NEW Field-Study-1-Learning-Episodes

LEARNING EPISODE 1
Learner Diversity: Developmental Characteristics, Needs and Interests
SPARK Your Interest
Episode 1 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 developmental appropriate.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels (3.1.1).
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 development and learning- physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2009)
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Observing learner characteristics at different stages
Resource Teacher:_____________ Teacher’s Signature___________School:_________

Grade/Year Level:____________Subject Area:________________Date:__________
To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a
more detailed observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills. Writing, drawing, etc
Social
1. Describe t\how they interact with teachers and other adult.
2. Note how they 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 these opportunities for problem solving? Describe how they showed solving
abilities.
Learners’ Development Matrix

Record the date you gathered about the learners’ characteristics and need in this
matrix. This will allow you to compare the characteristics and needs of learners at different
levels. The items under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interactions with
Teachers
Interactions with
Classmates/friends
Interests
Others
Emotional
Moods and
temperament,
expressions of feeling
Emotional
independence
Others
Cognitive
Communication skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the Teaching-
Observed Learning Process
Preschool  Preschoolers like to  Therefore, the teachers should
Age range for move around a lot remember to use music and
learners observed 3-4 movement activities not just in
PE but in all other subjects.
 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
Preschool
Age range for
learners observed
____
Elementary
Age range for
learners observed
____
High School
Age range for
learners observed
____
REFLECT
1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Share you other insights here:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. A 14-year old felt ignored by her crush whom she believes is her one true love.
She is crying incessantly and refuses to listen and accept sound advice that the
teacher is offering. Her refusal to accept is because______________________.
A. she thinks what she feels is too special and unique, that no one has felt like this
before.
B. the teenager’s favorite word is “no,” and she will simply reject everything the
teachers 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 happens to the egg if I add three-tablespoon salt to the
glass of water?” This is hypothesis formulation. What can you infer about the
cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
SHOW Your Learning Artifacts
Which is your favorite theory of development? How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 1- Learner Diversity: Developmental Characteristics, Needs
and Interests.
Learning Outcome: Determine the characteristics, needs and interest of learners from different developmental levels.
Name of FS Student__________________________________Date Submitted____________

Year and Section____________________________________Course_____________________
Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are answers are clearly completely; questions were not
thoroughly connected to theories; answers are not answered; answers
grounded on the theories; grammar and spelling clearly connected not connected to
grammar and spelling are are free from errors. to theories; one (1) theories; more than
free from error. to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline
COMMENT/S Over-all Score Rating

(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
___________________________________ ______________
Signature of FS Teacher above Printed Name Date
LEARNING EPISODE 2
Creating an Appropriate Learning Environment
SPARK Your Interest
This learning Episode provides an opportunity to examine hoe classrooms are structured
or designed to allow everyone’s maximum participation for effective learning. You should be
able to examine how classroom management practices effect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating
Learner-centered Teaching and the Child Adolescent Learners and Learning Principles.
At the end of this Episode, I must be able to:

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.
The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the following
are observed:
 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed,
 Clear limits for unacceptable behavior are established and negative consequences for
such are communicated.
 Classroom processes are democratic.
OBSERVE, ANALYZE, REFLECT
Activity 2.1 Managing Time, Space and Learning Resources

OBSERVE
Use the observation guide and matrices provided for you to document your observations.
4. As you observe the class, look into the characteristics of the learners. Note their ages.
5. How many boys are there? How many girls?

6. Focus on their behavior. Are they able to manage their own behavior?
7. Can the learners already work independently?
8. Describe their span of attention.
ANALYZE
Analyze and answers these questions on observed classroom management practices. It is

also good to ask the teacher for additional information, so you can validate your observation.
Write your notes below; and then organize your date in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if
these areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What’s the effect of students’
participation in rule-making on students’ behavior?
4. What are their daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.)How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
6. Observe the noise level in the classroom? How is this managed?
7. If a learner is not following instruction or is of-task, what does the Resource Teacher
do? Describe the behavior strategies used?
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior

strategies)
REFLECT
Reflection as a future teacher.

1. Why do you need to enforce positive discipline?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________________
Activity 2.2 Identifying the Different Aspects of Classroom Management

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you answer
the analysis questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling
misbehavior/off-task
behavior
7. Reinforcement of
Positive Behavior
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do
you see yourself? What routines and procedures would you consider for this level?
Why?-
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Make a list of the rues you are likely to implement in this level? Why would you
choose these rules?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Should learners be involved in making the class rules? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
LINK Theory to Practice
Directions: 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 give plus 5 points in the quiz.”
D. “If you get a grade of 95 or higher in the first two assignments, you will be
exempted from the 3rd assignment.”
2. Learners are more likely to internalize and follow classroom rules
when___________________.
A. the teacher clearly explains the rules she prepared.
B. the learners know the punishments for not following the rules.
C. the learners participate in the rule-making process.
D. the teacher gives additional points for those who follow the rules.
3. For a teacher to establish and maintain consistent standards of 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.
SHOW Your Learning Artifacts
Paste pieces of evidence 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 2- Creating an Appropriate Learning Environment
Learning Outcome: Plan on how to manage time, space, and resources. Provide a learning environment appropriate to the
learners and conducive to learning.


