, behavior, attitudes and skills for the reason that there are some
students who is shy, silent, behave and some of them are talkative but most of them give their
attentions and cooperate with activities given to them. Inside the classroom there are 42
students where 19 are girls and 23 are boys. Their age range was 5-6 years of age. They are all
the same when it comes to their nationality, they have the same mother tongue and they are all
roman catholic.
Each of the students has their own unique characteristics and talents some knows how to
sing, dance and draw. Most of them can do a particular task independently and some of them
need guidance and assistance by their teacher. They do love talking and fighting with seatmates.
I observed that most of the students who are sitting at back were not that much cooperative
compare to those who seated in front. They can focus for a long period of time but their skills,
abilities and concentration only depends on their interest to the topic given by their teacher. It is
the reason why their teacher always makes her visual aids creative in order for her students to
catch up their topic.
Most of them group themselves with their classmates who have the same gender with
them and some them group themselves with the same gender. All of them are friendly and
willing to make new friends with others.
38 | P a g e
1. Identify the person who plays 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?
The person who plays the key role in the relationships and interactions inside
the classroom was the teacher. The students see their teachers are their role model
on how they are going treat one another. As a I observed most of them knows what is
their talent and I can one of them can be a professional dancers, singers, artists, actors
and actresses and more.
2. What makes the learners assume these roles? What factors affect their behavior?
Factors that can affect the students behavior is how their teacher is going to
appreciate and give reactions to the things that have by the students.
3. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
There are few of the students feel they are isolated and does not belong to their
classmates maybe because they are shy and not kind of students who is sociable with
others. Everyone in the class was accepted despite their difference.
4. What does the teacher do to address issues like this?

The teacher does not tolerate her students behavior when they are having
their discussion and also she give punishment and lecture to those students who
bullied their classmates.
5. What does the teacher influence the class interaction considering the individual
differences of the students?
For the students eyes their teacher is a good role model with have a value,
attitude, knowledge and sense of humor this is the reason why she keeps on getting
the attention of most of her students.
6. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher shall know the students in order for her to understand what kind
of learners are they. The teacher shall treat them equally because equality is always
related with diversity.
39 | P a g e
REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
When I was inside the classroom I felt that I do belong with the students they
treat me well and nice, their kindness tells that they also respect me as a student
teacher. As what I have observed, the students and teachers have the sense of
oneness or unity. It is intact with them to keep the value of unity for them to have
a stronger connection and without having one of their left behind.
As their students teacher I’ m really glad and happy to see them grow as a
learners.
Observing differences among learners with disabilities, giftedness, and

Activity 3.2
talents

To realize the Intended Learning Outcomes, I will 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 teachers 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.
40 | P a g e
OBSERVE
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 the 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
41 | P a g e
Date of Visit:
According to my observation, each class has their different approach on interacting

and focusing with their teachers is discussing the lesson. Some of the students know how
to read, write and the others have difficulties in reading and writing.
Those students who can perform well are seated in front of the class while some of
those students who are seated at the back are always talking with their seatmate.
According to their teacher, the students’ needs to choose how they will learn.
Despite of their differences, the learners will be able to enjoy their time in school.
The teachers’ pay a lot of their attention to those students who face some
difficulties because they need more attention and guidance who can understand them
about their feelings in order for them to become better.
ANALYZE
1. Did your observation match the information given by the teacher?

Yes most of my observation matches the given information by the teacher.
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.
In term in the differences in ability levels of the students in class, there are three
types of students: the intelligent, average and normal.
In order for the teacher to meet the needs of the students she will provide a
kind of strategies that will help all the students to cope up with their lessons such:
creative design for visual materials, designing lesson based on the students learning
styles, brainstorming and sharing interest, topic and ability for their assignment for
them to be cooperative with others.
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the student respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how.
42 | P a g e
The teachers’ method used in handling the students’ differences in abilities is
allowing them to do the things they have interest relating to their lessons. She treats
her student fairly and equal even they are type of students who are intelligent,
average and normal.
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?
Back when I was in high school, I can remember that most of my classmates are
high achievers and some of us are average and low achievers. The majority of the high
achievers are female and some of the low achievers are male.
During our discussion our teacher always groups us fairly and equal, our teacher
assigned high achiever in each group for those who are average and low achievers to
cope up with the lessons. For me this type of groupings is fair and equal because it
balances the groups.
2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
• Good communications skill
• Enthusiasm for teaching
• Fair and equal treatment for all students
• Cares for their students
• Strong relationship with the students
• Understanding
• Creative in lesson planning
Activity 3.3
Observing the school experiences of learners who belong to indigenous
groups.
To realize the Intended Learning Outcomes, I will work your way through these steps.
43 | P a g e
1. Ensure that you have reviewed the no. 3 focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga agta, General Narak, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brfy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School,Dalwagan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission
from these schools before you visit.
If an actual visit is not feasible, consider a “Virtual Visit” through social media. And if still
not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at Youtube. You can start with this video by
Dep Ed:
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
If you are observe, read 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.
44 | P a g e
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 help blend in the
school community and interact with respect.
2. Observe and note the different parts 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 teachers 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 and principal about the curriculum. Find out the
curriculum goals. You can use the questions found on the Analysis part of this
activity.
OBSERVATION REPORT
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(You may include photos here.)
Date of Visit:
The learning spaces and classroom was designed to cater to various areas of
knowledge and to teach the IP holistically. The parents, students and elderlies are walking
20 minutes just to go to school every once a week. Most of them are far from the school.
The school was funded by the Department of Education. The IP are working
together with education and civil society. The teachers are also IP students before and
took training and seminars for teacher degree so they can also teach the people in their
community.
The IP there are treating each other as a family, their relationship and
connection are strong enough and these people believe in each other so that no one will
leave behind in education.
They are using the learning materials and resources provided by the
government.
The curriculum of the IP was designed to cater to various areas of knowledge
and to teach them holistically. They development of the curriculum is supported and
provided by the government.
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ANALYZE
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Curriculum Design, Competencies, and Answer each question based on your
Content observation and interview data.
1. Does the school foster a sense of Yes, because the teaching styles and
belonging to one’s ancestral strategies are connected with the IP.
domain, a deep understanding For example:
of the community’s beliefs and In agriculture, the teachers teach the
practices? Cite examples students about agriculture for them to
deeply understand it.
2. Does the school show respect of Yes, despite of their differences they still
the community’s expression of respect others beliefs and norms.
spirituality? How?
3. Does the school foster in the Yes, because they donated a sustainable
indigenous learners a deep agricultural plot.
appreciation of their identity?
How?
4. Does the curriculum teach skills Yes, it seems the same like the other
and competencies in the school. The curriculum covers all the
indigenous learners that will academic subjects and they have also
help them develop and protect extracurricular subjects.
their ancestral domain and
culture?
5. Does the curriculum link new The school has a curriculum link for both
concepts and competencies to new concepts and competencies to the life
the life experience of the experience of the community.
community?
6. Do the teaching strategies help Yes, it helps them because they applied
strengthen, enrich, and their learnings in real life situations
complement the community’s especially in their learnings in agriculture.
indigenous teaching-process?
7. Does the curriculum maximize IP schools are maintained and balanced in

the use of the ancestral domain order to meet the needs of the students.
and activities of the community For example:
as relevant settings for learning The school used teaching materials and
in combination with classroom- resources based on IP knowledge.
based sessions? Cite examples.
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8. Is cultural sensitivity to uphold The school curriculum was designed based
culture, beliefs and practices, on the knowledge and cultural practices of
observed and applied in the the respective IP group which developed
development and use of by the curriculum to support the use of
instructional materials and instructional materials and resources.
learning resources? How? (For
example, culture bearers of the
indigenous peoples are
consulted)
9. Do assessment practices Yes, the community values and culture it is
consider community values and consider being part of the curriculum
culture? How? implementation.
10. Do assessment practices Yes, it is considered that the assessment
consider community values and practices should be related to the
culture? How? community values and culture to know the
capacity and ability in order to apply the
thinking skills of the IP students are
capable of understanding.
What do you think can still be done to promote and uphold the indigenous people
knowledge systems and practices and rights in school?
We should support the indigenous people’s educational system because it’s
their right to learn and to be taught. We need them to give an opportunity to explore and
expand their understandings for them to their knowledge on a real life situation. And we
should encourage the government to improve the quality education in the indigenous
places.
REFLECT
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
I learned that beliefs and norms of one another should be respected. I realized
that as a person you should embraced and nourish your skills and knowledge.
2. What did you appreciate most from your experiences in visiting the school with
indigenous learners? Why?
49 | P a g e
The most memorable experienced I ever had in watching the indigenous
learners was that I see through in their eyes that they are all dedicated to learn and
experience more things. And I also realized that being a teacher of an indigenous
people will make you inspire to teach more.
3. For indigenous learners, as future teacher, I promised these three things:

3.1 Be open and respect indigenous peoples by respecting them as a person and
not humiliating their identity in front of the other people. I should accept what
kind of people they are.
3.2 Uphold and celebrate their culture, beliefs and practices by showing respect
with their culture, beliefs and practices. Being with them is not a bad idea as a
long as I limit myself with the things that might hurt them and misunderstand
my doings.
3.3 Advocate for indigenous peoples education by promoting and supporting all the
IP in our country. I will teach my students to respect IP students in our class
and treat them fairly and equally.
With the principles of individual differences in mid, what methods and

strategies will you remember in the future to ensure that you will be able to meet the need
of both the high and low achievers in your class? Make a collection of strategies in how to
address the student’s different ability levels.
As a teacher these are the following traits I should have:
• Good communications skill
• Enthusiasm for teaching
• Fair and equal treatment for all students
• Cares for their students
• Strong relationship with the students
• Understanding
• Creative in lesson planning
In order to be an effective and efficient teacher and in order to provide students high
quality education. I must remember that there is always diversity between the students
and it should be prioritize for the students to learn.
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Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to student’s varied cultures.
2. Which student thinking/ behavior indicates that he/she values diversity?

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

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different students groups.
4. All are features of the Indigenous People Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, generates and enriches IKSPS and indigenous languages
D. Anchor the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners, EXCEPT
______
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous community.
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C. Cultural sensitivity and protocols are observed in development and use of
instructional materials.
D. The indigenous community’s property rights are upheld in publishing
learning resources.
6. All are best practices for assessment in the Indigenous Peoples Education
Framework EXCEPT. ___________
A. Including the practice of competencies in actual community and family
situations
B. Applying higher-order thinking skills and integrative understanding across
subject areas.
C. Using international context in the assessment standards and content
faithfully without modification.
D. Including community-generated assessment processes that are part of
indigenous learning system.
7. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talaga mgaling dito sa paksang ito,’no?
C. Nakikita ko na kailangan momg maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrate differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups
work with the same topic but assign a different task appropriate for each
group accomplish.
B. The teacher divides the class inti three heterogeneous groups and assigns the
same activity for each group to work on
C. The teacher groups the learners by the ability levels and assigns different
contents topics for the groups to work on.
D. The teacher groups the learners by the ability levels and assigns each group a
different tasks on the same topic, and then request three different teacher,
each to assess one of the groups.
9. Which teaching practices gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the learners and another
for the slow learners.
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D. Applying two sets of different standards.



3 1
Sheet completely questions/ tasks questions/ questions/ tasks
answered/ not answered/ tasks not not answered/
accomplish accomplished. answered/ accomplished.
accomplished
answers are depth answers are completely, not answered.
and are clearly answers are Answers nit
from error. spelling
wrong
clear supported depth supported and shallow, shallow, rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed.
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in the reflected on in not reflected reflected on in the
53 | P a g e
context of the the context of on in the context of the
learning the learning context of the learning
outcomes. outcomes. learning outcomes; not
Complete, well Complete well outcomes. complete, not
organized highly organized very Complete not organized, not
relevant to the relevant to the organized relevant.
learning outcome. to the learning very relevant
outcome to the to the
learning
outcome
Submission Submitted before Submitted Submitted a Submitted two (2)
the deadline before the day after the days or mote after
deadline deadline the deadline
COMMENTS
Rating
OVER ALL (Based on

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
54 | P a g e
FS 1 4
Learner Diversity: The
Community and Home
Environment
SPARK YOUR INTEREST
Episode 4 provides opportunities for you to have a more in-depth look into the
factors that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. You
will also focus how the teacher links with the community to maximize the learning and
development of students.

➢ Describe the influencing factors in the home environment that affect the student’s
learning;
➢ Seek advice concerning strategies that build relationships with parent’s/ guardian
and the wider community (6.2.1); and
➢ Identify effective strategies on how teachers can work together with the family.
1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context
of layers of relationship systems that make up the learner’s environment. The layers
are:
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Microsystem- Mesosystem- Exosystem- Macrosystem- Chronosystem-
Includes the The The bigger social Outermost The element of
structure such connection system which layer which time, patterns
as one’s between the includes the city includes of stability and
family, school structures in government, the cultural pacing of the
and the wokplace and the values, child’s everyday
neighborhood microsytem mass media customs and life.
laws
The model helps the teacher look into every aspects in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at
home (if any), but to work so that the school becomes an environment that welcomes and
nurtures families. The teacher works to create a partnership with the family and the
community to bring out the best in every learner.
2. Baumrind’s Parenting Styles
Authoritarian. Parents are very firm with their children and except
unwavering and unquestioning obedience. Rules are set by parents and misbehavior
is met with withdrawal of affection, physical punishment or threats.
Permisive. Parents are not firm or controlling. They have few expectations.
Maybe warm and caring but appear to be involved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither
demanding nor responsive to children. Provide no structure, supervision, support or
guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have
clear and reasonable expectations and limits for their children. Treat children with
respect and warmth. Make children understand consequence of their behavior.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited,
hostile, and aggressive. They have low self-esteem and difficulty with peers.
Permisive Parents: believe that their parents do not care for them. They are
often impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be least competent in their over-
all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater
ability to show self-control. They have higher self-esteem and are better adjusted.
-Bases on Child Development by Santrock, 2004.
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Activity 4.1
Observing the learner’s community and home environment

To realize my Intended Learning Outcomes, I will work your way through these steps.
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experiences.
OBSERVE
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Read the following carefully before you begin to observe/interview. Then
write your observation report on the space provided.
The learner
1. Make the 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 lesson, excels,
lags behind, shows reasoning skills, turns in assignments and
requirements, etc)
Interview the teacher

1. What are the most noticeable characteristics of the learner? (emotional
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment)
2. How does the teacher communicate with 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 pf 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 Question on the next page. Just ask the question with witch
your feel comfortable.
Suggested Parents 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: KRISHNA BERMAS ZARAGOSA
Date of Birth: 04-21-16____________ Age: __5 YEARS OLD _
Grade/Year Level:__KINDERGARTEN____________ Gender:____F____
Number of Siblings:____2_______
Birth Order:_________2__________
Parents:___________________________________________________________________________
Mother:__DIANA BERMAS_________
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Age:___----___ Occupation:___HOUSEWIFE____ Educational Attainment:____----______
Father:__RICHARD ZARAGOSA____
Age: ---- Occupation___------_______________ Educational attainment:____------_____
Learner’s Physical aspect:

Health
1. Mother’s health during pregnancy with the learner;
Healthy
2. Ailments or health problems of the learner as a child;
None
3. Age of the learner when he started to walk/talk;
2 years old
4. Food preferences of the learner as a child and at present;
She loves eating fruits and frozen goods
5. Who took care of him/her as a child?
Both of the parents
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner)
Friendly and outgoing
2. Who were the learner’s playmates?
Her cousins, classmates and neighbors
3. As a child then, was he/she allowed to play outside?
Yes, with her parent consent
4. Is he/she allowed to go out with friends?
Yes, as long as they don’t hurt her
5. Do you have rules for him/her to follow regarding going out?
Yes
6. What are these rules?
She is not allowed to go outside when the time strikes at 6pm
Always tell her parents where she going and who she belong
Emotional-Moral
1. What are your expectations of your child?
They expect her to be good at studies and also to others
2. How do you provide a nurturing environment for your child?
They provide a nurturing environment for her to grow
3. Does your child go to you when she/he feels down or has a problem?
Yes
4. What do you do to meet his/her emotional needs?
They give some advice
5. What do you do when he/she is not successful in something?
They always encourage her to not give up
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How do you discipline your child?
1. Do you have rules in the house? What are they?
Yes.
She is not allowed to go outside when the time strikes at 6pm
Always tell her parents where she going and who she belong
2. How do you impose the rules?
They always tell her that it is for her own good
3. What are the consequences of breaking the rules?
The consequence they use was whipping her
Learner’s Cognitive Aspect:
1. What are the child’s interests?
The child is interested in sports and arts
2. What is he/she good at in school?
She is good in mother tongue and Filipino
3. In what subject/s does he/she have difficulty?
Mathematics
4. How do you monitor his/her performance in school? How do you
motivate him/her?
They asked the teacher about her progress in school. They motivate
her by reviewing with her
5. Do you have rules at home to help him develop good study habits?
Yes
6. What are these rules? How are they implemented?
Do the assignments before playing outside
After you have gathered all 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)
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The Learner’s Development Profile
Name of the Learner:________ KRISHNA BERMAS ZARAGOSA ___________________
School:_____________OAS SOUTH CENTRAL SCHOOL ______________________
Date of Home Visit:____________________________________________________________________
Date of Birth:_________04-21-16___________ Age:_______6 YEARS OLD_______________
Grade/Year Level:_KINDERGARTEN_____ Gender: ___FEMALE____
Family Profile
Number of Siblings:_____2______
Birth Order:______2_______
Parent
Mother:__DIANA BERMAS_________
Age:___----___ Occupation:___HOUSEWIFE____ Educational Attainment:____----______
Father:__ RICHARD ZARAGOSA______
Age: ---- Occupation___------_______________ Educational attainment:____------_____
Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s, parents’ responses and your own observation.
The physical development of the child was improving as time passed by she is keeping being a
healthy and strong child.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s,
parents’ responses and your own observation.
The children social development was great she friendly, outgoing and approachable to
everyone.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
She can manage and control her feelings, she is good at keeping her emotions toward the
others.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
The child’s cognitive development is improving and she can do her task and assignments
independently.
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Findings
Write here your salient findings about the learner.
The child’s growth development is improving and developing with the help of her teacher and
parents.
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.
Therefore I conclude that, the child’s personal and academic development always depends on
how their parents and teachers affect them as a child. The school has a great impact with the
child development that is why it is really important to always monitor them.
Recommendations
Write your recommendation.
As a future educator I recommend that they should keep what they are doing in order to to
support the child’s needs.
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
The parent’s style of parenting the student is they practice the
authoritative style of parenting. Parents are not the strict at all the time. They
give a good blend of being strict and lenient parents.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of
the learner in school?
As what I have learned from child and adolescent development, family
factors that contribute to the development and over-all adjustment of the
students are: the emotional-moral development, financial setting and cultural
background.
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3. Does the communication between the home-school have an effect on the
learner? If yes, what are these effects?
Yes, communication between the home-school have an effect to the
learner because the students can adopt the way they can communicate in their
home, they can bring this in school which reflects how the student nurture by
their parents.
4. How can the teacher partner with the community to contribute to the
development and learning of the student? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students.
Teachers are the one who can help the students to enhance and
develop. Teachers sometimes ask the parents and teaching staff regarding the
development and learning of the students.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
When I was a child and until now, my parents used the authoritative
parenting style wherein my parents are sometimes strict and loving. It helps
me to build who am I today that is why I’ am so blessed to have a parents like
them that will treat us with so much loved and respect.
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?
As a future teacher, I will create a good relationship towards the
parents of my students. Their collaboration would be a great help in regard in
home-school link. I will make sure they will provide the needs of their child
and I can also give my best to help them to guide their children to become a
better person someday.
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1. Which are most likely the kind of children raised by authoritarian parents?
I. fearful
II. inhibited
III. hostile
IV. withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III and IV
2. If a child was raised by authoritative parents, how will most likely will he/she
behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who

have low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive
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SHOW YOUR LEARNING ARTIFACTS
Color Your
1. World…
1. Make an artistic,
colorful, and
creative visual
expression of
your insights or
feelings about
the home and
school and
community to
the learner.
Then, write a few

statements on
the space below
school your
visual art.
2.
H – Home is the start L – Linkage of Stick
0 – Of home and school With
M – Molding Acrostic…
I – is
E – Every child
N – Nurture
S – Schools are the 2. Make a reflection
one who K - Knowledge acrostic about
C – Contribute a the home, school
H – Higher learning and community
O – Objectives and link.
O – Outcomes to
L - Learners
EVALUATE PERFORMANCE TASK
Evaluate Your Work Field Study 1. Episode 1. Learner Diversity: The Community and
Home Environment.
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Learning Outcome: Describe the influencing factors in the home environment that affect
the students’ learning; seek advice concerning strategies that build relationship with
parents/guardian and the wider community (6.2.1); and identify effective strategies on
how teachers can work together with the family.
Learning Episode Excellent 4 Very Satisfactory Need Improvement

