FS 1 6 To 10 Final Darwin Bustos

Division of Pampanga
Department of Higher Eduction

Region III
Pampanga Colleges Inc.
Poblacion, Macabebe, Pampanga
FIELD STUDY 1
LEARNING EPISODE 6
CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES
Submitted by:
DARWIN YABUT BUSTOS
Submitted to:
AURELIO B. CANILAO
BEED Major in General – 4TH YEAR IRREGULAR

FIELD STUDY 1 1 | P a g e
OBSERVE, ANALYZE, REFLECT
Activity 6.1 Observing Classroom Management and Routines
Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman

School: BAES Grade/Year Level: Grade 5
Subject: ESP Date: OCT,30 2023
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
Checklist on Classroom Routines
Check Yes (√) if observed and (X) is not observed.
Observed Not
Classroom Routines (√) 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 √
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. Free drill / emergencies X
18. Movement between activities √
19. Use of classroom supplies √
20. Checking of assignments √
ANALYZE
Analyze the routines set 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, because of this effective routines students are always reminded what to do in
everyday class. It also make students disciplined and responsible for their actions
2. Which of those routines were systematic and consistently implemented? Explain

your answer.
-The routines that were systematically observed are the transitions of activities,
submission of materials, projects, asking for assistance, joining the class activities and
the use of school supplies
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
The routine that I wanted to apply in my class is the Working with pairs,
becauseelementary level is more on understanding the subjects and lessons. It needs
helps ofothers to fully understand the lesson
Activity 6.2 Listing Down Classroom Rules

Subject: ESP Date: OCT 30, 2023
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learner’s 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 student’s engagement and focus
in their classroom activities.
Classroom Rules Importance
1. Clean the room before and To maintain cleanliness and orderliness
afterusing.
2. Always follow the prescribe uniform It promotes virtue of being responsible
3. Asking permission for Giving respect to the teacher in charg
personalnecessit
4. Raise your hand if you Giving respect and love to one another
havesomething to say
5. Read directions well It lessen the errors in answering
theactivities
6. No loitering To maintain the cleanliness
andorderliness of the classroom
ANALYZE
1. Analyze each given rule. What circumstances led to the foundation of the rule?
-Most of the students who are not guided by the rules are the irresponsible andalways
committing mistakes. To avoid this scenario, rules are being created forthe formation
of the students in a brighter future
2. Are classroom rules really important?

-Yes, classroom rules are very important since it is an acting force in the mind ofthe
students and also it helps them to become responsible person little by littl
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.
-I will have the same rules but it will be differ in implementations. If the rulesare
implemented the rules will be followed very well.
SHOW your Learning Artifacts
Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about the pictures.
Before my CT started her class, she always ask for a representative to lead a prayer. She always put
God first before anything else.
LINK Theory to Practice
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 class
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 routines?

A. To ensure order
B. To eliminate stress
C. To be fair at 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 group
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.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom
Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students
execute the various classroom routines.
Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Need Improvement

Accomplished All observation 1 or 2 observation 3 observation 4 or more observation
Observation Sheet question/tasks question/task not questions/task not questions/tasks not
completely answered/accomplish answered/accomplished answered/accomplished
answered/accomplis ed
hed
All questions were All questions were Questions were not Four or more observation
Analysis answered answered completely; answered completely; question were not
completely; answer answer are clearly answer are not connected answered; answers are not
are with depth and connected to theories; to theories; one to three connected to theories;
are thoroughly grammar and spelling grammatical spelling more than four
grounded an are free from error errors grammatical spelling errors
theories; grammar
and spelling are free
from error
Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
Reflection supported by what supported by what somewhat supported by rarely supported by what
were observed and were observed and what were observed and were observed and
analyze analyzed analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not reflected Portfolio is not reflected on
Learning Artifacts reflected on in the on in the context of on in the context of the in the context of the
context of the the learning learning outcomes: learning outcomes:
learning outcomes: outcomes: complete, complete, not organized, complete, not organized,
complete, well well organized, very relevant to the learning not relevant
organized, highly relevant to the outcome
relevant to the learning outcome
learning outcome
Submitted before Submitted on the Submitted a day after the Submitted 2 days or more
Submission the deadline deadline deadline after the 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
Name of FS Student: Darwin Y. Bustos Date Submitted: __________
Year & Section: IRREGULAR Course: Bachelor Of Elementary Education Major In General
AURELIO B. CANILAO
Signatureof FS Teacher above Printed Name Date
Region III
FIELD STUDY 1
LEARNING EPISODE 7
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
Submitted by:
DARWIN YABUT BUSTOS
Submitted to:
AURELIO B. CANILAO
BEED 4th year - IRREGULAR
Field Study 1: Learning Episode 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.
TARGET Your Intended Learning Outcomes:

At the end of this Episode, I must be able to:
➢ Identify the two (2) aspects of classroom management; and
➢ Determine the classroom management strategies that the Resource Teacher
employed in his/her class.
REVISIT the Learning Essentials
Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive on task and academically
productive in class.
Ref: http://www.edglossary.org
Importance of Effective Classroom Management
• Increases chance of student success
• Paves the way for the teacher to engage students in learning
• Helps create an organized classroom environment
• Increases instructional time
• Creates consistency in the employment of rules and regulations
• Aligns management strategies with school wide standards
• Decrease misbehavior in the classroom
• Gives student boundaries as well as consequences
Ref.: http://www.ehhow.com
Two aspects of Classroom management.
1. Personal Classroom Management consists of managing your own self to ensure
order and discipline in your class. It includes:
1.1 Voice
1.2 Personal grooming
1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your
class.
2. Physical Classroom Management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
2.1 Ventilation
2.2 lighting
2.3 acoustics
2.4 seating arrangement
2.5 structure/design of the classroom
2.6 physical space / learning stations
Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations
2. Establish classroom guidelines
3. Document the rules
4. Refrain from punishing the entire class
5. Encourage initiative from class
6. Offer praise and rewards
7. Use non-verbal communication
8. Take time to celebrate group effort
9. Let students work in groups
10. Interview students to assess their needs
11. Address bad behavior quickly
12. Consider peer teaching
13. Continuously engage the students
14. Assign open-ended project
15. Write group contacts
Ref: http//:www.prodigygame.com
Activity 7.1 Identifying Personal and Physical Aspects of Classroom

School: BAES. Grade/Year Level: Grade 5
Subject Area: English Date: NOV 06, 2023
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the √
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class? √
1.3 Was the teacher present in class? √
1.4 Did the teacher arrive on time in class? √
1.5 Does the teacher exude a positive attitude towards teaching? √
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? √
2.2 Is the lighting good enough? √
2.3 Is the classroom free from noise? √
2.4 Does the seating arrangement provide better interaction? √
2.5 Is the design/structure of the room inviting to classroom activities? √
2.6 is the physical space / learning station clear from the obstruction? √
ANALYZE
Analyze the different elements of personal/physical classroom management and
answer the following questions?
1. How does the voice of the teacher affect classroom instruction?
-A calm, courteous tone conveys that you are in command of the class and
knowexactly what you're doing. Speaking softly to students has a calming
impact. You canrelieve classroom agitation and anxious strain just by opening
your mouth. Teachers thatspeak in a loud, stressed-out, and fast-paced manner
are likely to stress their students.
2. How does punctuality of the teacher affect classroom discipline?
-The punctuality and the behavior of the teacher reflects to the learners because
if thelearners could see that their teacher is punctual then they will also try their
best to follow thebehavior of the teacher. But if the teachers are always
late and shows laziness in theclassroom, then it will negatively affect the
classroom discipline and management.
3. Why do we need to check on the physical aspects of classroom management?

-We need to check on the physical aspects of the classroom management in order
forboth the teacher and the learners to have a smooth flow of discussion and
learning activities.Having the best of these physical classroom elements in the
learning environment wouldensure the safety and order of the 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.”
-If a teacher in a certain classroom doesn't know how to effectively manage a

classroom, then he/she will also not be able to formulate and give any good
instruction that sometimes leads to the failure of the students to learn.
2. What are your plans in ensuring effective classroom management?

- In order for us to ensure the effective classroom management first, we
shouldpossess all the qualities of being a good teacher and have attained all the
personalclassroom management elements such as personal grooming,
punctuality, and etc. Andalso ensure the physical classroom management
such as good ventilation, lighting,learning stations and so on
Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the
management of learner behavior

Subject Area: ENGLISH Date: _____________
Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (/) observed, put (x) it not observed and O for no opportunity to observe.
Effective Classroom Management Strategies No
Not
Observed Opportunity
Observed
to Observed
1. Model to the students how to act in O
different situations
2. Establish classroom guidelines √
3. Document the rules O
4. Refrain from punishing the entire class O
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 O
11. Address bad behavior quickly √
12. Consider peer teaching √
13. Continuously engage the students √
14. Assign open-ended project √
15. Write group contacts X
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.
-Based on the checklist I have accomplished above, there are 10 classroom
management strategies that the teacher employs in the class. These are the
following:
Establishing classroom guidelines
Encourage initiative from class
Offer praise and rewards
Use non-verbal communication
Take time to celebrate group effort
Address bad behaviour quickly
Consider peer teaching
Continuously engage the students
Assign open-ended projects
From how I observed the class these strategies that were employed were effective
in managing the classroom better. For instance, after the teacher established the
classroom guidelines, the students became well-behove careful with their words
and actions Moreover, when the teacher commends students for their success the
whole class feel motivated and celebrated their classmates' achievement. These
evidences prove that the teacher's strategies were effective.
2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
- The only strategy I haven't observed was "write group contracts". But instead
of doing this, the teacher shares the tips of how to work well with your
groupmates in achieving goals. She also discusses the rubrics/guidelines that will
be used in evaluating their group output. This way, the students were able to
plan and strategize in the distribution of the tasks and what should each member
do. It may not be as formal as the group contract, but it allows students to be
aware of their responsibilities as members of the group in working toward one
goal. On the other hand. I didn't have the opportunity to observe the teacher
models the students how to act in different situation due to time constraints
REFLECT
As a future teacher, reflect on the observations then answer then given questions.
1. What classroom management strategies do I need to employ to respond to
diverse types of learners?
- Managing a class with diverse students will be challenging. But to be

more effective, the teacher has to
strategize and develop techniques on how to respond to their diverse
needs.
The following are the