2
d
line deadline

(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 3
Classroom Management and Classroom Routines
SPARK Your Interest
This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.
TARGET your Intended Learning Outcomes
 Identify the classroom routines set by the teacher; and

 Observe how the students execute the various classroom routines.
REVISIT the learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. The save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
GROUP OUTPUT
OBSERVE
1. Observing Classroom management and Routines
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist. 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. Working with pairs/groups
6. Tardy students
7. Absent students
8. Asking questions during lessons
9. Asking for assistance
10. Movement between activities
11. Checking of assignments
12. Others, please specify
2. Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students’ engagement and
focus in their classroom activities.
ANALYZE
1. Analyze the routines set by the Resource teacher by answering the following questions.
 Were the routines effective in ensuring discipline and order in the class? Why? Why not?
 Which of those routines were systematic and consistently implemented? Expalin your
answer
 Analyze each given rule. What circumstances led to the formulation of the rule?
 Are classroom rules really important?
INDIVIDUAL OUTPUT
REFLECT
Reflect on the various routines observed.
 Which of the routines will you most likely apply in your class? Why? Why not?
 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.
Evaluate Your Work Task Field Study 1, Episode 3- Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher. Observe how the students execute the
various classroom routines.

2
d
line deadline

(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 4
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, Attainable, Realisitc and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
facilitating learner-Centered Teaching.
 identify the teaching-learning practices that apply or violate the principles of

teaching learning;
 determine the guiding principles on lesson objectives/learning outcomes applied
in instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether 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
REVISIT the learning Essentials
There are the time-tested principles of teaching and learning:
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning

process. It is the practical realization or application of an approach. All methods of teaching can
be classified either as deductive (direct) or inductive (indirect)
INDUCTIVE
DEDUCTIVE Begins with the

concrete, experience,
Begins with a rule, details, examples
And ends with a
generalization, rule, generalization,
abstraction and Methods of Teaching abstraction
ends with concrete,
experience, details,
examples
GROUP OUTPUT
OBSERVE
1. Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching and Learning
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.
Principles of Learning What did the Resource teacher do to apply

the principle of learning
1.Effective learning begins with the setting of
clear and high expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning ad relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is enhanced in
an atmosphere of cooperation and
collaboration.
2. Identifying learning Outcomes that are Aligned with learning Competencies
Observe a class, 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
Learning Outcomes (SMART Objectives) Achieved

1. Yes No Yes No
2.
3.
4.
5.
 Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
3. I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observation and analysis
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove of the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was the atmosphere collaborative? Why?
Did teacher focus only on one Did teacher connect to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:

a. constructive – connected to past experiences of learners; learners constructed new lesson
meanings
b. inquiry-based
c. developmentally appropriate – learning activities fit the developmentally stage of children
d. reflective
e. inclusive – No learner was excluded; teacher taught everybody
f. collaborative – Students worked together
g. integrative – Lesson was multidisciplinary – e.g. In Science, math concepts were taught.
ANALYZE
 What principles of learning were most applied? least applied?
Most applied _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Least applied_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Give instances where this/these principle/s could have been applied?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Do SMART objectives make the lesson more focused?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 What are possible consequences of teaching purely subject matter for mastery and for the
test?
______________________________________________________________________________
______________________________________________________________________________
 If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
______________________________________________________________________________
______________________________________________________________________________
INDIVIDUAL OUTPUT

 REFLECT

 From among the principles of learning, which one do you think is the most important?
 Reflect on the lessons learned in determining SMART learning outcomes
 Reflect on principles of teaching worth applying
Evaluate Your Work Task Field Study 1, Episode 4- Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of teaching learning.
Determine the guiding principles on lesson objectives/learning outcomes applied in instruction. Judge if lesson
objectives/intended learning outcomes are SMART. Determine whether or not the intended learning outcomes are
achieved at the end of the lesson. Observe the teaching methods used by the Resource teacher. Differentiate the
different methods of teaching
.