Satisfactory 2
Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation questions/
Sheet questions observation questions/ tasks not answered/
tasks questions/ tasks not accomplished.
completely tasks not answered/
answered/ answered/ accomplished
accomplished accomplishe
d
Analysis All questions All Questions Four (4) or more
were questions were not observation questions
answered were answered were not answered.
completely, answered completely, Answers nit connected
answers are completely, answers are to theories; more than
depth and are answers are not clearly four (4) grammatical/
thoroughly clearly connected to spelling errors.
grounded on connected theories one
theories; to theories, (1) to (3)
grammar and grammar grammatical/
spelling are and spelling spelling
free from are free wrong
error. from errors.
Reflection Profound and Clear but Not so clear Unclear and shallow,
clear lacks depth and shallow, rarely supported by
supported by supported somewhat what were observed
what were by what supported by and analyzed.
observed and were what were
analyzed. observed observed and
and analyzed
analyzed.
Learning Portfolio is Portfolio is Portfolio is Portfolio is not reflected
Artifacts reflected on in reflected on not reflected on in the context of the
the context of in the on in the learning outcomes; not
the learning context of context of the
outcomes. the learning learning
66 | P a g e
Complete, outcomes. outcomes. complete, not
well Complete Complete not organized, not relevant.
organized well organized
highly organized very relevant
relevant to very to the to the
the learning relevant to learning
outcome. the to the outcome
learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2) days
before the before the day after the or mote after the
deadline deadline deadline deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7- below
18
Grad 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e 5
99 96 93 90 87 84 81 78 75 72 71- below

FS 1 5 Creating an Appropriate Learning

Environment
SPARK YOUR INTEREST
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This learning Episode provides an opportunity to examine how classrooms are
structured or designed to allow everyone’s maximum participation for effective learning.
You should be able to examine how classroom management practices affect learning. This
Episode enhances the application of the theories learned in the following professional
subject such as Facilitating Learner-Centered Teaching and The Child and Adolescent
Learners and Learning Principles.

➢ Plan how to manage time, space, and resources; and
➢ Provide a learning environment appropriate to the learners and conducive to
learning.
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand”
REVISIT THE LEARNING ESSENTIALS
The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the
following are observed:
• Specific classroom rules and procedures are clear.
• Classroom rules and procedures are discussed within the first few days of the school.
• Students are involved in the design of rules and procedures.
• Techniques to acknowledge and reinforce acceptable behavior are established and
negative consequences for such are communicated.
• Classroom practices are democratic.
Managing Time, Space and Learning Resources

Activity 5.1
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OBSERVE
Observe and use the observation sheet provided for you to document tour
observations.
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
As what I have observed the students’ age are five to six years of range.
Based on their given characteristics some of them can do their task
independently and the others need some guidance from their teacher.
2. How many boys are there? How many girls?

There are 42 students. 23 are boys and 19 are girls.
3. Focus on their behavior. Are they able to manage their own behavior?
The students could not manage and control their feelings since they don’t
hold back their feelings. They are the type of the students that don’t keep what
they are feeling, if they feel happy they show their happy face and when they
are angry they will show you that they are angry.
4. Can the learners already work independently?

Some the students can do their task and assignment independently and
most of them are asking for help and guidance for their teachers.
5. Describe their span of attention.

Students only gave their attentions if the visual materials caught their interest.
They can give their attention for a long time if they like the topic and they can
also give their least attention if they don’t like the topic.
ANALYZE
Analyze the 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; then organize your data in the Table that follows.
1. Are the areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.) describe the areas. Will it make a difference if these
areas for specific purposes are not present?
There areas of the classroom for specific purposes. These are the areas where
students can put his/her belongings such books, slippers, notebooks and others. These will
make a difference because the students will be able to just bring the things that they needed
69 | P a g e
to accomplish and there to notes that they needed to review.
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
Yes, the sitting arrangement was arranger based on their gender. The sitting
arrangement helps the teacher to manage and control the students’ behavior towards with
their seatmate.
6. Observe the noise level in the Classroom. How is this managed?

The noise level of the classroom was minimizing. The teacher manage the noise of
the students by telling them to listen first and she will give some time for them to talk with
each other.
7. 70If|aP learner
age is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategy used.
The teacher tends to call the attention of the students and try to ask them “what are
on their minds?” and “what are the things that bothered them?” and try to resolve it
REFLECT
Reflection as a future Teacher.

1. Why do you need to enforce positive discipline?
Enforcing positive behavior and discipline to students makes the teachers easily
identify the difficulties face by the students and it lessens the misunderstanding to
the students’ performance. These tends the students to become responsible,
discipline and kind with everything.
Activity 5.2
Identifying the Different Aspects of Classroom Management

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OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Effect on the Learners
Aspects of Classroom Description (to be filled out after you
Management answered the analysis
questions)
1. Specific Areas in the This is the place where students This will help them to stay focus
Classroom can keep their things and because their belongings are on
belongings. the secured place.
2. Classroom Rules This was done by everybody. This will help them to be
responsible.
3. Classroom Procedures This is formally done after the This will give an opportunity t
class. share their feelings and
concerns.
4. Daily Routines These are the following they This will helps the students to be
need to follow. guided with the things they do
every day.
5. Seating Arrangements This is an arrangement where a This will maintain the focus of
teacher can handle the noise of the students and avoid noises
the students. with their friends.
6. Handling misbehavior/off- It is about giving concern about This will affect the students’
task behavior the behavior that is behavior since they are going to
unappropriated. reflect what they have done.
7. Reinforcement of Positive This all about giving This will help the students to
Behavior acknowledgement to students’ boost their confidence since they
attitude. receive an appreciation and
acknowledgement.
ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
It makes the students to become organize and alert on what they are doing or
actions. They know what to prioritize and what are the things to get aside.
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?
The teacher should consider the things that will help the students to developed
their knowledge and skills. And they should also consider the things that will help the
students to become organize and responsible the things that will make them a better
students.
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3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
The behavior strategies that were effective to manage the behavior of the
students are doing an reinforcement of positive behavior these will help them to
become responsible and know their limitations. These will also inspire them to
always do their task with all their heart.
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade level do you
see yourself? What routines and procedures would you consider for this level why?
I imagine myself in the future that I was assign in grade 1 students. The routine
that I want for them to do is to recall all the positive and happy happenings that
happened yesterday in order for them to start their day with a big smile on their face.
The things that I should consider I making the school procedures are that all the
students will benefited and help with the routines.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
• Be responsible
• Be punctual
• Be attentive
• Be respectful
• Minimize the noise
• Be generous
I choose these because I thought that these behavior should be consider

first in order for the students easily understand the importance of having
positive attitudes and behavior.
3. Should learners be involved in making the class rules? Why?

The students should be involve in making the classroom rules in order for them
to recall that they agree and accept the given classroom rules.
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Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-
regulation in the students. Which of the following teacher statements demonstrates
focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play
games in the computer later”
B. “If it takes you longer to finish the seatwork because time is wasted with
chatting, then we won’t have time to go to the playground anymore”
C. “Those who are well-behaved in class will be given plus 5 points in the
quiz”
D. If you get grade of 95mor higher in the first two assignment, you will be
exempted from the third assignment.
2. Learners are more likely to internalize and follow classroom rules when______.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners’ behavior,

they should do all EXCEPT ____________________________.
A. Give immediate feedback to reinforce appropriate behavior of learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly and
consistently
D. Handle behavior problems promptly and with due respect to learners’
rights
Paste pieces of evidences of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate Learning
Environment
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Learning Outcomes: Plan on how to manage time, space, and resources • Provide a learning
environment appropriate to the learners and conducive to learning.
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
3 1
4 2
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the in the context of the
learning outcomes; learning outcomes; context of the learning outcomes; not
Complete; well- Complete; well- learning outcomes; complete; not organized,
organized, highly relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
Comments: Over-all Rating:

Scores (Based on
Transmutation)
TRANMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
FS 1 6 Classroom Management and

Classroom Routines
SPARK YOUR INTEREST
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This Episode focuses on the classroom structure and routines performed by teachers
in class to provide a safe, friendly non-threatening and caring environment. Effective
classroom routines ensure order and discipline to help the students to stay calm and focused
on their daily tasks.

➢ Identify the classroom routines set by the teacher; and
➢ Observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and
learning Routines don’t just make the life of the teacher easier. They save valuable classroom
time. Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
• Enable you to run your daily activities run smoothly;
• Ensure you to manage time effectively;
• Helps you maintain order in the classroom;
• Makes you more focused in the teaching because you spend less time in giving
directions/instructions; and
• Enables you to explain to the learners what are expected of them.
Activity 6.1
Observing Classroom Management and Routines
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OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed
(√) (x)
1. Movement into the classroom √
2. Transition in classroom activities √
3. Movement out of the classroom √
4. Use of lavatories / comfort room / washrooms √
5. Passing of papers √
6. Passing of books √
7. Working with pairs/groups √
8. Tardy students x
9. Absent students x
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 x
17. Fire drill / emergencies √
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18. Movement between classroom activities √
19. Use of classroom supplies √
20. Checking of assignments √
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
Yes, by doing that the students will always be reminded of what are they
going to do in everyday class and is also discipline towards their education.
2. Which of those routines were systematic and consistently implemented? Explain

your answer.
The routines that are systematic and consistently implemented are the
transition of activities, submission of projects, submission of materials, joining
and cooperating in class activities, asking for assistance, use of classroom
supplies and emergency drills.
REFLECT
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
Most of the routines are most likely apply in class because it can be done by
pairs and groups.
Activity 6.2
Listing Down Classroom Rules

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OBSERVE
Observe a class and list down 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 on their classroom activities.
Classroom Rules Importance
1. Asking permission to go out for Giving respect to the teacher in charge.
necessary.
2. Read the instruction/direction very Lessen the error of answering the given
well. task and exam.
3. Clean the room before and after To maintain the cleanliness of the room.
using it.
4. Wear proper uniform. To become responsible.
5. No I.D no entry. To become responsible.
6. No vandalism and No loitering. To maintain the cleanliness of the room.
7. No one should talk while someone is Practicing respect with one another.
talking.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
The circumstances that led the teacher to formulate the classroom rules are
sometimes and most of the students are irresponsible and not guided/ discipline on
what they are doing so with these classroom rules the students will learn how limit
their doings.
2. Are classroom rules really important?

Classroom rules are really important because it helps the teachers to give
guidance and discipline the students and these will helps the students to become
responsible to what are they doing.
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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.
Back then when I was elementary and high school student I have encountered so
many classroom rules and I noticed that most of it are the same and as a teacher I will use
the same classroom rules as my teacher does with a different implementation of rules
because for me it helps me to become a responsible person and I know how to limit myself.
Those classroom rules will helps all the students to become a better person.
Take some snapshots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.
This picture shows some routines and list of important things to do inside the
classroom.
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1. What term applies to the established ways of managing a classroom into a more
organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the classroom
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routine?

A. To ensure order
B. To eliminate stress
C. To be fair all times
D. To control the class
4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually
D. Set the do’s and don’ts in every activity
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Evaluate your work task Field Study 1, Episode 6 –Classroom Management and Classroom
Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and Observe how the
students execute the various classroom routines.
3 1
4 2
d. hed.
errors.
analyzed.
outcome.

Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
LEARNING EPISODE
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FS 1 7
Physical and Personal Aspects of
Classroom Management
SPARK YOUR
INTEREST
This Episode tackles classroom management and discipline. It focuses on the
personal and physical aspects of classroom management which are central to teaching and
therefore must be consistently implemented.

➢ Identify the two (2) aspects of classroom management; and
➢ Determine the classroom management strategies that the Resources Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused, attentive on tasks and academically productive
in class.
Ref: edglossary.org
Importance of Effective Classroom Management
• Increases chance of student success
• Paves the way for teacher to engage students in learning
• Helps create an organized classroom environment
• Increases instructional time
• Creates consistency in the employment of rules and regulations
• Aligns management strategies with school wide standards
• Decrease3 misbehavior in the classroom
• Gives student boundaries as well as consequences
Ref. http://www.ehow.com
Two aspects of Classroom Management.
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1. Personal Classroom Management consist of managing your own self to ensure order
and discipline in your class. Includes:
1.1 Voice
1.2 Personal grooming
1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensures the safety,
security and order in the class. It includes:
3.1 Ventilation
3.2 Lighting
3.3 Acoustics
3.4 Seating arrangement
3.5 Structure/ design of the classroom
3.6 Physical space/ learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com
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Activity 7.1
Identifying Personal and Physical Aspects of Classroom Management

Analyze the impact of individual differences on learners’ interactions.

The observation form is provided for me to document my observation.
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensur4e 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? /
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ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions.
1. How does the voice of the teacher affect classroom instruction?
Modulated voice can affects the learning of the students in a positive way in
terms in conveying message and information. They can hear all what their teacher
discuss about their lesson and with this the students will think to talk since they
clearly hear their teacher. Speaking with your students using a direct and sincere tone
will help them to trust and meet your expectations.
2. How does the punctuality of the teacher affect classroom discipline?

Punctuality of the teacher affects the classroom discipline because a teacher is
a role model for the students. They are the ones who is being looked up by their
students and this will effects them that to become a professional it is needed to
become punctual at all the times.
3. Why do we need to check on the physical aspects of classroom management?

We need to check the physical aspects of the classroom management because
it is one of the most important for the students to become comfortable while they are
learning. Having the best physical classroom elements in the learning environment
would ensure the safety and order in class.
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.”
The meaning of the statement “No amount of good instruction will come out
without effective classroom management.” Even a school has a good classroom rules
it useless if the teacher or the one who implemented it is not following. Teachers
behavior will always reflect with her students behavior because they could see that
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their teacher is not following the implemented rules it will reflect them that it is good
to do not follow the said rules that is why teachers behavior shows that she follow the
rules for her students to follow it also.
2. What are your plans in ensuring effective classroom management?