strategies I will employ in managing my future diverse learners:
1. Promote Active Learning. Students need to develop various skills and

competencies and not just
sitting in their desk listening to their teacher. They need to be engaged in the
activity. They need to
apply their learned skills in different situations. They have to be involved
in the actual learning
process. So, I must use performance based, collaboration, and problem-solving
activities to respond
to their varying needs and help them learn better.
2. Innovate and Utilize Different Techniques. This is to respond to their
differences in terms of
learning ability levels, preferences as well as their needs. The teacher must
ensure that their
approaches are appropriate, and if not, he/she must be able to think on how
he/she will manage
them without disregarding their needs.
3. Communicate. But how will the teacher determine what is best for his/her
learners? We need to
communicate with them through asking them, sharing activity or conducting a
simple survey. For
example, by simply asking them what type of material/tool they are most
interested to, the teacher
would be able to identify what type of materials to prepare that will gain
students’ attention and
help them learn better.
Show Your Learning Artifacts
Show piece(s) of evidence of learning to capture the classroom management strategies
used by you Resource Teacher.
Link Theory to Practice
1. How will you prevent truancy among students?

A. Check the 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 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 of 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
Evaluate Performance Task
Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal Aspect of
Classroom Management
Learning Outcome: Identify the two (2) aspects of classroom management and determine the
classroom management strategies that the Resource Teacher employed in his/her class.
Name of FS Student: Darwin Y. Bustos Date Submitted: _________
Year & Section: 4th year – irregular Course: Bachelor of Elementary Education
ARELIO B. CANILAIO
Signature of FS Teacher above Printed Name Date
Region III

hed
Analysis answered answered completely; answered completely; question were not
completely; answer answer are clearly answer are not connected answered; answers are not
theories; grammar
from error
Reflection supported by what supported by what somewhat supported by rarely supported by what
were observed and were observed and what were observed and were observed and
Learning Artifacts reflected on in the on in the context of on in the context of the in the context of the
context of the the learning learning outcomes: learning outcomes:
learning outcome
Submission the deadline deadline deadline 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-below
FIELD STUDY 1
LEARNING EPISODE 8
CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Submitted by:
DARWIN Y. BUSTOS
Submitted to:
AURELIO B. CANILAO
BEED 4TH YEAR – IRREGULAR
Spark your Interest
Formal education begins in school. School are institutions established to design total
learning activities appropriate for each learner in each grade level. Thus, school have
recommended curriculum which is the enhanced K to 12 Curriculum. The recommended
curriculum was translated into written curriculum like books, modules, teachers’ guide and
lesson plans which are the basic taught curriculum. A teacher who implement 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 hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by

preparing minuscule curriculum called a lesson plan or a learning plan. The teacher then puts
life to a lesson plan by using it as a in guide in the teaching learning process where different
strategies can be used to achieve the learning objectives or outcomes. There are many styles of
writing a lesson plan, but the necessary part or elements such as (a) Learning Outcomes (b)
Subject Matter (c) Teaching - Learning Strategies and (d) Evaluation or Assessment should be
included.
All of these elements should be aligned so that at the end of the teaching - learning
episode learning will be achieved with the classroom teacher as a guide.
Target you Intended Learning Outcome
At the end of this episode, I must be able to:
➢ Identify the different curricula that prevails in the school setting;

➢ describe how the teacher manages the school curriculum by planning, implementing lesson
through different strategies and assessment of the learning outcomes and
➢ analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment of learning outcomes; and
➢ Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.
Revisit your Learning Essential
School Curriculum: What is this about?
From a broad perspective, curriculum is defined as a total learning process and outcomes
as in lifelong learning. However, school curriculum in this course limits such definition of total
learning outcomes to confine to a specific learning space called school. Schools are formal
institutions of learning where the two major stakeholders are the learners and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd and the
recommended curriculum is 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 Grade 11 to 12, Senior High School) adhere to this national
curriculum as a guide in the implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is
a curriculum that:
1. Strengthens the early childhood education with the use of mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in depth
knowledge, skills and value, attitude through continuity and consistency across every level
and subject.
3. Build skills in literacy. With the use of Mother tongue as the main language in studying
and learning tools from K to Grade 3, learners will become ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral progression
where the students learn first the basic concepts, while they study the complex ones in the
next grade level. The progression of topics matches with the developmental and cognitive
skills. This process strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finish basic education in Grade 12
will be ready for college or teach voc careers. Their choice of careers will be defined when
they go to Grade 11 and 12.
6. Nurture a fully developed youth. Beyond the K-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 is the Recommended Curriculum. It is to be used

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

❖ Write the curriculum to be taught;
❖ Planned the curriculum to be implemented;
❖ Initiate the curriculum which 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.
Observe, Analyze, Reflect
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? Let’s
do a hunting game!
Observe

1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process and record your information in the matrix below. Describe
your observation.
Type of Curriculum Where Found Description
1. Recommended School, Policy, Memo-randum, Recommended Curriculum is

Curriculum (k to 12 Curriculum Guide, Lesson Plan adhered in the curriculum guide
Guidelines) and serve as the ba-sis in writing
the lesson plan in each subject
2. Written Curriculum Instruction, Activities, Assessment Written Curriculum is applied