2
d
line deadline

(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 5
Assessment for Learning and Assessment as Learning
(Formative Assessment)
SPARK Your Interest
Assessment is an integral part of the instructional cycle. The instruction cycle consists of:
1) setting the intended learning outcomes/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 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.
 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/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 find 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 understand 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 at the 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.
GROUP OUTPUT
OBSERVE
1. Observing Assessment FOR Learning Practices (Formative Assessment)
 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 Tall Total

y
What Teacher Did Tall Total

y
 Did the teacher ask the class “Did you understand”? If she did, what was the class’
response?
____________________________________________________________________________
______________________________________________________________________________
 Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
______________________________________________________________________________
______________________________________________________________________________
 If they did, how did the teacher respond?
______________________________________________________________________________
______________________________________________________________________________
 Were the students given the opportunity to ask questions for clarification? How was this
done?
______________________________________________________________________________
______________________________________________________________________________
 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 (Tutors were assigned by teacher to teach one or two classmates)
_______Each-one-teach-one (Students paired with one another)
_______Teacher gave a Module for more exercises for lesson mastery
_______ Others, please specify _____________________________________________
________________________________________________________________________
ANALYZE
 Why should a teacher find out if students understand the lesson while teaching is in
progress? If it not better to do a once-and-for-all assessment at the completion of the
entire lesson?
 Why is not enough for a teacher to ask ‘Did you understand, class? When he’she intends
to check on learners’ progress?
 Should teacher record results of formative assessment for guiding purposes? Why or why
not?
 Based on your observations, what formative assessment practices worked?
 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?
 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?
INDIVIDUAL OUTPUT

 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?
Observing Assessment AS Learning Practices (Self-Assessment)
 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 questions 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
GROUP OUTPUT
OBSERVE
1. Observe a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My observation
1. Did the teacher provide
opportunities for the leaners to
monitor and reflect on their own
learning?
2. What are proofs that students
were engaged in self-reflection,
self-monitoring and self-
adjustment?
3. Did students record and report
their own learning?
4. Did teacher create criteria with
the students for tasks to be
completed or skill to be learned?
ANALYZE
 If the student is at the heart of all assessment, then all assessment should support student
of learning. Do you agree? Why or why not?
 Does assessment as learning have the same ultimate purpose as assessment for learning?
INDIVIDUAL OUTPUT

 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?

Evaluate Your Work Task Field Study 1, Episode 5- 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
.

2
d
line deadline

(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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LEARNING EPISODE 1

Learner Diversity: Developmental Characteristics, Needs and Interests

SPARK Your Interest

Episode 1 provides me with an opportunity to observe learners of different ages and

TARGET Your Intended Learning Outcomes

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Observing learner characteristics at different stages

Resource Teacher:_____________ Teacher’s Signature___________School:_________

Learners’ Development Matrix

Level Salient Characteristics Implications to the Teaching-

3. Share you other insights here:

LINK Theory to Practice

SHOW Your Learning Artifacts

Name of FS Student__________________________________Date Submitted____________

Learning Excellent Very Satisfactory Satisfactory Needs

COMMENT/S Over-all Score Rating

TRANSMUTATION OF SCORE TO GRADE/RATING

SPARK Your Interest

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

REVISIT the Learning Essentials

 Specific classroom rules and procedures are clear.

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Managing Time, Space and Learning Resources

Resource Teacher:_____________ Teacher’s Signature___________School:_________

5. How many boys are there? How many girls?

7. Can the learners already work independently?

8. Describe their span of attention.

Analyze and answers these questions on observed classroom management practices. It is

6. Observe the noise level in the classroom? How is this managed?

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior

Reflection as a future teacher.

Activity 2.2 Identifying the Different Aspects of Classroom Management

Resource Teacher:_____________ Teacher’s Signature___________School:_________

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Reflect on the following and write your insights.

3. Should learners be involved in making the class rules? Why?

LINK Theory to Practice

1. Focusing on natural consequences of students’ behavior develops more self-

SHOW Your Learning Artifacts

EVALUATE Performance Task

Name of FS Student__________________________________Date Submitted____________

Learning Excellent Very Satisfactory Satisfactory Needs

COMMENT/S Over-all Score Rating

TRANSMUTATION OF SCORE TO GRADE/RATING

SPARK Your Interest

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Identify the classroom routines set by the teacher; and

REVISIT the learning Essentials

1. Observing Classroom management and Routines

Classroom Routines Observed (√) Not Observed (x)

EVALUATE Performance Task

Name of FS Student__________________________________Date Submitted____________

COMMENT/S Over-all Score Rating

TRANSMUTATION OF SCORE TO GRADE/RATING

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify the teaching-learning practices that apply or violate the principles of

REVISIT the learning Essentials

Resource Teacher:_______ Teacher’s Signature_School:_____

Name of FS Student______________________Date Submitted

Resource Teacher:_______ Teacher’s Signature_School:_____

Resource Teacher:_______ Teacher’s Signature_School:_____

Name of FS Student______________________Date Submitted

Name of FS Student______________________Date Submitted

_ Others, please specify _______________________________________