In order for us as a future teacher to ensure the effective and efficient
classroom management, we all should possess all the qualities of being a good teacher
and also attained all personal classroom managements elements and requirements
such being punctual, having a modulated voice and well-groomed. And we should also
ensure that the physical classroom management have good ventilation, lighting, and
etc.
Activity 7.2
Identifying Personal and Physical Aspects of Classroom Management

OBSERVE
Observe the classroom management strategies that your Resources Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resources Teacher.
Check (√) observed, put an (×) if not observed and о for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No
Observed opportunity
to observe
1. Model to the students how to act in different /
situations.
2. Establish classroom guidelines. /
3. Documents the rules. /
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4. Refrain from punishing the entire class. /
5. Encourage initiative from class. /
6. Offer praise and rewards. /
7. Use non-verbal communication. /
8. Take time to celebrate group effort. /
9. Let students work in groups. /
10. Interview students to assess their needs. /
11. Address bad behavior quickly. /
12. Consider peer teaching. /
13. Continuously engage the students. /
14. Assign open-ended project. /
15. Write group contracts. /
Other (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.
There are many strategies that are employed by the Resource Teacher and
these strategies are useful and contributed to have a better classroom management.
Maybe because as a teacher you play the role of being a good role model to your
students you should always show them respects, generosity, kindness and authority
in order for them to treat you also like that and for the classroom to achieve the
effective implementation.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
As I interview my Resource Teacher, she said that the classroom management
are somehow the same with what she implemented and she also said that it is all
important and effective for better teaching and learning.
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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?
The classroom management strategies that I need to employ to respond the
diverse types of learners are, interviewing them to assess them their needs, let them
work as a groups in order for them to cope up with their differences and start peer
teaching.
Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
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Learning Episode Excellent Very Satisfactory Need Improvement

4 Satisfactory 2 1
3
observation Sheet questions tasks (2) observation observation
completely observation questions/ questions/ tasks not
answered/ questions/ tasks not answered/
accomplish tasks not answered/ accomplished.
answered/ accomplished
accomplished.
Analysis All questions were All questions Questions were Four (4) or more
answered were not answered observation
completely, answered completely, questions were not
answers are depth completely, answers are answered. Answers
and are answers are not clearly nit connected to
thoroughly clearly connected to theories; more than
grounded on connected to theories one four (4)
theories; grammar theories, (1) to (3) grammatical/
and spelling are grammar and grammatical/ spelling errors.
free from error. spelling are spelling wrong
free from
errors.
Reflection Profound and Clear but lacks Not so clear Unclear and shallow,
clear supported by depth and shallow, rarely supported by
what were supported by somewhat what were observed
observed and what were supported by and analyzed.
analyzed. observed and what were
analyzed. observed and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in reflected on in reflected on in the
context of the the context of the context of context of the
learning the learning the learning learning outcomes;
outcomes. outcomes. outcomes. not complete, not
Complete, well Complete well Complete not
90 | P a g e
organized highly organized very organized very organized, not
relevant to the relevant to the relevant to the relevant.
learning outcome. to the learning to the learning
outcome outcome
Submission Submitted before Submitted Submitted a Submitted two (2)
the deadline before the day after the days or mote after
deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
91 | P a g e
1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the guidance counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, teacher Helen always tells her students “Remember I
am the person in authority here. I have the power to pass or fail you.” Do you agree
with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
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FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum
FS 1 8 Close Encounter with the School

Curriculum
SPARK YOUR
INTEREST
Formal education begins in school. Schools are institutions established to resign total
learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculum. The recommended
curriculum was translated into written curriculum like books, modules, teachers’ guides
and lesson places which are the basis of the taught curriculum. A teacher who implements
the curricula needs support materials (support curriculum) to enhance teaching and
learning so that the written and the taught curricula can be assessed (assessed curriculum)
in order to determine if learning took place (learned curriculum). However, there are so
many activities that happen in school but are not deliberately planned. This refers to the
hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by
preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher then
puts life to a lesson plan by using it as a guide in the teaching-learning process where

At the end of this episode. I must be able to:
➢ Identify the different curricula that prevail in the school setting;
➢ Describe how the teacher manages the school curriculum by planning, implementing
lesson through different strategies and assessment of learning outcomes; and
➢ Analyze if the teacher aligns the objectives to subject matter, to teaching strategies
and assessment.
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School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to com fine to a specific learning space called school.
School are formal institutions of learning where the two major stakeholders are the
learners and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd
and the recommended curriculum in the K-12 or Enhanced Basic Education Curricula of
2013. All basic education schools offering kindergarten (K) elementary (Grades 1 to 6) and
secondary (Grades 7-10, Junior High School and Grades 11to 12, Senior High School)
adhere to this national curriculum as a guide in the implementation of the formal education
for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. Strengthen the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the leaners. The use of contextualized lessons and
addition of issue like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across every
level and subject.
3. Builds skills in literacy. With the use of mother tongue as the main language in
studying and learning tools from K to 1Grade 3, learners will become ready for higher
level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
development and cognitive skills. This process strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finished education in Grade 12
will be ready for college or tech voc careers. Their choice of careers will be defined
when they go to Grade 11 to 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be
ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to Grade 12
in the country.
• The enhanced curriculum K to 12 curriculum is the Recommended
Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
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• When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It
reflects the substance of RA 10533 or enhanced Basic Education Act of 2013.
In the teacher’s class it is the lesson plan. A lesson plan is a written
curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting
life to the written curriculum, which is referred to as the Taught
Curriculum. The guidance of the teachers is very crucial.
• A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher implement the
curriculum. This is referred to as the Supported Curriculum.
• In order to find out if the teacher has been succeeded in implementing the
lesson plan, an assessment shall be made. It can be done in the middle or end
of the lesson. The curriculum is now called the Assessed Curriculum.
• The result of the assessment when successful is termed as Learned
Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
• However, these are unplanned curriculum in schools. These are not written,
nor deliberately taught but they influence learning. These includes peer
influence, the media, school environment, the culture and tradition, natural
calamities and may more. This curriculum is called Hidden Curriculum or
Implicit Curriculum.
So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, especially in the K to 12 or enhanced curriculum for the basic education?
Teachers then should be multi-talented professionals who:
• Know and understand the curriculum as enumerated above;
• Write the curriculum to be taught;
• Plan the curriculum to be implemented;
• Initiate the curriculum which is being introduced;
• Innovate the curriculum to make it current and updated;
• Implement the curriculum that has been written and planned; and
• Evaluate the written, planned and learned curriculum.
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Activity 8.1
Curricula in the School Setting

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

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

1. Recommended • Basic Education It is recommended by
Curriculum (K to 12 (DEPED) scholars, non-scholars
Guidelines) • Higher and professional
Education organizations.
(CHED)
• Vocational
Education
(TESDA)
2. Written curriculum • Syllabus Documents based on

(Teacher’s Lesson Plan) • Module the recommended
• Books curriculum.
• Lesson plans
• Course of study
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3. Taught Curriculum Teachers always deliver Strategies and styles
(Teaching Learning their lesson. used by the teacher
Process) for effective learning.
4. Supported Curriculum • ICT Laboratory A curriculum that has

(Subject Textbook) • Science been planned, and
Laboratory taught needs
• Etc. materials, objects,
gadgets, laboratory
and many more that
will help the teacher
implement the
curriculum.
5. Assessed Curriculum • Standardized It used to measure the

(Assessment Process) test students’
• State test performance.
• Teacher-made
test
6. Learned Curriculum The result of the Small or big

(Achieved Learning assessment of the accomplishment of
Outcomes) students. learning outcomes.
7. Hidden Curriculum • Socialization Unplanned curriculum

(Media) • Peer sharing in schools. These are
• Brainstorming not written, nor
deliberately taught
but they influence
learning. This includes
peer influence, the
media, school
environment, the
culture and tradition,
natural calamities and
may more.
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ANALYZE
Which of the seven types of curriculum in the school setting is easy to find? Why?
Among the seven types of curriculum in the school the following are easy to be found,
Recommended Curriculum (K to 12 Guidelines) Basic Education (DEPED), Higher Education
(CHED) and Vocational Education (TESDA). Written curriculum (Teacher’s Lesson Plan)
Syllabus, Module, Books and Lesson plans. Course of study Taught Curriculum (Teaching
Learning Process) Teachers always deliver their lesson. Supported Curriculum (Subject
Textbook) ICT Laboratory, Science Laboratory Etc. Assessed Curriculum (Assessment
Process) Standardized test, State test and Teacher-made test. And Learned Curriculum
(Achieved Learning Outcomes) The result of the assessment of the students.
Which is difficult to observe? Why?

Among the seven types of curriculum in the school the difficult to observe is the
Hidden Curriculum (Media) because it was the unintended curriculum. It defines what
students learn from physical environment and it is only applied to any learning outcomes
that are not expressly design in a lesson plan.
Are these all found in the school setting? How do curricula relate to one another?
Yes, the relationship between the curricula and to one another is they both serve to
enhance each other. We all know that curriculum is the foundation of education and the
curriculum is what makes the school education quality stands out.
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Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
The relationship between the curricula and to one another is they both serve to
enhance each other in order for the school to reach its objective as a school that has a quality
education. Curriculum is one of the most important instruments used by the school. It
provides us a method we use to do in teaching.
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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 differenr components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the following Aspects
Major Curriculum Key Guide for Observation (Carefully look for the
Components 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?
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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 lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they
participating in the class activity?
f. Was the lesson finished within the th class preriod?
C. Evaluating/ Did learning occur in the lesson taught? Here you make
Assessing 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 date you gathered using these key questions?
1. How does the teacher whom you observe compare to the ideal characteristics or
competencies of global quality teachers?
The teacher facilitate and inspire the students to learn, she work with her
student to create new learning opportunities. She uses data and measurements to
support students’ learning and program developments.
2. Was the lesson implemented as planned? Describe.

The lesson was planned before the class discussion. Her lesson plan shows the
possible interactions of the students, it also writes the following activities and list of
question that the students should answer and comply during class hour.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
It shows that the teacher is glad and satisfied because she knows the she
delivered her lesson clearly and properly according to her lesson plan and she also
know that the students will enjoy and participate the discussion.
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4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
The majority of the students’ reaction after their lesson was happy and
contented with the information given by their teacher. They gave their focus and
attention with the given activities, while they are learning they also enjoy.
REFLECT
Based on your observation and tasks in activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
I will prepare my lesson based on the given curriculum. Aside from its parts, the
lesson should build a prior lesson and flawlessly flow in the next. Alongside from the major
components of the curriculum, there are some guidelines to follow. Each parts has its own
important aspects that in to its construction. A lesson plan should consider what types of
learners she is going to teach, the activities should be a based on the learners abilities and
skills. Lesson should have the following, subject matter, objectives, specific learning
activities, organize lesson and assessment for students’ learning.
ActivityComctructive
8.3 Alignment of the Components of a Lesson Plan
OBSERVE
Using the diagram below fill up the components parts of a lesson
I. Title of the Lesson: Non Locomotor Skills (Axial Movement)
II. Subject area: P.E
III. Grade Level: KINDERGARTEN
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Outcomes Teaching Methods Assessment
Fill this up Fill this up Fill this up
• DEFINE NON-LOCOMOTOR • LECTURE METHOD • GIVE 5 EXAMPLES

MOVEMENTS OF MOVEMENTS
• DEMONSTRATE THE THAT SHOW NON-
VARIETY MOVEMENTS OF LOCOMOTOR
NON-LOCOMOTOR
• EXPLAIN THEIMPORTANCE
OF BASIC NON-LOCOMOTOR
MOVEMENTS
ANALYZE
Answer the following questions based on the diagram.

1. Are three components constructively aligned? Explain.
Yes, the three components are constructively aligned from setting the learning
outcomes, down to what methods and strategies to be use in order to achieve the set
objectives, and what type of assessment that shall be used to measure the learnings
of the students.
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, the expected outcomes were achieved because the methods and strategies
that the teacher uses are effective and related to the topic. It is basically when we
think an outcome has achieved through this teaching method.
3. What component would tell if the outcomes have been achieved?
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The assessment and evaluation part of the lesson plan will tell if the students
meet the expected outcomes by getting a passing and above average scores.
REFLECT
What lesson have you learned in developing or writing a lesson plan?

The lesson that I have learned in developing and writing a lesson plan is that we need
to use the alignment of the three components so that we are able to come up with an idea to
achieve our expected outcome in our lesson plan. We need to think a plan that will based on
the students’ knowledge and abilities for them to meet the expectations we needed and we
needed to use methods and strategies that the students will enjoy as well as to learn.
What value will it give to the teacher if the three components are aligned?
The value of success will be gained by the teacher if she used align three components
to her lesson plan. Achieving an objective we set by delivering the lesson efficiently and
learning the students effectively.
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, 3.
Activity 1 Artifact
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1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title: Non Locomotor Skills (Axial Movement)
Subject Area: Kindergarten
Grade Level: P.E
Lesson Outcomes Teaching Methods Evaluation

• DEFINE NON- • LECTURE METHOD GIVE 5 EXAMPLES OF
LOCOMOTOR MOVEMENTS THAT
MOVEMENTS SHOW NON-
• DEMONSTRATE THE LOCOMOTOR
VARIETY
MOVEMENTS OF
NON-LOCOMOTOR
• EXPLAIN
THEIMPORTANCE OF
BASIC NON-
LOCOMOTOR
MOVEMENTS
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Learning Episode Excellent Very Satisfactory Need

4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
observation questions tasks (2) observation more
Sheet completely observation questions/ observation
answered/ questions/ tasks not questions/ tasks
accomplish tasks not answered/ not answered/
answered/ accomplished accomplished.
accomplished.
Analysis All questions All questions Questions Four (4) or
were answered were were not more
completely, answered answered observation
answers are completely, completely, questions were
depth and are answers are answers are not answered.
thoroughly clearly not clearly Answers nit
grounded on connected to connected to connected to
theories; theories, theories one theories; more
grammar and grammar and (1) to (3) than four (4)
spelling are free spelling are grammatical/ grammatical/
from error. free from spelling wrong spelling errors.
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear supported lacks depth and shallow, shallow, rarely
analyzed
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
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organized organized organized very organized, not
highly relevant very relevant relevant to the relevant.
to the learning to the to the to the learning
outcome. learning outcome
outcome
Submission Submitted Submitted Submitted a Submitted two
before the before the day after the (2) days or mote
deadline deadline deadline after the
deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
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Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in technology,
though not deliberately taught in the lesson, will influence the curriculum. This is
referred to as ____________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Method
III. Outcomes and Teaching Method
A. I only
B. B. II only
C. C. III only
D. D. I, II, III
5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
A. For ease of correcting by the school principal
B. To assure that each components contributes to the attainment of the learning
outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.
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FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum
FS 1 9 Preparing for Teaching and

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

At the end of this episode, I must be able to:
➢ Identify the teaching-learning practices that apply or violate the principles of teaching
learning;
➢ Determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
➢ Judge if lesson objectives/intended learning outcomes are SMART;
➢ Determine whether or not the intended learning outcomes are achieved at the end of
the lesson.
➢ Observe the teaching methods used by the Resource Teacher; and
➢ Differentiate the different methods of teaching.
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These are the time-tested principles of teaching and learning
3. Effective learning begins with setting clear expectations and learning outcomes.
4. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand”
5. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with the other concepts learned, with real
world experiences and with their own lives.
6. Learning is cooperative and a collaborative process.
A teaching method consist of systematic and orderly steps in the teaching-learning process.
It is the practical realization of an approach. All methods of teaching can be classified either
deductive (direct) or inductive (indirect).
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concrete,
generalization, of experience,
abstraction and Teaching details,
ends with concrete, examples and
experience, details, ends with a
examples rule,
generalization,
abstraction.
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Demonstrating an Understanding of Research-Based Knowledge
Activity 9.1
Principles of Teaching and Learning
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I
can cite more than one evidence per principle of learning.
ANALYZE
Principles of Learning What did the Resources Teachers do to
apply the principle of learning
1. Effective learning begins with the To apply this principle of learning, the
setting of clear and high expectations teacher must present her lesson in a
of learning outcomes. creative way via projector regarding to
what is her learning outcomes.
2. Learning is an active process To apply this principle of learning, the

teacher let her students participates and
interacts with the learning process.
3. Learning is the discovery of personal To apply this principle of learning, the

meaning and relevance of ideas. teacher asked her students to share their
thoughts and ideas regarding the topic.
4. Learning is cooperative and To apply this principle learning, the teacher

collaborative process. Learning is must group her students and gave them an
enhanced in an atmosphere of activities related to the topic. Each group
cooperation and collaboration. will analyze and do brainstorm. The
students in every group will participate
and cooperate happily to their task.
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1. What principles of learning were most applied? Least applied?
Most Applied
As what I have observed the most applied principles of learning are the, “Learning is the
discovery of personal meaning and relevance of ideas” and “Learning in an active process” it
is where the students have a chance to participate and cooperate with the discussion with
their teacher.
Least Applied
The least applied principles of learning are the, “Effective learning begins with the setting
of clear and high expectations of learning outcomes” sometimes the teacher are not well
prepared with their visual aids so the students did not caught their attentions.
Give instances where this/these principle/s could have been applied?

• Learning is the discovery of personal meaning and relevance of ideas and Learning in
an active process.
Example: before the teacher start the discussion, she will ask a few question which is
related to the topic and let the students give their ideas and thoughts so the teacher
will start the discussion with the given thoughts and idea of the students and the
active learning process will be applied.
• Effective learning begins with the setting of clear and high expectations of learning
outcomes.
Example: the preparation of the teacher for her visual materials.
• Learning is cooperative and collaborative process. Learning is enhanced in an
atmosphere of cooperation and collaboration.
Example: the students will work together to finish and accomplish a certain task
given by their teacher.
REFLECT
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From among the principles of learning, which one do you think is the most important?
Principles of learning are the guidelines for the ways for the teacher achieve his/her
learning outcomes. For me the most important principle among the principles of learning is
the “Learning is an Active Process” because the learnings of the students will always depends
on how their teacher will discuss and elaborate the topic, if the teacher did not explain the
topic very well the students will not learn from her but if the teacher is well prepared and
knows very the topic the students will learn.
Activity 9.2
Identify Learning Outcomes that are Aligned with Learning Comptencies
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.
Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No
1. Define the form of passive voice / /
construction.
2. Convert a sentence from active / /
voice to passive voice.
3. Write sentences in passive voice in / /

simple tenses.
4. Explain the use of correct voice. / /
Cite pieces of evidence that these learning outcomes were achieved.
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1. In the presentation stage, students start sharing their ideas and thoughts with
their topic before the teacher starts the discussion.
2. During the discussion, the students will elaborate the ideas and thoughts given
their classmates and the teacher will also give examples to support if the given
ideas were correct.
3. After discussion, the teacher assigned the students to write a sentence in the
passive voice in simple tenses.
4. In the presentation stage, the students will watch a video clips related on
passive constructing sentences.
ANALYZE
Do SMART objectives make the lesson more focused?

For me, SMART objectives help the lesson become more focused to its goals because
the teacher will set objectives with specific, measurable, achievable, realistic and timely.
With these the teacher will be aware and guided on what are the desirable outcomes.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.

I have learned from the lesson in determining SMART learning outcomes is that,
making an learning outcomes it should follow the SMART (specific, measurable, achievable,
realistic and timely) because it will really help us to stay focus on we desire to achieve and it
will also help the students to develop their learning process. And it makes the learning
outcomes clear and organized.
Distinguishing Between Inductive and Deductive

Activity 9.3
Methods of Teaching
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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 teacher lecture all the time? Were students involved in the teaching-
• No, the teacher to give time her learning process? How? Or were they mere
students to understand the passive recipients of instruction?
previous lesson before starting • Yes, the students were involved in the
new lesson. teaching-learning process.
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
• No, the emphasis on the mastery Proofs.
was on the lesson because the • Yes, the teacher let them make their
teacher made sure that the own samples.
students learned and cope with
the discussion.
Was class atmosphere competitive? Was class atmosphere collaborative? Why?
Why? • Yes, the teacher groups the students
• No, the teacher let them work so that they collaborate and
with their group. brainstorm their ideas together with
their groupmates.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline subjects?
• Yes, the teacher only focuses in • No, the teacher only focuses on the
one subject during the class main subject.
hour.
What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed
new lesson meanings.
- During the class discussion, the teacher let her students think about their past
experiences related to the topic.
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b) Inquiry-based
- The teacher posed questions to the students about the topic to encourage her
students to think independently and the question was subjective.
c) Developmentally appropriate – learning activities fit the developmental stage of

children
- The teacher’s nurture the child’s development.
d) Reflective
- Reflective teaching includes thinking about, remembering and evaluating a
teaching experience.
e) Inclusive – No learner was excluded; teacher taught everybody.