(Teacher’s Lesson in the in-struction or the actual
Plan) procedure of peda-gogy in the
classroom
3. Taught Curriculum During the instruction, teachers’ Taught Curriculum is evident in

(Teaching Learning discussion, stu-dents’ activities and the day-to-day discussion,
Process) as-sessment procedures students’ activities and
assessment outputs like quizzes,
exam etc
4. Supported Library, Students’ Books, Classroom Supported Curriculum serve as

Curriculum (Subject the refer-ence for the written
Textbook) curriculum and stu-dents’
learning material
5. Assessed Formative (quizzes) & Summative Assessed Curriculum is

Curriculum (periodical exam) Assessment implemented be-fore, during
(Assessment Process) and after the instruction to
evaluate students’ performance.
6. Learned Curriculum Students’ outputs, ac-complished Learned Curriculum is the
Achieved Learning tasks, exams, projects or performance product of stu-dents' learned
Outcomes knowledge and skills
7. Hidden Curriculum School, Community, Learning Hidden Curriculum is utilized

(Media) Materials, Ac-tivities to further enhanced the
instruction
Analyze
⚫ Which of the seven types of curriculum in the school setting is easy to find? Why?
Among the seven types of curriculum, Taught Curriculum is the easiest to find in the
school setting. In just a mere observation in the classroom, taught curriculum is evident. It
is the main activity in the classroom and why students go to school and teachers’ teach
⚫ Which is Difficult to observe? Why?

The most difficult to observe is the Hidden Curriculum, because it is implicitly
implemented in the classroom and may not be evident in every class discussion. However,
they are still important factors that influence the learning although not intentionally planned in
the curriculum
⚫ Are these all found in the school setting? How do curricula relate to one another?
These curricula are all found in the classroom setting. They are the important
elements that compose the school processes. These are the processes that the teacher
should implement to effectively teach the students. This means, that a teacher cannot
proceed to a particular curriculum without consider-ing the one that precedes it.
They influence each other and should be seen as interrelated factors that influence
the learning
⚫
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 diagram on the previous page is based my representation of how the 7 types of
Curriculum are related to each other. Recommended Curriculum is the basis of all types
of curricula. K-12 Guidelines issued by the Department of Education shall be adhered in
writing the curriculum or the lesson plan (LP). The lesson plan must reflect the guidelines
recommended by the DepEd. This will serve as the key to carry out the plan on the actual
teaching. Whatever is written in the les-son plan shall be considered in the Taught
Curriculum. The actual process of teachers’ peda-gogy should follow the plan written
by the teacher. This also includes the materials (Supported Curriculum), assessment
tools or activities (Assessed Curriculum), products or outputs that students should
produce/attain at the end of the lesson (Learned Curriculum) and other factors that
contribute to learning including media and community (Hidden Cur-riculum). The four
(4) mentioned types of curriculum are the components of the Taught Curriculum.
This means that they should be considered to effectively teach the students or the end
user of all the curricula.
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 particular subject, in a particular grade
year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/ Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects
Major Curriculum Key Guide for Observation (Carefully look for the indicators /
Components behavior of the teacher along key points. Write your observation and
description in your notebook.)
Based on the lesson plan, the topic that the teacher will discuss is
“context clues”. It has four objectives:
A. Planning a. familiarize themselves with the concept of context clues
b. enumerate the most common types of context clues
c. unlock the meaning of the words through context clues
d. demonstrate interest to the lesson through active participation during
class discussion. The teacher will conduct an activity to introduce
the lesson,
The teacher begun her lesson in the usual class discussion routine which
she greeted the students and ask them to pray first. Then, to introduce
B. Implementing the lesson, she conducted a preliminary activity that engaged the
whole class. It was a group activity the re-quires team work and
attentiveness. The students had fun in doing the activity. After the
activity, she asked the students of what might be their topic for
that day. The students gave their guess and teacher proceeds to
presentation of the lesson. And after the discussion the teacher will
proceed to the assestment, The lesson consumed 50 minutes of the 1
hour class period
Based on the scores of the students in the evaluation and performance

on the appli-cation activity, the learning outcomes were achieved. The
C. Evaluating/ Assessing teacher adhered her lesson plan, making her instruction effective and
well-organized. The discussion is very clear that’s why the student will
learn and motivate
Analyze
Write a paragraph based on the data 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?
- My resource teacher possesses the qualities of a globally competent teacher. As I
have ob-served, she effectively implemented her lesson by being flexible, facilitates the
instruction crea-tively through employing approaches that suits well the needs of the
students. She also pro-motes collaboration and independence among students and she’s
a tech-savvy. She reflects the characteristics of global quality teacher
2. Was the lesson implemented as planned? Describe.