- The teacher will let her students learn and no one will be excluded. All students
have the opportunity to learn.
f) Collaborative – Students work together.

- The teacher will let her students to work together as a groupmates.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught.
- The teacher integrates other subjects that are related to the topic.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for
the test?
The possible consequences of teaching purely subject matter for mastery and
for the test is that the students will not extend their knowledge regarding the
particular topic because the teacher limit their concept of learnings.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
If I were to reteach a class, I would still use the students-centered approach
because as a teacher I’m here for them to facilitate and correct them if they commit
mistakes.
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REFLECT
Reflect on
Principles of teaching worth applying
As a future teacher, the principles of teaching are worth applying because it is really
important to us to improve ourselves and the process of learning on our students. These
principles promote us to excellence in terms in teaching and learning the students. It also
enhanced the students’ engagement through effective teaching.
Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of
her lesson. She proceeds to her learning activities at once without letting them know
what they are supposed to learn for the day. Principle of learning does Teacher Rose
negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drill out of context. She gives-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For Meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains –
cognitive, skill and affective or cognitive and affective or skills and affective.
B. Begin with the end in mind.
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C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric
which he explained to the class before the students began with their task. Based on
revised Bloom’s taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course,
The Teaching Profession. Based on bloom’s revised taxonomy, in which level of
cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
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Post proofs of learning that you were able to gain in this Episode. You may
attach the lesson plan(s) used by your Resources Teacher to show the intended
learning outcomes and the method used in class.
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Evaluate your work task Field Study 1, Episode 9 – Creating an Appropriate

Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a
learning environment appropriate to the learners and conducive to learning.
3 1
4 2
d. hed.
errors.
analyzed.
outcome.

Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
120 | PSignature
a g e of FS Teacher above Printed Name Date
FS 1 10
The Instructional Cycle
SPARK YOUR INTEREST

V
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12
curriculum and teacher education curriculum are focused on outcomes. Likewise,
this Episode dwells on types of questions, questioning and reacting techniques that
teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student responses have a bearing on class interaction.
This Episode strengthens the theories learned in the course, Teaching Methods and
Strength and in other professional subjects in Education.

➢ identify the application of some guiding principles in the selection and use of
teaching strategies.
➢ Determine whether or not the lesson development was in accordance with
outcomes based teaching and learning.
➢ Identify the Resource Teacher’s questioning and reacting techniques.
➢ Outline a lesson in accordance with outcome teaching-learning.
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more sense that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhance 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.
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Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with
its K to 12 Curriculum Guide. The Technical Education Skills Development Authority
(TESDA) has been ahead of DepED and the Commisssion on Higher Education (CHED)
in the practice of Competency Standards-Based teaching and Assessment. CHED
requires all higher education institution in the country to go outcome-based
education (OBE) in its Memo 46, s. 2012. Outcome-based teaching and learning
(OBTL) is OBE applied in the teaching-learning process. It is equivalent to
competency-based and standards-based teaching and learning in the Kto12
Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs)
and in turn the Assessment Tasks (ATs) are aligned with the intended learning
outcomes. In other words, in OBTL you first establish your intended learning
outcomes (lesson objectives). Then you determine which teaching-learning activities
(TLAs) and also the assessment tasks (ATs) you will have to use to find out if you
attained your ILOs.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of teach and the AT’s are the evaluation part.
Likewise, it is also important that teachers must be able to have a mastery of
the art of questioning and reacting techniques to ensure the effective delivery of
instructions.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Low-level Who, What, Where, When questions
With one acceptable answer
2. Divergent/Open-ended/High- Open-ended; has more that one

level/Higher-order/Conceptual acceptable answer
a) Evaluation
b) Inference e.g. When the phone rang and Liz picked
it up, she was all smiles. What can you
infer about Liz.
c) Comparison
d) Application
e) Problem-solving
3. Affective e.g. How do you feel?
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These are also some of the reading techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow-up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”
\
Activity 10.1
Applying the Guiding Principles in the Selection and Use of
Strategies

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 teacher used a video presentation
the more and the better the learning. about the topic.
2. Learning is an active process. The teacher gives a group activity.
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3. A non-threatening atmosphere The teacher gives them a time allotment
enhances learning. for them to prepare their answers.
4. Emotion has the power to increase Emotions of the students help them to
retention and learning. focus and make them think critically.
5. Good teaching goes beyond recall of The teacher asks the students about the
information. topic last time to know if they remember
the previous topic.
6. Learning is meaningful when it is The teacher let the students do the
connected to students’ everyday life. activity so that they can show what they
have learned.
7. An integrated teaching approach is The teacher discusses other topic that
far more effective that teaching relates their subject.
isolated bits of information.
ANALYZE
What is the best method of teaching? Is there such a thing?

The best method and strategy that a teacher may use was to get the attentions
and interests of the students so that the students will learn what about they discuss.
Reflect on this question.

REFLECT
How do we select the appropriate strategy for our lesson?
We do select an appropriate strategy for our lesson if we based our learning

process with the skills and abilities of the student so that will keep on catching up
what we have discussed.
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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?
- Yes, the teacher reads it and explains it in front of her class.
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
- The teacher gives a group activity and does questioning during and after the
discussion of lesson so that the students will easily understand their topic.
3. What assessment task/s did teacher employ? Is/her these aligned to the
Lesson objectives/ILOs?
- The teacher gives the students an activity which is reporting.
ANALYZE
1. What are your thoughts about Outcomes-Based Teaching and Learning

(OBTL)?
An outcome based teaching and learning or OBTL aims the
students to learn and have enough skills. It helps the students to become
prepare in order for them to achieve their goals and objectives.
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REFLECT
Reflect on the use of OBTL.

Outcome based teaching and learning or OBTL is important and useful for all
the teacher because it set goals for making the students learn.
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 questions.
Types of Question Examples of Questions that the Resource Teacher
Asked
1. Factual/convergent Ano gagawin mob ago ang kalamidad?

Closed/low level
2. Divergent/ higher- Paano ka makakaiwas sa kapahamakan dulot ng

order/open- kalamidad?
ended/conceptual
3. Evaluation Ano-ano ang mga paraan na iyong gagawin para

makaiwas sa kapahamakan dulot ng kalamidad?
4. Inference ---
5. Comparison Ano ang pinagkaiba ng man-made at natural calamity?
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6. Application Bilang isang estudyante paano maisasabuhay ang iyong
natutuhan tungkol sa pag iwas sa kalamidad?
7. Problem solving Ano ang iyong magagawa upang makatulong sa inyong

lugar upang maiwasan ang ganitong mga sakuna?
8. Effective Ano ang nagging iyong reaksiyon tungkol sa ating

tinalakay?
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave
school as periods!” Does this have something to do with the type of questions
that teachers ask and the questioning and reacting techniques that they
employ?
Yes, asking questions to the students and teacher is important because
it addresses queries that the students don’t understand in their discussion so
the teacher will know if she explain and discuss the topic.
REFLECT
Reflect on
The importance of using various reacting techniques
Reacting techniques is one of the best ways to address the questions of the
students so that they will truly understand the topic that have discuss by their
teacher.
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
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Evaluate Your Work Task Field Study 1, Episode 10- The instructional cycle
Evaluate Outcomes: identify the application of some guiding principles in the
selection and use of teaching strategies. Determine whether or not the lesson
development was in accordance with outcome-based teaching and learning. Identify
the Resource Teacher’s questioning and reacting techniques. Outline a lesson in
accordance with outcome-based teaching-learning.
Learning Excellent Very Satisfactory Needs
Episode Satisfactory Improvement
4 3 2 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
questions/tasks observation questions/tasks not observation
Observation
completely questions/tasks not answered/accomplished. questions/tasks not
Sheet answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not For (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered
and are thoroughly connected to theories; connected to theories; completely; answers are
grounded on theories; grammar and spelling one (1) to three (3) clearly connected to
grammar and spelling are free from error. grammatical/spelling theories; more than four
are free from error. errors. (4) grammatical errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyzed. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
in the context of the in the context of the on in the context of the on in the context of the
Artifacts
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
Complete; well- Complete; well- Complete; not organized, complete; not organized,
organized, highly organized, very relevant relevant to the learning and not relevant to the
relevant to the learning to the learning outcome. outcome. learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2) days
deadline. deadline. deadline. or more after the
deadline.
Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
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Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context
B. Teach your content from a multidisciplinary perspective
C. Group students for work or project, that way project becomes less
expensive
D. Let students learn the steps in opening a computer by making them
follow the steps.
2. The more senses that are involved, the more and the better the learning. Which
practice is aligned with this principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents
3. In OBTL, upon which school my assessment be based?

A. Content
B. Intended learning
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among student?

A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-minded questions
C. Asking non-directed questions
D. Involving as many as possible
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FS 1 11 Utilizing Teaching-Learning
Resource and ICT
SPARK YOUR INTEREST

V
With the lightning speed by which technology is involving, and now with 4.0,
technology continues to be an ever significant part of the learning environment. This
episode provides an opportunity for students to examine a Learning Resources
Center or Multi-Media Center and learn about its collection, service, equipment,
observe how a teacher utilizes technology for instruction, and explore resources in
the virtual learning environment. Students will analyze and reflect on how
technology, including artificial intelligence, supports the teaching-learning process.

• Identify and classify learning resource materials in the multi-media center;
• Show skills in the positive use of ICT to facilitate the teaching-learning process
(PPST 1.3.1);
• Show skills in the evaluation, selection, development, and use of a variety
learning resources, including ICT to address learning goals (PPST 4.5.1);
• Analyze the level of technology integration in the classroom; and
• Demonstrate motivation to utilize ICT for professional development goals
based on the PPST (PPST 7.5.1)

The Information and Communication Technology Competency Framework for
Teachers (ICTCFT) version 3 is a comprehensive framework guide teachers’
development on the effective and appropriate use of ICT in education. It highlights
what teachers should know and do clustered in six aspects, namely: 1. Understanding
ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4. Application of Digital
Skills, 5. Organization and Administration, 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which
guide teachers as they develop their ICT skills from Level 1, Knowledge Acquisition,
to Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The
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Communication on Higher Education Teacher Education Curricula (2017) includes
the UNESCO ICT CFT so most likely you have tackled this in your Technology for
Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in
this episode. The activities here are meant for you to observe, analyze and reflect
about the competencies discussed in the framework.
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of this center has evolved.
Some of the names are Audiovisual Center, Media and Technology Resource
Center, Teaching-Learning Technology Department, Or Simply Learning
Resource Center.
2. With the swift development of ICT, the natural outcomes was the ever-
expanding interface between the traditional library and ICT both in term of
hardware and software system and application.
3. School may have different set-up when it comes to a Learning Resource Center
(LRC). Some have replaced the term library with LRC. Some have a separate
library, LRC, and Audio Visual or Media Center. Some only have the LRC both
for teachers and students. Still some have combined their learning resource
center with maker space.
4. The common purpose among these centers is to provide print, audio visual
and ICT resources to support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the use
of audiovisual and ICT resources, working with teachers and administrators
in producing instructional materials, making available useful resources to the
students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must
fulfill the following function: center of resources, laboratory of learning, and
agent of teaching, service agency, coordinating agency, recreational reading
center, and a link to other community resources.
Technology Integration
The Technology Integration Matrix provides a comprehensive framework
for you to define and evaluate technology integration. It will provide you direction
and guide you in the process of achieving effective teaching with technology. The
teacher’s integration of technology in instruction can be described as progressing in
5 levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages
and enables quality technology integration. The interdependent characteristics of the
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learning environment are being active, collaborate, constructive, authentic, and goal-
directed.
The technology integration matrix connects the levels of technology
integration and the characteristics of the learning environment. Examine the matrix
below. To make you understand how integration is done in each of the levels and
environment, explore the TIM website and learn from the many interesting videos
showing technology integration.
Observing technology integration in the classroom

Technology Levels Of Technology Integration Into The Curriculum
Integration Matrix Adoption: the teacher directs Adoption: the teacher Infusion: the teacher Transformation: the
Entry: the teacher uses technology students in the conventional encourages adaptation creates a learning teacher creates a rich
to deliver curriculum content to use of tool-based software. If of tool-based software environment that learning environment in
students. such software is available, this by allowing students to infuses the power of which students
level is the recommended select a tool and modify technology tools regularly engage in
entry point. its use to accomplish throughout the day and activities that would
that task at hand. across subject areas. have been impossible to
achieve without
technology.
Active: students are Students use technology for drill Students begin to utilize Students have Throughout the school Given ongoing access to
actively engaged in using and practice and computer-based technology tools to create opportunities to select day, students are online resources,
technology as a tool training. products, for example using a and modify technology empowered to select students actively select
rather than passively word processor to create a tools to accomplish appropriate technology and pursue topics
receiving information report. specific purposes, for tools and actively apply beyond the limitations
from the technology. example using colored them to the task at of even the best school
cells on a spreadsheet hand. library.
to plan a garden.
Collaborative: students Students primarily work alone Students have opportunities Students have Throughout the day and Technology enables
use technology tools to when using technology. to utilize collaborative tools, opportunities to select across subject areas, students to collaborate
Characteristics of the Learning Environment
collaborate with others such as email, in conventional and modify technology students utilize with peers and experts
rather than working ways. tools to facilitate technology tools to irrespective of time
individually at all times. collaborative work. facilitate collaborative zone or physically
learning. distances.
Constructive: students Technology is used to deliver Students begin to utilize Students have Students utilize Students use technology
use technology tools to information to students. constructive tools such as opportunities to select technology to make to construct, share, and
build understanding graphic organizers to build and modify technology connections and publish knowledge to a
rather than simply upon prior knowledge and tools to assist them in construct worldwide audience.
receive information. construct meaning. the construction of understanding across
understanding. disciplines and
throughout the day.
Authentic: students use Students used technology to Students have opportunities Students have Students select By means of technology
technology tools to solve complete assigned activities that to apply technology tool to opportunities to select appropriate technology tools, students
real-world problems are generally unrelated to real- some content-specific and modify technology tools to complete participate in outside-
meaningful to them world problems. Without the activities that are based on tools to solve problems authentic tasks across of-school projects and
rather than working on support of technology tool real-world problems. based on real-world disciplines. problem-solving
artificial assignments. issues. activities that have
meaning for the
students and the
community.
Goal Directed: Students Students receive directions, From time to time, students Students have Students use Students engage in
use technology tools to guidance, and feedback from have the opportunity to use opportunities to select technology tools to set ongoing metacognitive
set goals, plan activities, technology, rather than using technology to either plan, and modify the use of goals, plan activities, activities at a level that
monitor progress, and technology tools to set goals, plan monitor, or evaluate an technology tools to monitor progress, and would be unattainable
evaluate results rather activities, monitor progress or self- activity. facilitate goal-setting, evaluate results without the support of
than simply completing evaluate. planning, monitoring, throughout the technology tools.
assignments without and evaluating specific curriculum.
reflection. activities.
(Reproduced with permission of the Florida Center for Instructional Technology,

College of education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The World Wide Web is like an endless network of information, ever-
expanding and almost limitless. Electronic resources come in different forms like
websites, web quests, blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
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As a future teacher, one of the skills that will be most useful for you is the
ability not only to search for information but to make decisions, as to which ones you
will take internet resources. You will be able to choose the best resources that will
help you attain you teaching-learning objectives.
Below is a set of criteria which you can use to evaluate:

1. Accuracy- the resource material comes from a reliable source and is
accurate, free from error and is up-to-date.
2. Appropriateness- the resource is grade/level-appropriate. The content
matches what is needed by the teacher.
3. Clarity- the resource clearly addresses the instructional goals in mind.
4. Completeness- the content is complete. It has all the information needed
to be able to use them.
5. Motivation- the resource is engaging the rewarding to learners. It will
encourage the active participation of the learners.
6. Organization- the resource is logically sequenced. It clearly indicates
which steps should be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, and Branch, Robert Maribe
(2003). A gateway to Educational Materials: An Evolution of an Online Resource for
Teachers and an Exploration of User Behaviors. Journal of Technology and Teacher
Education. 11 (1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented
speed at which technology is involving has disrupted many vital processes that
involve how we run production, businesses and consequently how we teach and
learn. The following Technology trends have huge potential to transform the
ways teach and learn (UNESCO, 2018):
1. Open Educational Resource (OER). OERs are materials that can be used for
teaching and learning that do not require payment of royalties nor license fees.
There is an abundance of OERs in the form of textbooks course materials,
curriculum maps, streaming videos, multimedia apps, and many others. They
can have a significant impact on education as they are made available and
easily accessible in the internet. Be sure to explore them to help you work on
this episode.
2. Social Networks. Social networks have revolutionized the way we interact,
learn about things and share information. Sites and apps such us facebook ,
twitter, Instagram provide a virtual venue for teacher and learners to work
together interact among themselves and with other classrooms locally and
globally.
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3. Mobile Technologies. Filipinos are one of the most active on the internet, and
also one who send the most number of text message per day. This indicates
the high number of mobile device users. These devices can also be used as a
learning tool by allowing teachers and students more opportunities to learn
inside and even outside the classroom.
4. The Internet of Things. Lot is a system of computing mechanism that built-
in into many everyday things, that allow sending and receiving data through
the internet. A lot of things have turned “smart”. We have smart cars that can
navigate on its own. Smart houses that monitor temperature and light. Smart
TVs that interface with the internet. Watches that send our vital signs to our
doctor. All of these development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behavior of humans such as
talking, learning and solving problems. Virtual assistants such as Siri, Alexa,
Bixby and Google assistant are near samples of AI. Among others, uses of AI in
Education can be in the areas of gamification and adaptive instruction for
learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an
environment by a computer program that allows a person to visit and
experience the environment virtually. In AR, images form computer programs
interlay with the actual views of the real-word, resulting in an extended,
expanded, or altered view of a real-world environment. In education, among
others, VR and AR programs and apps allow more exciting ways of seeing and
experiencing things that add to the motivation and engagement of learners.
7. Big Data. Through the billions of interaction and transaction are done
electronically, and through the internet, an enormous amount of data is
generated and sorted. The challenge is how sense of this data, through
analytics and research pertinent questions about how to make teaching and
learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and
websites. Today, there are learning programs that introduce coding activities
as early as kindergarten. Robotics programs in the elementary and secondary
programs introduce and hone the skills of young learners. Coding helps
learners develop novel ways of exploring and trying out ideas, especially when
done with the problem or project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, It is crucial to
ensure that human values and principles govern or guide our use of
technology. Ethical practices that protect the rights of every person need to be
upheld.
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Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group
of people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
• MOOCs are on-line courses designed for large number of participants, usually
larger than the number of students that can fit a regular classroom. There can
be hundreds or even be a thousand or more.
Open
• There is mostly freedom of place, pace and time.
• Courses can be accessed by anyone anywhere as long as they have internet
connection.
• Courses are open to everyone without entry qualifications.
• Some courses are for free.
Online
All aspects of the courses are delivered online.
Course
The MOOC of offers a full course experience including:
• Educational content. May include video, audio, text, games, simulations, social
media and animation
• Facilitation interaction among peers. Builds a learning community through
opportunities to internet
• Some interaction with the teacher or academic stuff
• Activities/tasks, tests, including feedback. Participants are provided with
some feedback mechanism. Can be automatically generated like quizzes,
feedback from peers or the teacher
• Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and the most likely has to be paid for.
• A study guide/syllabus. This includes instructions as to how you may learn
from the materials and interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Ivercity.
You will have a chance to explore them as you go through this Episode.
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\
Activity 11.1 Visiting the Learning Resource Center

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school’s Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment
or facilities are used
3. Make an inventory of its available resources and classify them according to
their characteristics and function.
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 statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take photos of the center
(if allowed).
After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.
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Name of Center Observed: LIBRARY AND COMPUTER LABORATORY
Date of Observation: DECEMBER
Name of Observer: LOIDA SODSOD
Course/Year/School: BEED IV
List of Available Learning Resources

Available Learning Resources Characteristics and Unique Teaching
(Enumerate in bullet form) Capabilities Approaches where
the Resource is
Most Useful
1. Print Resources Most the books are new and Inquiry-based
• Journal some are old but in good learners
• Books condition the same as the
• Magazines magazines, journal and
• Newspaper newspaper.
2. Audio Resources These items will be useful for Student-centered
• Lapel discussing in a larger number approach
• Speaker of audiences.
• Microphone
3. Non-electronic Visual Blackboards are big enough, Teacher-centered
Resources the chalk supply are enough approach
• Blackboards and the pictures are color and
• Pictures pleasing to the eyes.
• Chalks
4. ICT Resources All teachers have their own Inquiry-based
• Computers personal laptops. Printer and learners
• Laptop projector are useful for the
• Printer teacher for easy and
• projector convenient job.
Impression about the LRC:
Name and Signature of Observer:

LOIDA SODSOD
Name and Signature of the Learning Resource Center in-charge:

CLARENZE RAYCO
ICT Competency Standards for Teachers (CHED Teacher Education Programs

(2017)):
138 | P a g e
ANALYZE
Are the learning resource/materials arranged properly according to their functions

and characteristics?
- Yes, the learning materials and resources are well arranged according to it
specifications and subjects.
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
- Yes, there are guidelines and procedures. It was well explained before they can
access the materials and resources.
What are the strengths of this Learning Resource Center?

- The strengths of having a Learning Resource Center was the school has the
availability of the needs of the teachers and students such materials and
resources that can be use in teaching.
What are its weaknesses?

- I don’t see any weaknesses of the Learning Resource Center
What suggestion can you make?

- The things that I want to suggest is make it available for the students so that
they can access the books that their use in their discussion.
REFLECT
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1. Which of the materials in the Learning Resource Center caught you interest
the most? Why?
- The laptops because it is really useful for all the teachers to have their personal
laptops.
2. Which gadgets/materials are you already confident to use/operate?

- Since I’m a 21st century students I’ am confident to use and operate laptop,
computer, lapel, books, speaker, microphone and etc.
3. Which ones do you feel you need to learn more about?

- The things that I need to learn more is using printer.
Activity 11.2
Observing Technology Integration in the Classroom

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

steps: Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how
technology was integrated in the lesson and how the students were involved. Step 3.
Reflect on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observation.
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Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/learning resource is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learner’s response to the teacher’s use of learning

resources. Listen to their verbal responses. What do their responses indicate?
Do their response attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they interest
in the in the lesson and in the materials? Are they looking towards the
direction of the teacher and the materials? Do their action show attentiveness,
eagerness, and understanding?
OBSERVATION SHEET NO. _____

REPORT
School: OAS SOUTH CENTRAL SCHOOL
Subject: Topic:
Grade/Year Level: KINDERGARTEN
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: KINDERGARTEN
Subject Matter:
Brief Description of Teaching Approach used by the Teacher:
Class discussion using Google meet.
Teaching Aids used Strengths Weaknesses Appropriateness

(Enumerate in bullet of the Teaching
form) Aids used
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The teacher uses the She delivered the Both teacher and it is appropriate
following: lesson easily and students might because schools
- Laptop clearly. She added face an internet nowadays will
- Power some pictures so connection loss used the internet
presentation that the students and also they can as an alternative
- Google meet clearly understand encounter noises. place to teach the
- Internet their topic. students.
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?
- Entry, because the teacher uses different types of technologies to teach the
students.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify you
answer.
- Active, because the students also used the technologies to support their own
learning. They use technologies to give their thoughts and ideas to their
teacher based on their topic.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
- Yes, because it helps both the teacher and students to do their discussion even
they are not inside the school.
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?
- I will do the same because today it is really convenient to use those kind of
methods in teaching.

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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 ope-
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? What are the teacher’s objective?

2. Note the important concepts that teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.
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ANALYZE
Analyzing the information you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual
or augmented reality that will be useful in teaching the same lesson. Evaluate part of
this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level KINDERGARTEN
Subject Matter/Topic
(Based on the class you observed)
Lesson Objectives/Learning
Outcome
Name and Type of Describe the Put a check if the resource satisfies the criterion Describe
Electronic Resource electronic how you
resource can use it if
(include you were
author/publ to teach in
isher/sourc the class
e) you
observed
Accurate Appropriat Clear Complete Motivating Organized
e
Old but in / / / / / / I can use

Books good this as my
condition. reference.
It can access / / / / / /
Cellphone, laptop by all types
I can use
and computer of gadgets.
this as my
(Internet/google)
basis and
reference.
REFLECT
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1. Describe your experience in surfing the internet for appropriate electronic for the
class? What made it easy? Difficult?
My experienced surfing the internet for appropriate electronic was not
that difficult as a 21st century learner, I’ am aware about on how to use those
electronics.
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?
I choose those electronic devices which is suited and useful to the lesson.
Electronics that is accessible for a teacher and students and it will help both
the teacher and students to make the teaching and learning convenient.
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?
For me the technology skills that I already have are being information
literate and technology literate such using Microsoft office, convert document
in multiple formats, uploading videos and pictures, accessing news and article
and etc. In order for me to be better at utilizing education resources, I will
study hard on how to enhance my skills and also I will get some information
that may be useful for me to be better at using the technology as a mode and
way of teaching.
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Activity 11.4 Professional Development through MOOCS

OBSERVE
To realize my Intended Learning Outcomes, I will work my way through

these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop
more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant
to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
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 is relevant to the competencies
you identified. You may try these sites:
4. Indicate the MOOC provider. You might need to create an account in the
different MOOC providers to explore their MOOCs.
PPST Domain Competencies I MOOCs related to the MOOC

want to work on competency/ies Providers
(include a short
description)
1. Content Act as a role model. Foundation of teaching Coursera

knowledge for learning developing http://www.co
and Pedagogy relationship-designed ursera.org/lear
to assist people who are
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currently teaching but n/teaching-
had no improvement learning
about their
understanding as a
teacher.
2. The learning Create an Children’s development Coursera

Environment environment that increases when their http://www.co
conducive and safe school environment is a ursera.org/lear
for the students. place where they can n/teaching-
learn comfortably and learning
conductively.
3. Diversity of Create an Children’s has their Coursera

Learners appropriate differences based on http://www.co
demonstration for their gender, beliefs, ursera.org/lear
holistic culture and etc. The n/teaching-
development of the teacher must consider learning
students. their differences before
starting their lesson.
4. Curriculum Create clear and Foundations of teaching Coursera

and Planning appropriate learning for learning provide http://www.co
objectives. opportunity to ursera.org/lear
understand students’ n/teaching-
knowledge. learning
5. Assessing and Use different types The brain targeted Coursera

Reporting of assessment to teaching model of 21st http://www.co
evaluate learning. century schools. ursera.org/lear
n/teaching-
learning
6. Community Integrates Introduction to global Coursera

Linkage and information from sociology http://www.co
Professional different discipline understanding location ursera.org/lear
Engagement in teaching. in an interconnected n/teaching-
and cultural economic learning
landscape.
7. Personal Take the pride of Foundations of teaching Coursera

Growth and being a teacher for learning provide http://www.co
opportunity to reflect ursera.org/lear
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Professional on personal growth and n/teaching-
Development professional learning
development.
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the
most appropriate for you. Describe the MOOCs below.
1. MOOC Title:
The brain targeted teaching model of 21st century schools.
Provider:
Coursera http://www.coursera.org/learn/teaching-learning
Objectives of the MOOC:
Describe how emotional and physical learning environments affect
learning.
Content Outline:
Session 1 and 2: Course overview, Introduction, Brain-Targeted
Teaching Model
Session 3 and 4: The emotional climate for learning
Session 5 and 6: The physical learning environment
Session 7 and 8: The learning unit design
Why did you pick this MOOC? I must give my best to sustain my capability in
honing the students in becoming better students/citizens through
techniques, assessments and evaluations that I can give and offer them.
2. MOOC Title:
Foundations for Teaching and Learning 8
Provider:
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Put the ideas and concepts together that are practical value to the
teaching and learning in school
Content Outline:
• Developing appropriate relationships with your students.

• Developing positive working relationships with colleagues.
• Understanding the importance of family partnerships in
children’s learning.
• Developing positive working relationships with families and the
wider community.
Why did you pick this MOOC? I want my students to look at me as their role
model.
3. MOOC Title:
Foundations for Teaching and Learning 2
Provider:
Understand being a teacher.
Content Outline:
Week 1: what is teacher?
Week 2: myself and my learning
Week 3: influences on my learning
Week 4: impacts on my learning
Week 5: how do I learn?
Why did you pick this MOOC? I will be able to find out the reason why I want
to become a teacher.
REFLECT
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1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
MOOC’s can help me in my future job by keeping me informed about new
information that will be found and revise in the future because the field and
profession I choose was always changing as time passed by.
2. What did you learn from the way the providers use technology to teach in the
MOOCs?
The things that I have learned from the way the providers use technology to
teach in the MOOC’s were that, they want education to be available to everyone.
These technology suppliers continued to assist all the teachers and as well as the
future teacher to improve and develop.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach MOOCs?
As a learner and as a future teacher I will prepare myself by continuing to
pursue education. I can also prepare by maintaining my mental and emotional
stability while determining my motivation to study and achieve my goals in life.
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that
factual pieces of information found on the site are well-documented, and pictures
and diagrams are properly labeled. She is also checking that there are no
misspelled words nor grammar errors. Which criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
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D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making sure the app is uncluttered in appearance, is arranged in some order of
difficulty, and that icons represent what they were intended to represent. Which
criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this
app will help meet her objectives. She wants to make sure it is not too easy nor
too difficult for her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in
kingdom Animalia. The teacher then teaches them how to use a software in
making graphic organizer. Students then use this to create their own graphic
organizers to classify animals. This shows technology integration which is
_____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in
adding mixed fractions. The students then work independently with the app to
provide them sufficient practice in adding mixed fructions. This shows technology
integration which is ____________.
A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campus in Visayas and
Mindanao. They will create posters and a video clip to communicate a message
about peace. They will use social media to spread their peace campaign. This
project involves technology integration which is___________.
A. Entry-active
B. Adoption-constructive
C. Transformation-constructive
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D. Adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational
Technology Center of a school EXCEPT___________.
A. Make available technology equipment for the use of teachers and
students
B. Conduct training for teachers in instructional materials
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them
8. The Learning Resource/ Audio-visual/ Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials available
in the city which are relevant to the different subjects they teach. This fulfills
which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of Learning
D. Center of resources
9. The learning Resource/ Audio-visual/ Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest
presenter applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because______________.
A. They need a big amount of computer storage to be able to avail of
a course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because____________

A. All courses are offered for free
B. Courses can be accessed by anyone anywhere as long as they are
connected to the internet
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because_________________.
A. They have a guide or a syllabus that indicates content, objectives,
activities, and assessment
B. They are always given by a fully-recognized university in the world
C. They are a requirement for a Bachelor’s degree
D. They are graded
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1. Include here pictures/illustration of the materials used by the teacher. Put your
comment annotations about what you observed
2. Visit www.technology.com or other teacher resource websites. Print useful

instructional materials (worksheet, visual aids, flashcards, rubrics, etc) and
include them here. Indicates how they might be useful considering your major or
area of specialization.
3. Visit www.education.com/50-educationtechnology-tools-every-teacher-shuold-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you, as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned
5. Paste an article about an example of technology gadget/material that you want to

learn more about. How can this gadget/material be useful in
instructional/teaching?
Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching-
Learning Resources and ICT
Learning Outcomes: • Identify and classify learning resource materials in the multi-
media center; • Show skills in the positive use of ICT to facilitate the teaching-learning
process (PPST 1.3.1); • Show skills in the evaluation, selection, development, and use
of a variety learning resources, including ICT to address learning goals (PPST 4.5.1);
• Analyze the level of technology integration in the classroom; • Demonstrate
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motivation to utilize ICT for professional development goals based on the PPST (PPST
7.5.1).
Learning Excellent Very Satisfactory Satisfactory Needs Improvement

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

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

__________________________________________________________________________ _____________________________________
SPARK
Signature of FSYOUR
Teacher above Printed Name
Assessment FOR Learning and Date
FS 1 INTEREST
12 Assessment AS Learning
(Formative Assessment)
Assessment in an essential part of the instructional cycle. The instruction

cycle consists of: 1. setting the intendent learning outcome/s, 2. Selecting a teaching
methodology, strategy and activity that are aligned to the learning outcome and
topic which are developmentally appropriate to the learners and 3. Assessment
itself. Assessment is the part of the instructional cycle that determines whether or
154 | P a g e
not the intended learning outcome has been attained and so necessarily, the
assessment task must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning,
assessment of learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as
learning. Assessment for learning is referred to as formative assessment while
assessment as learning is referred to as self-assessment.

At the end of this episode. I must be able to:
➢ Demonstrate knowledge of the design and use of formative assessment; and
➢ Explain the importance of formative assessment.
DISCOVER THE LEARNING

ESSENTIALS
• In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching
by Objective, we ensure that the intended outcome/competency/objective is
attained at the end of the lesson and so while we are still in the process of
teaching, we do check learners’ understanding and progress.
• If we found out that the learners failed to understand prerequisite knowledge
and skills we reteach until learners’ master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
• Formative assessment is also referred to as assessment for learning.
Assessment for learning simply means we do assessment to ensure learning.
• We do not wait for the end of the lesson to find out if learners understood the
lesson or not because if it is only at the end of the lesson that we discover that
the learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out that end
of the lesson that the learners did not understand the lesson at all. This means
that we have to reteach from the very beginning something that we could have
saved ourselves from doing had we given time to find out if the lesson was
understood while still teaching.
• Assessment for learning encourages peer assessment.
\
OBSERVE, ANALYZE,
REFLECT
Activity 12.1
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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
“Do you understand?” III 3
“Any questions?” II 2
“Any clarification?” III 3
“Is it clear?” II 2
What Teacher Did Tally Total
The teacher explains I 1

again if the students did
not understand the
topic.
She gives more IIII 4

examples.
2. Did the teacher ask the class “Did you understand”? If she did, what was the
class’ response?
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YES, the teacher said that three times, after asking her student “did
you understand?” if her students response negative she will explain again a
certain part of the lesson to clarify it.
3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
Students somehow make their teacher feel that they did not
understand some part of the lesson by keep on asking the teacher give more
examples.
4. If they did, how did the teacher respond?