- The lesson was implemented as planned because from the discussion, activities,
application and evaluation, the instruction was well-organized which means that the teacher
adhered the lesson plan she have written.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contended? Disappointed and exhausted?
-I saw through the teacher’s eyes the feeling of satisfaction. She closed the class
session with the smile on her face, an indication of her happiness that her students learned
effectively in the lesson. She was happy that the students were active, participative and gain
high scores in the evaluation which means they learned the lesson well and they were able to
apply what they have learned from it.
4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and Eager? Contended? No reactions at all.
- The aftereffect of the teacher’s lesson made students more eager to learn in the next
sub ject/lesson. They were motivated and inspired by their good performance and they felt that
the lesson was easy. This means that the lesson was well taught and made the students
happy too.
Reflect
Based on your observation and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
-To effectively implement the lesson plan using the same topic, preparation is necessary. The
first step I need to do for preparation is to read well the concepts and gather materials that suits
well the interest and preferences of the students. For example, instead of using a news article,
why not choose an article that tackles about online games, popular culture or any topic
that may gain more attention from the students. Then, use the technological tools. Technology
should always be incorporated in preparing for the lesson plan. Choosing PowerPoint
presentation or Video, using web-based blogs or wikis, and etc. Me as a teacher, can decide
which tools can be perfect to teach the lesson well. After choosing the materials/tools, plan
the activities and evaluation. Activities should be engaging, promotes collaboration and
teamwork. Students work better with their peers so collaborative activities can be great
opportunities for them to enhance social skills. Finally, en-sure that the evaluation is aligned
to the objectives. It is important that what is stated in the learning objectives reflect the
instruction and the assessment.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Observe
Using the diagram below fill up the component’s parts of a lesson plan.
I. Title of the Lesson: context clues

II. Subject Area: English
III. Grade Level: Grade 5
Outcomes Teaching Assessment

Method
• Motivate the
student by using
The students will by ask pupils
familiarize how they
identify the
themselves with the
meaning of an Give them a activity
concept of context unfamiliar word like determine the
clues and enumerate contained in a
meaning of the
the most common sentence
• Explain the underline words
types of context
different type of through context
clues and also unlock context clues clues
the meaning of the
• And prepared a
words through short drill in
context clues. relation to
context clues
and its type
Analyze
1. Are the three components constructively aligned? Explain.
-The three components from the diagram presented in the previous page are
constructively aligned. The assessment and the teaching method was guided by the
learning outcomes. The three outcomes reflect what the students should attain
throughout the lesson
2. Will the outcomes be achieved with the teaching method used? Why?
- Positively, through the use of teaching methods, the outcomes stated will be achieved
well. The teaching methods were appropriately and carefully planned that responds well
to the learning objectives
3. What component would tell if the outcomes have been achieved?
-To assess if the outcomes have been achieved, we should look onto the assessments that
were used. For example, using the lesson plan in the previous page, the last outcome
requires the students to be able to write a character analysis about the story, then, the
evaluation part reflects the last ob-jective, which could help the to achieve the outcome
Reflect
What lesson have you learned in developing a writing a lesson plan?
The lessons we have learned in developing or writing a lesson plan is that you need to align the
three components so you could achieve what you want to achieved. You need to plan a head
the knowledge, skills and values you want to achieve by your students, choose the right method
to achieve the desired outcome and it is a must to provide evaluation and assessment that is
anchored with your learning outcomes to test where your learner's at the time of learning
What value will it give to the teacher if the three components are aligned?
1. Careful preparation is a must. The teacher must ensure that everything that he/she will need
in the lesson should be carefully planned from the material, strategies and methods, tools, as-
sessment or evaluation.
2. Choose the appropriate materials and methods. Materials will serve as the teacher and stu-
dents’ aid in learning/discussing the lesson, the teacher must select that the materials will be
used are applicable to the lesson. Same with the method too, teachers should be creative in
carrying out the plan. The methods he/she will use must respond to the students need and ad-
here the guidelines from the curriculum.
3. The lesson plan must be constructively aligned with each component. If the components
were all aligned, the instruction will be organized and may minimize confusion among
students. Teachers will be able to evaluate students based on the outcomes and students will be
able to learn the lessons based on the guidelines of the curriculum
Link Theory of Practice
Choose the correct answer from the options given.
1. When we say school curriculum it refers only to the k-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 is NOT?
a) Knower of the curriculum

b) Believer of the curriculum
c) Implementer of the Curriculum
d) Writer of the Curriculum
3. The influence of multimedia, peers, community, tradition, advancement in technology

through 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 components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching methods
III. Outcomes and Teaching Methods
a) I only
b) II only
c) III only
d) I, II and III
5. What is the most important 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 component contributes to the attainment of the learning outcomes.
c) As a required template when staring to write a lesson plan.
As a model of other lesson plans written and published.
Evaluate Performance Task
Evaluate Your Work Task Field Study 1 Episode 8 – Close Encounter with the School Curriculum
Year & Section: 4th year – irregular Course: BEED
Accomplished All observation 1 or 2 observation 3 observation questions/task 4 or more observation