The teacher will re-teach the part of the lesson that students did not
understand and added more examples for them to clearly understand their
lesson.
5. Were the students given the opportunity to ask questions for clarification?
How was this done?
Yes, their teacher is always asking them if there is “any questions and
clarifications please raise you hand.”
6. If she found out that her/his lesson was not clearly understood, what did
teacher do? Did you observe any of these activities? Please check.
______ Peer tutoring (Tutor 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.
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The teacher formulates new strategy and method to re-teach the
lesson in an easiest and clearest ways for the students to understand the
lesson.
8. While re-teaching by himself/herself and / or with other students-turned

tutors, did teacher check on students’ progress? If yes, how?
The teacher will check the progress and development by giving the
students an assessment to measure if they already learned the lesson.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching
is in progress? It is not better to do a once-and-for-all assessment at the
completion of the entire lesson?
In order for the teachers to determine that the strategies and methods
they uses and applies are effective or not. It is not better to do a once-and-for-all
assessment because students ability and knowledge only depends if the lesson
was clearly discuss that is why is it better to give them an assessment after the
discussion.
2. Why is not enough for a teacher to ask “Did you understand, class? “When
he/she intends to check on learners’ progress?
It is because there is a chance and possibility that the students did not
clearly understand the lesson.
3. Should teacher record results for formative assessment for grading purposes?
Why or Why not?
Yes, it is really important to record the results of the formative
assessment because it will serve as the basis of the teacher to give the students
fair grades.
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4. Based on your observations, what formative assessment practice worked?
Giving an activity or task before and after the discussion is the effective
way to determine if the students understand the lesson.
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?
The students can speak their own ideas and thoughts easily with their
classmates. They are not shy and afraid on getting some correction from their
classmates and stay focus and cooperative with them.
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?
No, there are many factors that affect the students’ grades because of
their poor study habits or maybe they are really interested with the lesson.
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?
Yes, it is really important to record the results of the formative assessment
because it will serve as the basis of the teacher to give the students fair
grades.
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative
assessment in practice.
Activity
159 | P a12.2
ge
Observing Assessment AS Learning Practices (Self-Assessment)
TARGET Your Intended Learning Outcomes
At the end of this Episode, 1 must be able to:

➢ Demonstrate knowledge of the design and use of self-assessment; and
➢ Explain the importance of self-assessment.
• Assessment as learning means assessment is a way of learning

• It is the use of an ongoing self-assessment by the learners in order to monitor
their own learning.
• This is manifested when learners reflect on their own learning and make
necessary adjustment so that they achieve deeper understanding.
• Assessment as learning encourages students to take responsibility for their
own learning.
• It requires students to ask question about their learning.
• It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning.
• It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record
your observations.
Teacher My Observation
1. Did teacher provide Yes, the teacher gives them time to
opportunities for the learners to speak their ideas and thoughts.
monitor and reflect on their own
learning?
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2. What are proofs that students Students are engaged in discussion;
were engaged in self-reflection, they are actively participating and
self-monitoring and self- cooperating to answers their teacher’s
adjustment? question.
3. Did students record and report Yes, they are aware because their
their own learning? teacher always gives them additional
points.
4. Did teacher create criteria with Yes, the teacher always creates a
the students for tasks to be criterion to let her student know how
completed or skill to learned? she will grade them.
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should
support students learning. Do you agree? Why or why not?
I agree because the goal of the teacher is to let students’ learned and
developed their skills and knowledge so all the assessment must support to
their learning for them to be able to relate to the assessment.
2. Does assessment as learning have the same ultimate purpose as assessment

for learning?
Assessment of learning is a way to see if the students understand and
can do while assessment for learning is a way to see what a teacher can do in
response.
REFLECT
The primary purpose of assessment is not to measure but to further learning.
Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
Yes, based on my experiences of assessment in school we are given
opportunities to assess ourselves based on our records and ask what grade we
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deserve. Self-assessment helps me to determine what are the things that I need to
practice and what are things that I should learn.
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

Evaluate Your Work Task Field Study 1 Episode 12- Assessment FOR Learning and
Assessment AS Learning (Formative Assessment) Learning Outcome
Demonstrate knowledge of the design and use of formative assessment. Explain the
importance of formative assessment.
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Learning Excellent 4 Very Satisfactory 2 Needs
Episode Satisfactory 3 Improvement
1
Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All questions All questions Questions were Four (4) or
were were answered not answered more
answered completely; completely; observation
completely answers are answers are not questions were
answer are clearly clearly not answered;
with depth connected to connected to answers not
and are theories; theories one (1) connected to
thoroughly grammar and to three (3) theories; more
grounded on spelling are free grammatical/sp than four (4)
theories; from errors. elling errors. grammatical/s
grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
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Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
1. The primary purpose of assessment is to ensure learning. Which assessments

are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
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C. I and II
D. II and III
2. Research shows that when students help develop questions for an assessment,
and have a deeper understanding of what they are expected to learn before they
take the assessment, they take a greater responsibility of their own learning.
Which assessment is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep
track of learners’ progress in relation to learning standards…., to promote self-
reflection and personal accountability among students about their own learning.
Which assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning for learning
B. Assessment of learning
C. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching based on what the
students need to be successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
7. Which form of assessment is crucial in helping students become lifelong
learners?
C. Assessment as learning
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8. Which is characterized by students reflecting on their own learning and making
adjustment so that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding
questions to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in
order to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing the
tasks assigned to them by their teacher and so students move from the passive
learners to active owners of their own learning?
A. Assessment as learning
11. Which assessment is likened to tasting the soup while in the process of cooking
the soup?
FS 1 13
Assessment Of Learning
(summative assessment)
SPARK YOUR INTEREST
166 | P a g e
Episode # 12 dwelt on Assessment for Learning (formative assessment) and
Assessment as Learning (self-assessment). These refer to assessment that teachers
do while still teaching and student’s assessing their own learning. Episode # 13 will
be focused on Assessment of Learning. When teachers have done everything they can
to help learners attain the intended learning outcome/s, teachers subject their
students to assessment for grading purposes. This is referred to as assessment of
learning which is also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different levels
of cognitive taxonomy; 3) construction of assessment items with content validity; 4)
Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading System
and 7 Reporting Students’ Performance.
At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative assessment strategies consistent with
curriculum requirements by being able to:
➢ determine the alignment of assessment tools and tasks with intended learning
outcomes;
➢ critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
➢ evaluate non-traditional assessment tools including scoring rubrics;
➢ examine different types of rubrics used and relate them to assessment of student
learning;
➢ distinguish among the 3 types of learner’s portfolio;
➢ evaluate a sample portfolio;
➢ construct assessment questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
➢ explain the function of a Table Specifications;
➢ distinguish among types of learners’ portfolios and their functions;
➢ compute students’ grade based on DepEd’s grading policy;
➢ state the reason(s) why grades must be reported to parents; and
➢ Describe what must be done to make grade reporting meaningful.
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Activity 13.1
Aligning Assessment Task with the Learning Outcome


➢ Determine alignment of assessment task with learning outcome
➢ Formulate assessment task aligned with the learning outcome
• In accordance with Outcome-Based Teaching-Learning, the learning outcome

determines assessment task.
• Therefore, the assessment tsk must necessarily be aligned to the learning outcome.
OBSERVE
• Observe at 3 classes – 1 Physical or Biological Science or Math, English,

Filipino; 1 Social Science or Literature, Panitikan, EsP and 1 P.E/ Computer/EPP/
168 | P a g e
Subjects Learning Assessment Is the If not aligned,
Outcomes Task (How assessment improve on it.
did Teacher tool/task
assess the aligned to the
learning 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 dance
in order tango
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
outcome/s? learning
Specify. outcome/s?
Social Science,
Literature/Panitikan. EsP Nag iisa-isa Asking Yes.
ang mga uri questions
ng during the
kalamidad class
na discussion.
nararanasan
sa ating
bansa.
Physical/Biological
Science/Math/English/Filipino Adding Asking Yes.
numerical questions
numbers. during the
class
discussion.
169 | P a g e
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

Yes, all the assessment tasks are related to the learning outcomes.
2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s Does this affect assessment results? How?
It may cause confusion and misunderstanding to the side of the students and
it may cause for not achieving what was the learning outcomes.
REFLECT
• Besides on past assessments you have been through. Were they aligned with what
your teacher taught (with learning outcomes?
In my experiences, all the assessments that I have encountered was anchored
and align to the learning outcomes. As a learner it is helpful because I have an idea on
what things do I need to focus. And I realize that the proper construction of learning
outcomes is really important to make the students aware on they are going to achive
at the end of the discussion.
• How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
It affects my performance in terms of making myself ready for the discussion
and I can assess my performance based on the learning outcomes given by our
teacher. And as a future teacher, I learned being a teacher you should be able to see
the outcomes in order for you to prepare a lesson better.
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1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture

their own food.
Test item: Can plants manufacture their own food? Explain your answer.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

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

Test: Give the correct form of the verb
1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
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Is the test aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a lesson objective/s intended learning outcome. “illustrate the law of supply
and demand with your original concrete examples”. For concrete validity, which test
item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content
validity which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost
any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
D. Nietzsche’s was an atheist. Do you believe that he can give this statement “He who has
a why to live for can bear with almost any how”?
8. After teaching them the process of experimenting, Teacher J wanted to be able set up
an experiment to find an answer to a scientific problem. Which will he ask his
students to do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observation and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?
9. Here is an intended learning outcome of a Health teacher. “Identify skill-related

fitness and activities suitable for the individual”. Does her test item measure this
particular outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related ativities.
A. body composition C. flexibility
B. agility D. organic vigor
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A. Yes, very much.
B. Yes because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities.
Observing the Use of Traditional Assessment Tools

Activity 13.2


➢ Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction
• Traditional assessment tools are also called paper-and-pencil tests.

• Traditional assessment tools usually measure learning in the cognitive domain
• Traditional or paper-and-pencil tests can be classified either as selected-
response test or constructed-response/supply type of tests.
• Common examples of selected – response type of tests are alternate response
test (True-False, yes-no), multiple choice and matching type of test.
• Common examples of constructed-response type of test are short answer,
problem solving and essay.
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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 to the
Assessment Tool/ Check Outcome item of assessment tool
Paper-and Pencil (/) Assessed Resource constructed in
Test Here Teacher accordance with
established
guidelines?
Explain your
answer.
Selected Response
Type
1. Alternate response
----
2. Matching type / Define the (Picture) The assessment is

following woman who is related to the
movements. bending her learning
body. outcomes.
3. Multiple choice
-----
4. Others
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Type of Put a Learning Sample Test Comments (if the
Traditional check (/) Outcome Item of assessment tool
Assessment if Assessed Resource constructed in
Tool/Paper and Research Teacher accordance with
Pencil Test Teacher established
used it guidelines?)Explain
you answer.
Constructed
Response Type
1. Completion ----
2. Short answer
type / Describing the What can you The assessment is
picture tell about the related to the
picture? learning outcomes.
3. Problem Solving Addition 1+12=n The assessment is

/ related to the
learning outcomes.
4. Essay – -----
restricted
5. Essay non- -----

restricted
6. Others
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ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one
were rarely used? Why were they rarely used?
Matching type and short answer is the most commonly used by the teacher
while restricted essay was rarely maybe because students aged 5-6 could not
understand how to write essays..
2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? least skilled?
The assessment tools that the teacher was skilled the is the matching type and
least skilled is problem solving.
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.
I think it can be considered as an authentic assessment because it shows the
creativity and skills of the students.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/s learned?
I think there are more things that I need to know about constructing
traditional assessment tools. I think the most difficult to construct was problem-
solving and non-restricted and restricted essays.
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Here is the learning outcome of this Activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

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

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

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

A. Options C. Distracters
B. Premises D. Unattractive
5. In a multiple choice type of test, one option among 4 was not chosen by any examinee.
What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since
there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
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Activity 13. 3 Observing the Use of Non-Traditional Assessment Tools
and Scoring Rubrics


➢ Evaluate non-traditional assessment tools including scoring rubrics
• There are learning outcomes that cannot be assessed by traditional assessment tools.
• Authentic/ non-traditional /alternative assessment tools measure learning outcome
like performance and product.
• These performance task and product are assessed by the use of scoring rubric.
• A rubric is a coherent set of criteria for student’s work that includes descriptions of
levels of performance quality on the criteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products.
• There are two types of rubrics – analytic and holistic. Analytic rubrics describe work
on each criterion separately while a holistic rubric assesses a student work as a
whole.
• For diagnostic purposes, the analytic rubric is more appropriate.
• For a holistic view of a product or performance, the holistic rubric will do.
• A good scoring rubric contains the criteria against which the product or performance
is rated, the rating scale and a description of the levels of performance.
OBSERVE
• Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
• With teacher’s permission, secure a copy of the assessment tool.
• Study the assessment tool then accomplish Observation Sheet.
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• Did your Resource Teacher explain the rubric to the students?
• What type of rubric did the Resource Teacher use – analytic or holistic?
Authentic- Learning Sample of How a Comments

Assessment/ Non- Outcome Product/ product/ (is the
traditional/Alterna Assessed performance performance scoring
tive Assessed was assessed rubric
constructe
One Describe d according
example of a how the to
product product/ standards?
assessed. performanc
(Put a photo e was
of the assessed.
product/ Which was
documented used
performanc analytic
e in My rubric or
Teaching holistic
Artifacts. rubric?
INCLUDE INCLUDE
THE RUBRIC THE RUBRIC
IN MY IN MY
TEACHING TEACHING
ARTIFACTS ARTIFACTS
1. Product
2. 2. Performance
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ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type pf rubric was used more?
Holistic rubric, it is not easy to use by just giving marks to the learners
performance.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and
used by the Resource Teachers?
The resource teacher uses a holistic rubric. It was clear and be easily to
understand by the students.
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
It may be possible to not assess the students’ performances because it can hard
for the teacher to give them grades fairly.
4. If you were to improve on one scoring rubric used, which one and how?
It may be really difficult for me to improve a scoring rubric but for me I want
to improve the creativity and the grammar because it will help the students to become
better.
5. Can you essay or other written requirements, even if it is paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
No, because authentic assessment is can be measure through actual
performance.
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?
Yes, a rubric contributes to assessment because it will serve as a guide on
giving grades.
7. Does the Scoring Rubric in this FS Book I help you come up with better output?
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Yes, because I’ am able to suit my performance based on the standards given
by the teachers.
REFLECT
Are authentic assessment tools and task new? Reflect on your experiences of tests for
all the years as a student.
Authentic assessment is not a new task because when I start studying
authentic assessment is used by our teacher to grade our activities and essays fair and
equal.
• Accomplished Observation Sheet

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

Activity 13.4
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➢ Evaluate a sample portfolio
➢ Distinguish among the 3 types of portfolio
DISCOVER THE LEARNING

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

Elements of a Portfolio Present? Missing?
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1. Clear objectives – The /
objectives of the
lesson/unit/course are clear
which serve as a bases for
selection
2. Explicit guidelines for selection /

– what, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria – the /

criteria against which the
portfolio is graded must be
understood by the learners.
4. Selective significant pieces – /

The portfolio includes only the
selected significant materials.
5. Student’s reflection – There is /

evidence that students
reflected on their learning.
6. Evidence of student /
participation in selection of
content of portfolio – There is
proof that students took apart
in the selection of the content of
the portfolio.
ANALYZE
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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?
Students’ Reflection
2. Scrutinize the elements of this portfolio, based on the parts, under which type of
portfolio does this fall?
Elements of a DEVELOPMENT/GROWTH Portfolio (Which type of portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress
as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
Growth portfolio used to measure the growth of the students in teaching and
learning process. Showcase portfolio use to show students best qualities and skills
while evaluation portfolio was used to show the students’ weaknesses and strengths.
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is

the effort exerted on portfolio assessment commensurate to the improvement of
185 | P a g e
learning and development of learner’s metacognitive process that result from the use
of portfolio?
No, portfolios made the learning assessment process more convenient for the
teacher to easily identified and understand the students’ abilities, skills and
knowledge because it shows what kind of efforts can a students does.
• Sample/s of Improved Written Tests, both selected-response type and supply type.
• Sample/s of product and performance and performance assessed
• Sample/s of a rubric
• Sample/s of students’ reflection on his/her portfolio
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF

Learning (Summative Assessment)
186 | P a g e
Learning Outcomes determine the alignment of assessment tools and tasks with
intended learning outcomes; critique traditional and authentic assessment tools and
tasks for learning in the context and established guidelines on test construction;
evaluate non-traditional assessment tools including scoring rubrics; evaluate a
sample portfolio; distinguish among 3 types of portfolio; construct assessment
questions for HOTS blowing Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s and Marzano’s taxonomy; explain the function of a Table of
Specifications; distinguish among types of learners’ portfolios and their functions,
examine different types of rubrics used and relate them to assessment of student
learning ; compute students’ grade based on DepEd’s grading policy ; state the
reason(s) why grades must be reports to parts and describe what must be done to
make grade reporting meaningful.

Learning Excellent 4 Very Satisfactory 2

Needs
1
omplished
spelling are
free from
error.
187 | P a g e
analyzed.
outcome.
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

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

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which
type of portfolio is MOST APPROPRIATE?
A. Showcase Portfolio C. Development Portfolio
B. Development Portfolio D. Process Portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase Portfolio C. Assessment Portfolio
B. Development Portfolio D. Process Portfolio
5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
A. Showcase portfolio C. Assessment Portfolio
B. Development portfolio D. Process Portfolio
Activity 13.5 Determining the Level of Teacher’s Questions
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➢ Construct assessment questions to measure HOTS following Bloom’s and Anderson’s

revised taxonomy and Kendall’s and Marzano’s taxonomy.
Table: 1.4 Example of Cognitive Activities
Cognitive Processes Examples

Remembering – Produce the right information from memory
Recognizing
Recalling •
Name three 19th – century women English
authors
• Write the multiplication facts
• Reproduce the chemical formula for carbon
tetrachloride.
Understanding – Make meaning from educational materials or
experiences
Interpreting • Translate a story problem into an algebraic
equation.
• Draw a diagram of the digestive system.
• Paraphrase Jawaharlal Nehru’s tryst with
destiny speech
Exemplifying • Draw a parallelogram
• Find an example of stream-of-consciousness
style of writing.
• Name a mammal that lives in our area.
Classifying • Label numbers odd or even
• List the events of the Sepoy Mutiny of 1857.
• Group native animals into their proper species
Inferring
Comparing • Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present day
leader
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•
Use a Venn diagram to demonstrate how two
books by Charles Dickens are similar and
different.
Explaining • Draw a diagram explaining how air pressure
affects the weather
• Provide details that justify why the French
Revolution happened when and how it did.
• Describe how interest rates affect the economy.
Applying – Use a procedure
Executing • Add a column of two-digit numbers.
• Orally read a passage in a foreign language.
• Have a student open house discussion.
The New Taxonomy (Marzano and Kendall, 2007)
Level of Process Useful Verbs, Phrases Definitions

Difficulty
6 Examining The student can analyze how important
Self-System Importance specific knowledge is to them.
Thinking Examining The student can examine how much they
Efficacy believe they can improve their
understanding of specific knowledge.
Examining The student can identify emotional
Emotional responses associated with a piece of
Response knowledge and determine why those
associations exist.
Cognitive System
Examining The students can examine their own

Motivation motivation to improve their
understanding or competence in specific
knowledge.
5 Specifying The student can set specific goals relative
Metacognitio Goals to knowledge and develop plan for
n accomplishing the goal.
Process The student can self-monitor the process
Monitoring of achieving a goal.
Monitoring The student can determine how well they
Clarity understand knowledge.
Monitoring The student can determine how accurate
Accuracy their understanding of knowledge
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4 Investigating investigate; research;
Knowledge find out about; take a
Utilization position on; what are the
differing features of; how
& why did this happen;
what would happened if
the student generates a
hypothesis and uses the
assertions and opinions
of others to test the
hypothesis.
Experimentin experiment; generate
g and test; test the idea
that; what would you
determine if; how can
this be explained; based
on the experiment, what
can be predicted. The
student generates and
tests a hypothesis by
conducting an
experiment and
collecting data.
Problem- solve; how would you

Solving overcome; adapt:
develop a strategy to;
figure out a way to; will
you reach your goal
under these conditions.
The student can
accomplish a goal for
which obstacle exist.
Decision decide; select the best

Making among the following
alternatives; which
among the following
would be the best; what
is the best way; which of
these is most suitable.
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The student can select
among alternatives that
initially appear to be
equal and defend their
choice.
3 Specifying make and defend;
Analysis predict; judge; deduce;
what would have to
happen; develop an
argument for; under
what conditions
The student can make
and defend predictions
about what might
happen.
Generalizing What conclusions can be

drawn; what inferences
can be made; create a
principle, generalization
or rule; trace the
development of; form
conclusions. The student
can infer new
generalizations from
known knowledge.
Analyzing Identify errors or

Errors problems; identify issues
or misunderstanding;
assess; critique;
diagnose; evaluate; edit;
revise. The student can
identify and explain
logical or factual errors
in knowledge.
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Classifying Classify; organize; sort;
identify a broader
category; identify
different types/
categories.
The student can identify
super ordinate and
subordinate categories
to which information
belongs.
Matching Categorize; compare &

contrast; differentiate;
discriminate;
distinguish; sort; create
an analogy or metaphor.
The student can identify
similarities and
differences in
knowledge.
2 Symbolizing Symbolize; depict;

Comprehe represent; illustrate;
nsion draw; show; use models;
diagram chart.
The student can depict
critical aspects of
knowledge in a pictorial
of symbolic form.
194 | P a g e
Integrating Describe how or why;
describe the key parts of;
describe the effects;
describe the relationship
between; explain ways in
which; paraphrase;
summarize. The student
can identify the critical
or essential elements of
knowledge.
1 Executing Use; demonstrate; show;

Retrieval make; complete; draft.
The student can perform
procedures without
significant errors.
Recalling Exemplify; name; list;

label; state; describe;
who; what; where; when.
The students can
produce information on
demand.
Recognizing Recognize (from a list);

select from (a list);
identify (from a list);
determine if the
following statements are
true
The students can
determine whether
provided information is
accurate, inaccurate or
unknown.
195 | P a g e
OBSERVE
1. Observe a teacher in the classroom.

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

Processes Processes Assessment
(Bloom as Rank (and Kendall Ran Tasks/Question Tota
revised by and Marzano) k s l
Anderson and
Krathwohl)
Self-system 6
Thinking
Metacognition 5
Creating 6-
Highes
t
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding 2 Comprehensio 2 /
/ n
Remembering/ 1- Retrieval 1 ////-Example
Lowest
196 | P a g e
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Total Tally and Example of Rank

Score of Total Score of Assessment Based
Cognitive Cognitive Tasks/ on
Processes Rank Processes Rank Questions Use
(Bloom as (and Kendall Given by
revised by and Marzano) Resource
Anderson and Teacher
Krathwohl)
Self-system 6- e.g. Teacher
Thinking Highest asked
students.
Why is the
lesson
important to
you?
Metacognition 5
Example: 6-
Creating = I Highest
Evaluating = I 5
Analyzing / An 3
= II
Applying = III 4
197 | P a g e
Understanding Comprehension 2
= II
Remembering = Retrieval = 1-
IIII Lowest
1
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest
number?
Creating is the highest rank while the lowest was remembering.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
The questions are not relatable with the students.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two highest cognitive
skills- metacognitive skills and self-system thinking.
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5
(5 as highest) where will you be?
As a future teacher, reflect on how will you contribute to the development of learners’
HOTS?
198 | P a g e


Learning Excellent 4 Very Satisfactory 2

Needs
1
omplished
theories; from errors. elling errors.
199 | P a g e
grammar and grammatical/s
spelling are pelling errors.
free from
error.
analyzed.
outcome.
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
200 | P a g e
1. Which is the percentage contribution of quarterly assessment to the grade of the

student from Grade 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects; for
all the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
3. Which is the percentage contribution of written work to the grade of the Grade 1-10
student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance Task C. Quarterly Assessment
B. Written Work D. Quarterly assessment and performance tasks
5. Based om percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects
B. All components are being emphasized
C. The emphasis for all Grade 1-10 subjects is on performance tasks.
6. A student’s gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Beginning D. Outstanding
7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
201 | P a g e
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grade 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all the subjects for the semesters
D. Get the average of the grades of all the subjects for the 4 semesters
11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas – Music,
Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only
12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total
number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole
numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grade 1 to 10? Any students who did not
meet expectations ________________________________________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10? Any students who did not meet
expectations in two learning areas?
A. Retained in the same grade level
202 | P a g e
B. Promoted to the next grade level after passing remedial classes for learning areas
with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Information

• State the reason(s) why grades must be reported to parents

• Describe what must be done to make grade reporting meaningful
• Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of the children.
• Grades are a measure of achievement, not necessarily IQ. A student may have high IQ
but not necessarily achieving or performing because of lack of motivation or other
factors.
203 | P a g e
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distinguished on Card Distribution Day. Describe how cards
are distributed.
Distribution card will be done. The teacher call the name of each students and
tell the parents about the students’ performance and behavior.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
Through planning a meeting where a parents can consult the teacher about
their child’s performance and behavior.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
She always asked the students if they learned.
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?
The teacher only give the right and appropriate answers.
Interview with Resource Teacher
1. How did you give feedback to your students regarding their performance? When do
you give feedback?
Teachers gives feedback by explaining to the students that she is focusing on
helping them to understand assessment of their learning.
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?
Every end of the grading period teacher organized a meeting for parents.
204 | P a g e
3. What problem on grade reporting did you encounter with parents? How did you
address it/them?
Low grades of their child and it is discussed by the teacher to the parents
privately after the meeting and present some evidence to show them.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
Yes.
2. Does knowing your grade motivate you to work harder?

Yes.
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is
performing?
Yes.
2. If you were asked what else should be found in the Report Card, which one? Why?
Exam grades for the awareness of the students and parents to know if they
have learned or not.
3. Do you find the Card Distribution Day important? Why or why not?
It is important because this is the day where a students and parents and
teachers have a chance to talk to each other.
4. Any suggestion on how to make Card Distribution more meaningful?

None.
205 | P a g e
ANALYZE
1. What were the most common issues raised on students’ performance?

The most common issues raised on students’ performance was being not
cooperative and bad behavior.
2. Based on your observations and findings, what practices must be

a) maintaining and
b) improved to make grades and reporting meaningful?
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that it will
result to effective learning?
As a future teacher I will do a reporting with a given evidence so that the
parents and the students will understand why I give them a grade like that.
206 | P a g e

Learning Excellent 4 Very Satisfactory 2 Needs
1
omplished
spelling are
207 | P a g e
free from
error.
analyzed.
outcome.
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
208 | P a g e
1. Why must grades be reported to the parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II, and III
2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to
rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance.
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion –referenced grading mean?

A. Grading on the curve C. Comparing grades with average grade
B. Grading against standards D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean
D. Compare grades of boys and girls
209 | P a g e
FIELD STUDY 1 LEARNING EPISODE Knowing the Quality teacher
The Teacher as a
FS 1 14 PERSON and as a
PROFESSIONAL
SPARK YOUR INTEREST
What is really like to be a TEACHER? Why is being a TEACHER considered as

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

➢ Describe the personal qualities and competences of effective classroom teachers; and
➢ Enumerate the professional characteristics of practicing teachers observed as based
on the professional standards and code of ethics for the profession.
“My Teacher, My Hero” was a banner during the World Teacher’s Day celebration
in the Philippines in the years past. Are Filipino teachers, real heroes? What do you
think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve
the country just like any other hero. To be a teacher requires a lot of personal and
professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary
and are fitted to be teachers. These are natural tendencies of a person. Here are some
of the qualities and attributes that distinctly characterized a teacher.
Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES
• Lives with dignity that➢ This teacher is honest, has integrity, self-respect and self-
exemplifies self- discipline. Likewise, respected by students, peers and the
respect, integrity and community.
self-discipline
• Takes care of one’s ➢ This teacher is physically, emotionally and mentally
physical, emotional healthy. Clean and neat, dresses appropriately and
and mental well-being pleasant in words and in action.
• ➢
Lives a life inspired by This teacher behaves according to the personal spiritual
spiritual principles and beliefs that are not contrary to the norms, mores and
beliefs tradition of the community.
• Exhibits deep
➢ This teacher is mentally alert, makes correct decision,
knowledge and intelligent to be able to acquire new knowledge, skills and
understanding across values needed in order to teach. She/he has the ability to
disciplines learn new things, re-learn old knowledge in new ways,
and un-learn knowledge, skills and values that are no
longer applicable to the current times.
• Recognizes own ➢ This teacher sets high goals for himself/herself, but
strength with humility remains humble and willing to share success. He/she is
confident of doing task but does not consider self to be
better than others all the time.
• Perseveres ➢
in This teacher is calm in the midst of chaos, remains
challenging situation steadfast under pressure, does not easily give up and
adjust to different situations.
• Demonstrates a natural➢ This teacher volunteers tasks for others, always willing to
action to work together share, extends help willingly, accepts responsibility,
with others tolerant of other people, and gives up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the
old saying goes; “Teachers are born but good teachers are both born and made.”
Professional competence of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional
teacher if you earn a degree to teach in either elementary level or high school level.
You should also earn license to teach by passing a licensure examination for teachers.
While studying in college you are learning the ropes of becoming a professional
teacher. You learn the content courses including the major or specialization and the
professional courses including the pedagogy courses. Your professional courses
include experimental learning courses that include Field Study 1, Field Study 2 and
Teaching Internship. These are Important in your preparation to become professional
teachers.
So what are the professional competencies that every teacher should have?
You will find these in the matrix that follow.
Professional Competencies of Filipino Teachers

Professional Competencies What the Teacher DOES
• Abides by the code of ethics for the ➢ This teacher practices the rules and
profession conduct of professional teachers.
• Masters the subject matter to be taught➢ This teacher masters and updates
himself/ herself with subject matter
content to be taught.
• Updates oneself on educational trends,
➢ This teacher keeps abreast with
policies and curricula educational trends, policies and
curricula by taking up graduate
students, attending seminars and
workshops.
• Uses teaching methods to facilitate
➢ This teacher practices different ways of
students learning teaching appropriate to the learners and
the subject matter.
• ➢
Builds a support network with parents This teacher engages the cooperation of
and community parents and stake holders in educating
the learners.
• Demonstrates knowledge, ➢ This teacher has substantial knowledge
understanding of the characteristics and of the characteristics and needs of the
needs of diverse learners. learners.
• Plans, prepares and implements school ➢ This teacher plans. Prepares,
curriculum responsibly. implements and innovates the day-to-
day curriculum with the view in mind
that learners will learn.
• Designs, selects and utilize appropriate
➢ This teacher designs, selects and uses
assessment strategies and tools. appropriate assessment tools for, as and
of learning.
• ➢
Provides safe, secure, fair physical and This teacher arranges the classroom to
psychological learning environment provide safe, secure psychological
that supports learning. environment that supports and
encourages learning.
• Serves beyond the call of duty ➢ This teacher does task and works even
beyond the official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A
qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found
among the teachers you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.
\
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 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 The teacher had a fair treatment.
b. Healthy Observe The teacher has a good personal

hygiene.
c. Spiritual Observe The teacher gives importance in
Interview spiritual matter.
d. Knowledgeable Observe The teacher mastered her lesson.
e. Humble Observe The teacher humbly corrects her

Interview students when they commit mistakes.
f. Determined Observe The teacher loves she was doing.

Interview
g. Cooperative Observe The teacher is always approachable and

Interview always listens to the student needs.
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 your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a) Determine - The teacher loves she was doing.
b) Knowledgeable – The teacher mastered her lesson.
c) Dignified - The teacher had a fair treatment.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
I think the qualities that I already had are, spiritual, dignified, determine,
cooperative and humble. For me, I can say that I can fit this job since it was my dream
job.
REFLECT
Good teachers are role models, whether in school, at home or in the community. From
the teachers that you had from elementary to college, did the personal qualities that
they possess help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
My model teacher is a quality teacher, the quality of a teacher that I want the most
was being optimistic. She always encourages us that we can do it, she always us
strength to not give up and keep on reaching our goals in life.
Activity 14.2 Is the Teacher a Professional Teacher?

OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher.
a. Name
b. LET License No.
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co teacher or the head (only one of the 2) to answer the checklist/ rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher 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 from about your co- teacher
____________________________________________________________________________
Name of the teacher: CLARENZE RAYCO_________________
PRC License No. _______________________________ Grade Level Taught: KINDERGARTEN
Answer the following statements based on your OBSERVATION of the teacher. Check
Yes or No or Doubtful.
Professional Competencies Does the Teacher exhibit
the competence of a
professional teacher? Check
your answer below.
YES NO DOUBTFUL
1. Practice the Code of Ethics for Professional Teachers /
2. Teachers the subject matter very well with mastery. /
3. Keep yourself updated with educational trends, /
policies and curricula.
4. Uses varied teaching methods that facilitate learning /
with skill and ease
5. Engage the parents and other stake holders to /
cooperate as partners in educating the children.
6. Teachers 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.
CLARENZE RAYCO
Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)
AND LOIDA SODSOD
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? ___________Doubtful? __________ Why?
Teacher has strong competencies because she applies all the required
competencies as a teacher. These will help her to be an effective and efficient teacher.
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?
Yes, the result on my survey to the resource teacher was the same as the co-
teacher.
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 be prepared and developed my
skills and abilities for me to be a good and effective teacher. I must prepare myself in
handling diverse students and be able to provide their needs as students.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be learn easily and
will be more interested to learn. It will also help them increase their motivation about
learning if their needs as students would be provided by the teacher.
Show here the artifacts of this Episode
(picture of the teacher observed)
Narrative (about the personal and professional characteristics of the teacher)
The teacher that I have been observed was Ms. Clarenze Rayco she is a
kindergarten teacher. As of what I have observed, she very competent
teacher because of her skills and mastery of the entire subject that
makes her more effective as a teacher. She also applies more techniques
and strategies in order to provide the students’ needs, she has an
organized plan for teaching.

Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person and
as a PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies of effective
classroom teachers ⋅enumerate the professional characteristics of practicing teachers
observed as based on the professional standards and code of ethics for the profession.
Learning Excellent Very Satisfactory Needs
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/task (2) observation observation more
Sheet completely questions/task questions/ observation
answered/ not answered/ task not questions/
accomplished accomplished answered/ tasks not
accomplishe answered/
d accomplished
Analysis All questions All questions Questions Four (4) or
were answered were answered were not more
completely, completely; answered observation
answers are answers are completely; questions
with depth and clearly answers are were not
are thoroughly connected to not clearly answered;
grounded on theories; connected to answers not
theories; grammar and theories; one connected to
grammar and spelling are (1) to three theories; more
spelling are free from (3) than four (4)
free from errors grammatical grammatical
errors / spelling spelling errors
errors
clear, depth; and shallow shallow; rarely
what were what were supported what were
observed and observed and by what observed and
analyzed analyzed were analyzed
observed
and analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes; the learning outcomes; not
Complete , Complete, well- outcomes; complete; not
well-organized organized, very
Complete, organized, not
highly relevant relevant to the
not relevant
to the learning learning organized,
outcome outcome relevant to
the learning
outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENTS Rating:
Over-all (based on
Score transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 belo
w
Grade 1.0 1.2 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.00
5 0 0 0
99 96 93 90 87 84 81 78 75 72 71-
belo
w

Based on Episode 1, choose the correct answer for each item.
1. Any teacher currently teaching is called a professional because he or she _____
I. Is a licensed teacher
II. Has personal qualities appropriate to be a teacher
III. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, more and tradition of the community
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lesson taught
D. Masters one teaching method and uses it all time
5. The saying goes, “many are called, nut few are chosen.” How is this directly related to
teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.

Towards Teacher Quality:
FS1 15 Developing a Global
Teacher of the 21ST Century
SPARK Your Interest

Moving towards teacher quality? Wanted! A global teacher of the 21st century!
FIELD STUDY LEARNING EPISODE
In 2013, a Global Status Index was determined by Varkey GEMS Foundation
FS 1 1
and revealed significant findings. There THE were SCHOOL ENVIRONMENT
21 countries surveyed which
represented the major continents of the world. In most countries that participated, it
was found out that like the Philippines, teaching is the most sought profession. It was
comparable to being a social worker, librarians, nursing and even doctors. Majority
of the parents asked, answered that they encourage their children to become
teachers. To them, teaching is one of the most respected and trusted profession.
However, with the change in global landscape, the 21st century teachers must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types of
learners.
Hence, we need the type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
TARGET Your Intended Learning Outcome

➢ Describe the personal qualities and competencies of a glocal classroom teachers of
the 21st century; and
➢ Design a learner-centered classroom for the 21st century learners with learning
spaces that are safe, that allows creativity and use of ICT.