Observation Sheet question/tasks question/task not not answered/accomplished questions/tasks not
completely answered/accomplished answered/accomplished
answered/accomplish
ed
answered completely; answered completely; answered completely; question were not answered;
Analysis answer are with depth answer are clearly answer are not connected to answers are not connected to
and are thoroughly connected to theories; theories; one to three theories; more than four
grounded an theories; grammar and spelling grammatical spelling errors grammatical spelling errors
grammar and spelling are free from error
are free from error
Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what supported by what were somewhat supported by supported by what were
Reflection were observed and observed and analyzed what were observed and observed and analyzed
analyze analyzed
Portfolio is reflected Portfolio is reflected on Portfolio is not reflected on Portfolio is not reflected on in
on in the context of in the context of the in the context of the the context of the learning
Learning Artifacts the learning learning outcomes: learning outcomes: outcomes: complete, not
outcomes: complete, complete, well complete, not organized, organized, not relevant
well organized, highly organized, very relevant relevant to the learning
relevant to the to the learning outcome outcome
learning outcome
Submitted before the Submitted on the Submitted a day after the Submitted 2 days or more
deadline deadline deadline after the deadline
Submission
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
AURELIO B. CANILAO
Region III
FIELD STUDY 1
LEARNING EPISODE 9
PREPARING FOR TEACHING AND LEARNING
Submitted by:
DARWIN Y. BUSTOS
Submitted to:
AURELIO B. CANILAIO
BEED 4TH YEAR - IRREGULAR

SPARK Your Interest
This Episode gives emphasis on the principle of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realistic,
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.
TARGET Your Intended Learning Outcomes
➢ 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
These are the time-tested principles of teaching and learning:
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; What I see, I remember; What I
do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method 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).
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the

Generalization, METHODS
concrete, experience,
Abstraction and OF details, examples, and
ends TEACHING ends with a rule,
with concrete, generalization, and
experience, details, abstraction.
examples.

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles
of Teaching and Learning

School:BAES Grade/Year Level: Grade 5
Subject:ESP Date: NOV 13, 2023
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.
Principles of Learning What did the Resource Teacher do to

apply the principle of learning
1. Effective learning begins with the The teacher uses projector to show her
setting of clear and high expectations planned learning outcomes for the topics
of learning outcomes.
2. Learning is an active process. Students were encouraged to participate
fully in class discussions and educational
learning activities by the teacher
3. Learning is the discovery of personal The teacher gives learners the

meaning and relevance of ideas. opportunity to think about and express
their thoughts on the topic, as well as discuss
it in front of the class
4. Learning is a cooperative and a The teacher assigns students to interpret

collaborative process. Learning is the poetry by producing, brainstorming
enhanced in an atmosphere of ideas withtheir peer groups, and
cooperation and collaboration. debriefing their finalthoughts in a group
work exercise. The learnersare eager to ask
questions, communicate withone another,
share ideas, discuss, andcollaborate in
order to comprehend thereadings.
ANALYZE
1. What principles of learning were most applied? Least applied?

MOST APPLIED:
The learning principle that is mostly applied is the “learning is cooperative and
collaborativeprocess”, because the resource teacher always grouped the class for the
students to feel freein sharing their ideas. They will be exchanging thoughts and they
will now come up with ananswer in presenting their output
LEAST APPLIED:
The learning principle that is least applied is the “learning is the finding of personal
meaningand relevance of concepts” because the teacher spent most of the time in
explaining andsharing his/her ideas on the subject
Give instances where this/these principle/s could have been applied?

In class, the teacher did the majority of the work. This is in sharp contrast to a teacher
whomostly assists students in their learning while the students are the ones who
contribute ideasto a given topic
REFLECT
From among the principles of learning, which one do you think is the most
important?
-
In my opinion, the most important among all principles of learning mentioned in the
previous pag-es is the “Learning is an active process”. Students should be involved in
the instruction. This principle promotes the student-centered type of classroom which
let the students to be the leader of themselves. Students should not just sit and listen
passively to their teacher but they must actively participate in the discussion, express
themselves independently and explore the lesson without relying too much on
their teacher. In this particular principle, the teacher must create a learning environment
where students can learn in their own phase, participate in the class activities, share
their knowledge, and apply what they have learned. By creating the learning process
active, the teacher allows the application of the other two principles which lead the
students to discover their personal meaning as well as to work with their peers with
cooperation and collaboration
ANALYZE
1. Do SMART objectives make the lesson more focused?
-Yes, since it is not just attainable but also achievable for the learners. And it is also
relevantto our daily life
REFLECT
Reflect on the Lessons learned in determining SMART learning outcomes.
-In determining SMART learning outcomes, it should deal and touch our life and
achievableand very timely. Nothing would make sense if you are just teaching without
evaluating yourwork
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

School:BAES Grade/Year Level: Grade 5
Subject:ESP Date: NOV 13, 2023
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
-NO
mere passive recipients of instruction?
-The learners are very active in
participating and they are involved in all
activities
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
- On the lesson, it is because the teacher
elaborated what must the students know -A questioned was raised by the teacher
through an activity. and ask them to relate in a realistic situation
Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Why?
- Yes, because they are actively participating.
-Yes, they work in the group and activein
teams
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
-No, the teacher integrated another subject. - Yes
What teaching-learning practice shows that teaching approach was;

a) Constructivist- connected to past experiences of learners; learners constructed new
lesson meanings - Learners were relate a scene on their activity to real life situation.
b) Inquiry-based - The learners, I believed, are inquisitive enough.
c) Developmentally Appropriate – learning activities fit the developmental stage of

children - The activities set by the teacher reflects on the development stage of
children.
d) Reflective - The learners, as I’ve said, learn to relate real life situation.
e) Inclusive – No learner was excluded; teacher taught everybody. - The teacher gives
an individual work and checks them one-by-one.
f) Collaborative – Students worked together. - The learners brainstorm to collate ideas.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught. - The learners try to integrate their lesson/topic into other area of
specialization.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and
for the test?
- Some students may find it interesting especially to those who are topping the class,
but forsome learners may find it boring especially to slow learners. Low achievers, I
believed,loves a twist in order for them to understand the lesson
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
-Teaching nowadays must not be boring to students. Else, they will not listen, worse,
theywill sleep and show that you are not worth in teaching them. If I were to reteach
the class, Iwill be student-centered to engage them and enhance their learnings and to
develop theircritical thinking
REFLECT
Reflect on Principles of Teaching worth applying
-For me, if I am going to teach, I make sure that the classroom setting creates a beautiful
ambiance. Why? It is because this is where they can get their attention. The learners maybe
able to give their full concentration and attention to teacher. Also, it is giving an activity, I will
make sure to give them positive reward/feedback.
SHOW Your Learning Artifacts
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes and the
method used in class.
Direction: Encircle the letter of the correct answer.
1. Teacher Rose believes that students need not know the intended learning outcomes
of her lesson. She proceeds to her learning activities at once without letting them
know what they are supposed to learn for the day. Which principle of learning does
Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for
students to drill on. Teacher Lil is very much convinced of which principle of
learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and 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 skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric
which he explained to the class before the students began with their task. Based on
revised Bloom’s Taxonomy, in which level of cognitive processing are the
students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course. The
Teaching Profession. Based on Bloom’s revised taxonomy, in which level of
cognitive processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
Evaluate Performance Task Evaluate Your Work Task Field Study 1, Episode 9 – Preparing for
Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of
teaching learning. Determine the guiding principles on lesson objectives/learning outcomes applied in
instructions. 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.
Year & Secion: 4th year irregular Course: BEED
AURELIO B. CANILAO
Region III
Accomplished All observation 1 or 2 observation 3 observation questions/task 4 or more observation

Observation Sheet question/tasks question/task not not answered/accomplished questions/tasks not
completely answered/accomplished answered/accomplished
answered/accomplish
ed
answered completely; answered completely; answered completely; question were not answered;
Analysis answer are with depth answer are clearly answer are not connected to answers are not connected to
and are thoroughly connected to theories; theories; one to three theories; more than four
grounded an theories; grammar and spelling grammatical spelling errors grammatical spelling errors
grammar and spelling are free from error
are free from error
Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what supported by what were somewhat supported by supported by what were
Reflection were observed and observed and analyzed what were observed and observed and analyzed
analyze analyzed
Portfolio is reflected Portfolio is reflected on Portfolio is not reflected on Portfolio is not reflected on in
on in the context of in the context of the in the context of the the context of the learning
Learning Artifacts the learning learning outcomes: learning outcomes: outcomes: complete, not
outcomes: complete, complete, well complete, not organized, organized, not relevant
well organized, highly organized, very relevant relevant to the learning
relevant to the to the learning outcome outcome
learning outcome
Submitted before the Submitted on the Submitted a day after the Submitted 2 days or more
deadline deadline deadline after the deadline
Submission
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
FIELD STUDY 1
LEARNING EPISODE 10
PREPARING FOR TEACHING AND LEARNING
Submitted by:
DARWIN Y. BUSTOS
Submitted to:
AURELIO B. CANILAO
BEED 4TH YEAR - IRREGULAR

Field Study: Episode 10
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum and
teacher education curriculum is focused on outcomes, standards and competencies. This means
that lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types
of questions, questioning and reacting techniques that teachers make use of. The type of
questions that teacher asks and their manner of questioning and reacting to student responses
have a bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subjects in Education.
TARGET Your Intended Learning 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.
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its K
to 12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA)
has been ahead of DepEd and the Commission on Higher Education (CHED) in the practice
of Competency Standards-Based teaching and Assessment. CHED requires all higher
education institutions in the country to go outcome-based education (OBE) in its CHED
Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is OBE applied in the
teaching-learning process. It is equivalent to competency-based and standards-based
teaching and learning in the 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 ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we
use to teach and the ATs are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.

Types of Questions that Teachers Ask
1. Factual/Convergent/Closed/Low- What are the types of context clues?
level
2. Divergent/Open-ended/High- What is the important of context clues?
level/Higher-order/Conceptual
a. Evaluation What ive you seen in the senteces?
b. Inference What can you infer about context clues?
c. Comparison What are the similarities of example and