FILIPINO GLOCAL TEACHER
A survey of ASEAN countries and beyond tends to show that there are three
major responsibilities of teachers. These are (1) Actual Teaching. (2) Management of
Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world,
in our country, teaching in the public schools requires six hours of actual teaching,
that includes administrative work such as management of learning per da. The two
hours of the working day is allotted to administrative work such as scoring and
recording learners’ outputs, making reports, filling forms, preparing for the next day’s
activity and performing other administrative tasks. The previous episode on the
teacher, reminded us of the qualities and competencies mentioned earlier. Teachers
should be multi-literate, multi-cultural, multi-talented, innovative and creative. The
future Filipino teacher like you shall act locally but think globally.
“Teach local, reach global” means that the teacher brings diverse experiences
in the classroom with the various skills to live and work as citizens of a global society.
What teachers do in the local communities impacts the larger community. As global
citizens, the work begins, where the teachers are, thus a “global” teacher.
Towards Quality Glocal teachers

Quality teachers are characterized by different attributes and skills needed in
the 21st century education. Partnership 21 identified (1) Global awareness, (2)
Financial, economic, business and entrepreneurial literacy, and (4) Civic and Health
Literacy which require:
1. Learning and Innovative Skills
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the
following characteristics:
1. Understand one’s own cultural identity and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourage learners to find appropriate actions to improve local and global the
conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning
environment that encourages creativity and innovations among learners.” With it,
comes the management of learning in such environment. These are required skills for
a global teacher.
Majority of the current classrooms provides learning spaces that can hardly
prepare the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they
work on interdisciplinary projects that cover several subject areas. Learning is no
longer for memorizing and recalling of information but on learning how to learn. Thus
classroom designs should respond to the 21st century learning. More so, quality
teachers should be changing their roles from teaching in isolation to co-teaching,
team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as
the management of learning. These are the two teacher qualities needed to address
the new roles of teachers.
How should a new classroom be? Here are some suggestions on the sex
elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
7.
With the classroom structure, a quality teacher should be able to manage
learner under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teacher should manage learning in an enhanced classroom by seeing it
to it that learners are:
- Organized,
- Orderly,
- Focused,
- Attentive,
- On task, and
- Are learning.
This will take much of your skills, experience and patience. The two important
factors that may affects learning management are the use of technology and the
diversity of learners.
\
ACTIVITY 15 .1 A Day in the School Life of a Quality Teacher
Observation 1: This activity will require you to stay in school for one school
day. Special arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
➢ Actual teaching
➢ Management of Learning
➢ Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to you essay.
OBSERVE
Note: observe and record observations on the following aspects as key guide
to observations.
Teacher’s Major Key guide for Observation (carefully look for the
Responsibility 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 This teacher
Learning 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 This Teacher
Work 1. Keeps records of the learners’ attendance everyday
2. Keeps record of formative and summative test
3. Submits reports and other documents on time
4. Does other tasks as requested by superior
5. Cooperates with peers and staff in the cleanliness and
safety of the school
ANALYZE
Refer to the result of your observation to answer the questions that follows.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Actual teaching because the teacher has shown her mastery about the subject,
she entertains all the students’ needs and she also applies the learner-centered
approach in teaching.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
She is always approachable and cooperative. She always gives time in
entertaining the queries of the students. As a future educator this is the behavior that
I need to practice and improve because it will make my teaching more effective.
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
Administrative work is the most difficult to comply because sometimes
students’ fail to pass their activities and work outputs on time so it will result in
delaying the reports of the students.
4. From your perspective, would you consider this teacher as quality teacher? Why?
Yes, she is a quality teacher because she was able to teach her students
effectively through applying different methods and strategies in order for her to
achieve her objectives.
REFLECT
Now, that you have spent one school day to observe this teacher, it would
be good for you to reflect on all your observations by answering reflective question
below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no, why
not?
Yes, I was inspired. My interest in teaching students increase, the willingness of the
students and the determination of the teachers makes me realizes that I ‘am very
proud to the profession what I have chosen.
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
Try something new in teaching. The students will always look on how the teacher
teaches them.
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.
- limited teaching resources
- difficulty handling students’ behavioral problems
I think I need to prepare myself for these because I know that I’ am not ready to
encounter these kinds of problem.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher
you observed? Can you show your appreciation to this teacher by sending a Thank
you card? (include this in your artifact)
ACTIVITY 15 .2 The Creation and Management of the New Learning

Environment as a Skill of the 21st Century Quality 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. Teachers 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__kindergarten__
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawing A and B. Describe the similarities and
differences. Explain why.
Features of the Present My Vision of the Future Why the similarities? Why
Classroom Components Classroom the differences
• Wide space • Wide space They are similar because

• Neat and clean • Neat and clean they can the features and
• Conducive • Conducive materials that are inside
• Unlimited learning the classroom.
• Unlimited learning
materials and materials and
resources resources
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 glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st
century classroom.
As a future teacher of the 21st century, I will manage teaching-

learning in 21st century classroom in providing the needs of the students
such learning materials and resources and I will make sure that I’ am
capable of being a teacher that I must possess the required qualities and
competencies that a teacher need to comply.
SHOW YOUR LEARNING ARTIFACTS
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 drawing of the present classroom and a drawing of your Vision of the
Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century
classroom.
Based on the Episodes you went through on Glocal Teacher of the 21 st
century, answer the question that follows.
1. Anywhere in the world, when you embrace teaching as a profession, you should be
prepared to do_____________.
I. Actual teaching
II. Manage learners and learning
III. Do administrative work
2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors exemplifies a glocal teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global
standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21st century classroom that will address
globalization is the provision of conditions that allows ________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are ____________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Master of the discipline, excellent in English, multi-talented
EVALUATE PERFORMANCE TASK
Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of glocal
classroom teachers of the 21st century; and design a learner-centered classroom for
the 21st century learners with learning spaces that are safe, that allows creativity and
use of ICT.
Learning Episode Excellent 4 Very Satisfactory 2 Need

Satisfactory Improvement
Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation
Sheet questions observation questions/ questions/ tasks not
tasks questions/ tasks not answered/
completely tasks not answered/ accomplished.
answered/ answered/ accomplished
accomplished accomplished
were were were not observation
answered answered answered questions were not
completely, completely, completely, answered. Answers
answers are answers are answers are nit connected to
depth and are clearly not clearly theories; more than
thoroughly connected to connected to four (4)
grounded on theories, theories one grammatical/
theories; grammar and (1) to (3) spelling errors.
grammar and spelling are grammatical/
spelling are free from spelling
free from errors. wrong
error.
Reflection Profound and Clear but Not so clear Unclear and
clear lacks depth and shallow, shallow, rarely
supported by supported by somewhat supported by what
what were what were supported by were observed and
observed and observed and what were analyzed.
analyzed. analyzed. observed and
analyzed
Artifacts reflected on reflected on reflected on in reflected on in the
in the context in the context the context of context of the
of the of the the learning learning outcomes;
learning learning outcomes. not complete, not
outcomes. outcomes. Complete not organized, not
Complete, Complete organized relevant.
well well very relevant
organized organized to the to the
highly very relevant learning
relevant to to the to the outcome
the learning learning
outcome. outcome
COMMENTS
Rating
(Based on
OVER ALL

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

FS 1 16
On Teacher’s
Philosophy of
Education
SPARK YOUR INTEREST
One thing asked of teacher applicants in the Department of Education is to

write their philosophy of education. This means that they have to write their concept
of the nature of the learner, how that learner learns and how that learner ought to
live life meaningfully. Based on these philosophical concepts, the teacher applicants
describe how they ought to relate to the learner, what to teach and how to teach so
that the learner learns and lives life happily and meaningfully.
TARGET YOUR INTENTED LEARNING OUTCOMES

At the end of these Episode, I must be able to:
➢ Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate, K to 12 Curriculum Framework and Guide and
RA 10533;
➢ Cite teacher’s teaching behaviors and the philosophies of education on which these
behaviors are founded; and
➢ Articulate my philosophy of teaching.
We’ are beneficiaries of a rich philosophical heritage passed on to us by great

thinkers of the past and of the present. The way teachers relate to learners and the
way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate
of the Department of Education and the features of the K to 12 Curriculum as
contained in Section 3 of RA 1053 and the K to 12 Curriculum Guide are
manifestations or expressions of the philosophies of education of the country. They
state the standards and the outcomes of education towards which all curricular
activities and teaching-learning should be directed
Analyzing DepEd’s Philosophy of Education

Activity 16.1

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 Education Which Philosophies are Which Philosophies are
expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum and Guide and
Core Values, Mandate? Give Sec 5 of RA 10533?
proof. Give proof.
1. Essentialism-teach mastery of Essentialism- The core values of Essentialism- List of standard
the basics; curriculum is maka-Diyos, maka-tao, maka- that learners are expected to
prescribed; subject matter- kalikasan and mak-bansa show attain is the subject matter
centered there are universal, that DepEd is essentialist. that students are expected to
objective values; inculcate values DepEd believes in uncaging learn.
in subject matter values that need to inculcated. -Essentialist
2. Perennialism- teach those that Any proof of Perennialism? The students needed to
last, the classics; there are DepED applied perennialism I acquire in depth knowledge,
universal, objective values which students learn in a child- skills, values and attitudes
friendly, gender-sensitive, safe through consistency across all
and motivating environment. levels.
3. Progressivism- very child- Any proof of progressivism? Curriculum development,
centered; teach those that The DepED Vision, they learner-centered, inclusive
interest the child; one learners by consistently develop to be and developmentally curricula
experience; learners learn by better. DepED believes that are required demonstrating
doing so teacher’s teaching is students learn by doing as well that Progressivism is used.
experiential; values are as by being taught.
subjective; no inculcation of
values since they are subjective;
instead teachers help students
clarify their values
4. Reconstructionism- school is Any proof of reconstructionism? Reconstructionism is shown
agent of change; schooling is
preparing students in discussion
of moral dilemmas
5. Existentialism- Teachers teach Any proof of existentialism? Existentialism is shown in the
learners to make a choice, to DepED believes that every K-12 curriculum framework.
make decisions and not merely to learner has a right to be taught
follow the crowd; one who does and learn.
not make a choice and so simply
follow others do not leave
meaningful life
6. Pragmatism- That which is The DepED Vision, which Pragmatism is shown in the K-
useful, that which is practical and enables to reach their full 12 curriculum framework
that which works is what is good; potential. They believe that wherein Making the
that which is efficient and teaching students practical life Curriculum Relevant to
effective is that which is good.
E.g. showing a video clip on skills will help them grow into Learners (Contextualization
mitosis is more efficient and better people. and Enhancement)
more effective and therefore
more practical than teacher
coming up with a visual aid by
drawing mitosis on a cartolina or
illustration board.
7. Rationalism- emphasizes the Any proof of rationalism? R.A. No. 10533 Section 5 which
development of the learner’s The core values of maka-Diyos, is curriculum development.
reasoning powers; knowledge maka-tao, maka-kalikasan and
comes though reason; teacher mak-bansa show that DepEd is
must develop the reasoning rationalism.
power of the learner
8. Utilitarianism- what is good is Any proof of utilitarianism? R.A. No. 10533 Section 5 which
that which is most useful (that The DepED Vision, because they is curriculum development.
which brings happiness) to the encourage behaviors that
greatest number of peoples; promote happiness and
pleasure while opposing
activities that bring misery and
injury.
10. Behaviorism- behavior is Any proof of behaviorism? Behaviorism is shown in the K-
shaped deliberately by forces in 12 curriculum framework.
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 Any proof of constructivism? Constructivism is shown in the
capable of constructing K-12 curriculum framework.
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 M Articulating My Personal Philosophy of Teaching

OBSERVE
• Observe how teacher relates to every learner and how he/she proceeds with her
teaching.
• Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what

the teacher said, taught or did).
1. Essentialism- tech mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter
centered there are universal, objective values; e.g. He/she saw to it that the students
inculcate values; subject mastered basic concepts and skills.
He/she inculcated values

2. Perennialism- teach those that last, the Teachers are the instructors who feel
classics; there are universal values; inculcate that the knowledge was passed through
these universal, objective values ages.
3. Progressivism- very child-centered; teach Teachers instruct the students in all
those that interest the child; one learns by activities.
experience; learners learn by doing so teacher
teacher’s teaching is experiential; values are
subjective; instead teachers help students
clarify their values.
4. Reconstructionism- school is agent of The teacher focuses in the instruction on
change; schooling is preparing students for the major social and economic issues with
social changes; teaching is involving the the goal of solving them.
students’ in discussions of moral dilemmas
5. Existentialism- Teachers teach learners to Classroom debates generate deep
make a choice, to make decisions and not personal though on one’s convictions
merely to follow the crowd; one who does not and stimulates awareness.
make a choice and so simply follow others do
not leave meaningful life
6. Pragmatism- That which is useful, that which The scientific method-which
is practical and that which works is what is emphasizes the need to act on concepts
good; that which is efficient and effective is that by testing them-is used to organize
which is good. e.g. showing a video clip on instruction around problem-solving.
mitosis is more efficient and more effective and
therefore more practical than teacher coming
up with a visual aid by drawing mitosis on a
cartolina or illustration board
7. Rationalism- Emphasizes the development of Rationalist are educators who try to
the learners’ reasoning powers; knowledge extract knowledge form students. Their
comes though reason; teacher must develop the belief is that knowledge is inherent in a
reasoning power of the learner child and must be elicited by reasoning,
thinking and experience. Rationalists
are born with some information.
8. Utilitarianism- what is good is that which is Utilitarianism entails a set of
most useful (that which brings happiness) to educational ideas, including the social
the greatest number of peoples; character of human beings, democracy,
responsibility, fairness, equality, and
individual liberty, all of which should be
promoted by schools in order to ensure
social happiness.
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; teaching
–learning therefore is constructing knowledge
and meaning; teacher does not just “tell” or
dictate but asks learners for knowledge they
construct and meaning of lesson
12. Other Philosophies
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?
According to the findings, Filipino preservice teachers adhered to a high level
of progressivism educational philosophy and a high level of existentialist and
reconstructionism orientation. They also demonstrate strong commitment to the
ideologies of postmodernism and existentialism.
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
Because a good teacher knows and understands kids how they develop and
learn. I’m aware that kids actively develop and modify their own knowledge based on
earlier learning and experiences. I understand that not all pupils study in the same
way or at the same pace. As a teacher, I feel that it is my obligation to effectively
diagnose pupil’s interest, abilities, and prior knowledge. Then I have to devise
learning activities that will both challenge and enable each learner to think and
progress.
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
A good teacher has a powerful trust in the future. I know I may not see the
rewards of my hard work as teacher, just like a tree seed that I planted I will never
see the tress in all its beauty. A competent teacher must be a knowledgeable about
her subject matters and must be creative to teach their students in using different
types of methods and strategies. As a future teacher I will be more passionate about
what profession I have chosen.
Accomplished my Observation Sheets

My Philosophy of Teaching
Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of

Education
Learning Outcome: Determine prevailing philosophies of education based on DepEd
Vision and Mission statements core values and mandate the K to 12 Curriculum
Framework and Guide and RA 10533. Cite teacher’s teaching behavior and the
philosophies of education on which these behaviors are founded. Articulate my
philosophy of teaching


3 1
Sheet completely questions/ questions/ questions/ tasks
answered/ tasks not tasks not not answered/
accomplish answered/ answered/ accomplished.
accomplished. accomplished
answers are answers are completely, not answered.
depth and are clearly answers are Answers nit
from error. spelling wrong
clear supported depth and shallow, shallow, rarely
analyzed
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the context of context of the
the learning the learning the learning learning
organized highly organized very organized organized, not
relevant to the relevant to the very relevant relevant.
learning to the learning to the to the
outcome. outcome learning
outcome
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
1. In its vision and mission statements, DepEd wants to develop learners….” Whose
values and competencies enable them to realize their full potential…. “On which
philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that the
students learn in a child-friendly, gender sensitive, safe, and motivating
environment”. This implies that DepEd believes that environment affects learning.
Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, is based on

which philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot
of which philosophy?
A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism
5. It’s Valentines’ Day. The lesson is a part of human digestive system- the stomach.
Students bargain with teacher and so ask if they can discuss the heart in place of the
stomach. Teacher responds “Let talk about the stomach which is the lesson for today
then go to the heart when we are done with stomach. Based on philosophies of
education, which is TRUE of teacher?
A. Is essentialist in the sense that she stickled to the subject matter for the day and
progressivist since she also considered students’ interest.
B. Is pragmatic because it was practical to give way to students’ request even she
prepared for the day’s lesson.
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson.

6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?
I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students’ body parts
like kind of ear lobes, kinds of hair line or a lesson on classifying. On which philosophy
is teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism
8. The history of curriculum development in the Philippines shows reduction of units in

the humanities but an increase in the natural and physical sciences. On which thought
is this action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter
such taxation and agrarian reform, etc. This proves that schools must bring about
reform in society. On which philosophy of education is this based?
A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism
10. Teacher make used of moral dilemmas to enable students to make a stand in moral
issues. Which word CORRECTLY applies to teacher’s teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist

FS1 Lorimar

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FIELD STUDY 1 LEARNING EPISODE

The School as a Learning

TARGET YOUR INTENTED LEARNING OUTCOME

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

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School

SCHOOL FACILITIES OBSERVATION CHECKLIST

Library / • They have lots of Library helps the students’ to

Counseling / • Small, neat and clean Counseling room is one of the

Medical Clinic / • Small, neat and This place provides students

Audio Visual/ / • Same size as a This place is a room where

Science / • Periodic table was This place will help the

Gymnasium / • Big place, neat and Gymnasium helps the students

Industrial / • Materials and Industrial work shop area

3. What learning materials/ equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well- lit and well- ventilated?

2. Teacher’s • Teacher’s table is located at the back of the classroom.

3. Learner’s • Learners’ desk is at the center of the classroom facing the

4. Blackboard • It is place at the center of the classroom.

6. Comfort • Comfort room is placed at the back of the classroom besides

8. Utensils, • It is placed inside the cabinet. It is in well condition.

Name of the School Observes: OAS SOUTH CENTRAL SCHOOL

Location of the School: Ilaor Sur, Oas, Albay

2. What kind of school campus is conductive 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

Activity 1.2 Observing bulletin board

Resource Teacher: CLARENZE RAYCO Teacher’s Signature: ________________

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)

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

Effective Communication / The message was straight to

Bulletin Board Evaluated by: LOIDA B. SODSOD

Recommendations or Suggestions for improvement

Signature of Evaluator over Printed Name:

My Board Display Lay- out

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

Was the board display effective? Why? Why not?

What suggestions can you make?

“Pagbabasa ang Pag asa ng Kabataan Para sa Magandang Kinabukasan”

Materials for aesthetic enhancement:

LINK THEORY TO PRACTICE

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

A. II, III and IV

3. Which physical school environment supports learning?

My Personal Illustration of an Effective

Name of FS Student LOIDA B. SODSOD Date Submitted DEC. 15, 2021

Learning Excellent Very Satisfactory Need

TRANSMUTATION OF SCORE TO GRADE/ RATING

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

TARGET YOUR INTENTED LEARNING OUTCOME

1. Development is relatively orderly. Development follows directional patterns such as,

2. Development takes place gradually.

4. Developmental proceeds toward greater complexity, self-regulation, symbolic or

OBSERVE, ANALYZE, REFLECT

Learners’ Development Matrix

• They can • They can do

Interests • They are • Interested • Interested in

Preschool • Preschoolers like to • Therefore, the teacher