image clues?
d. Application What is the meaning of synonyms clues?
e. Problem-solving The teacher didn’t asked questions that
fall under this type
3. Affective “how about you? What do you feel about
your classmates answer”?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / Expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”,” right”
Activity 10.1: Applying the Guiding Principles in the Selection and Use of Strategies
School:BAES Subject: English
Grade/Year Level: Grade 5 Date: NOV 21, 2023
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 lets the students read the
the more and the better the learning. selection and threw various questions
afterwards. She lets the students dramatize a
situation showing good deeds and bravery
because it is related to the subject matter.
2. Learning is an active process. The teacher only catered the sense of sight,
since the activity only involves reading the
selection. But I think the students learned a
lot and have internalized the topic since she
lets the students do dramatization in which it
altered the point of view of the students
about having supernatural power.
3. A non-threatening atmosphere The teacher dealt the students by starting the
enhances learning. lesson with a smile and soft and calm voice.
If certain couldn't answer the question, she
has thrown, she would likely change the
mood of questioning into an easy one or else
she would let someone answer it without
discriminating the other student. The teacher
also respects any answers and is willing to
accept questions and doubts coming from the
students.
4. Emotion has the power to increase Emotion is well-catered since the lesson is
retention and learning. about literature. The teacher sees to it that
they could really feel the emotion of the main
character because she's certain that the
students could really relate on it and
eventually could retain all their learning in
the future.
5. Good teaching goes beyond recall of The teacher integrates the importance of
information. realizing what has learned. She emphasized
that it is not how well they memorized and
recall information but its how they can apply
it in their daily lives.
6. Learning is meaningful when it is The students dramatized the given situations
connected to students’ everyday life. by the teacher. The situations are usually
being observed in students' everyday life.
Like helping an old woman crossing a
highway, returning a lost and found bag with
money in it to the owner or in the police
station, and practicing proper waste
management.
7. An integrated teaching approach is There are teachable moments occurred in the
far more effective than teaching class discussion. The teacher integrates
isolated bits of information. lessons which are essential to the betterment
of her students. She does not focus only to
one and isolated bits of information.
ANALYZE
What is the best method of teaching? Is there such a thing?
There is no "best" method of teaching because some methods may be effective in one situation
but not in another. However, some methods, such as student- centered learning approaches in
the classroom, have proven to be more effective than others, and they can improve learning.
Still, as a teacher, you must find a teaching style that suits your personality while also meeting
the needs of your students.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?
We can choose the best strategy for our lessons by keeping our students in mind. For
example, we could consider whether the strategy we used in our lesson was age-appropriate
and whether we were confident that it would supplement their learning needs. In addition, we
made certain that if we used those strategies, they were appropriate for the lesson in terms of
the subject, learning outcomes, and activities that we wanted our students to demonstrate. I
believe that by taking these into consideration, our teaching process will run smoothly and
our students will be able to reach their full learning potential.
Activity 10.2: Determining Outcome-Based Teaching and Learning
School:BAES Subject: English
Grade/Year Level: Grade 5 Date: NOV 21, 2023
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?
The teacher states the learning objective/intended learning outcomes
(ILOs)after she recap the previous lesson. She shares it to them by asking a student to
read iton the board
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 teaching-learning activities she gave use is lecture, discussion,
teamlearning activity, video presentation and group activity. This activity helps her
attain thelesson’s objective/ILOs
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ILOS?
Group activity and written are the assessment that was being employed by theteacher.
Those assessment are aligned to the lesson’s objective/ILOs.
Activity 10.3: Applying Effective Questioning Techniques
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher
asks during the classroom discussion. Write the questions raised and identify the level of
questioning.
Types of Question Examples of Questions that the Resource Teacher Asked
1. Factual/Convergent
Closed/ Low level What are the types of context clues?
2. Divergent/Higher-
order/Open- What is the important of context clues?
ended/Conceptual
a. Evaluation What ive you seen to the sentence?
b. Inference
What can you infer about context clues?
c. Comparison What are the similar of example clues and image clue?
d. Application What is the meaning of synonyms clues?

e. Problem-solving The teacher didn’t asked questions that fall under this type
3. Affective “How about you? What do you feel about your classmate’s
answer?
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?
-In the classroom settings, teacher questions are defined as instructional cues or stimuli
that convey to students the content elements to be learned and directions for what they
are to do and how they are to do it. The teacher must always put in mind that the
knowledge and skills used in asking different types of questions in a classroom is one
important but critical aspect of the teaching and learning process.This quote has
something to do with the types of questions because this quote by Neil Postman
describes effective questioning techniques that may affect to the learners.
REFLECT
Reflect On
The importance of using various reacting techniques
I discovered that reacting techniques are very important because even a simple reaction can
leave a mark on a student. As a result, we must have appropriate reaction techniques and remain
sensitive to others at all times. A proper and appropriate questioning must be a big deal where
students are more sensitive to responding correctly. Appropriate questioning encourages
students to interact with and cope with the lessons.
SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at
least two (2) teachers on their thoughts on OBTL.

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 principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?

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

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

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 10 – The Instructional Cycle
Learning Outcome: Identify the application of some guiding principles in the selection and use the
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
reaching techniques. Outline a lesson in accordance with outcome teaching-learning.

hed
answered answered completely; answered completely; question were not
Analysis completely; answer answer are clearly answer are not connected answered; answers are not
theories; grammar
from error
supported by what supported by what somewhat supported by rarely supported by what
Reflection were observed and were observed and what were observed and were observed and

reflected on in the on in the context of on in the context of the in the context of the
Learning Artifacts context of the the learning learning outcomes: learning outcomes:
learning outcome
the deadline deadline deadline after the deadline
Submission
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
Year & Secion: 4-A Social Studies Course: Bachelor of Secondary Education
AURELIO B. CANILAO

FS 1 6 To 10 Final Darwin Bustos

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Division of Pampanga

Department of Higher Eduction

DARWIN YABUT BUSTOS

BEED Major in General – 4TH YEAR IRREGULAR

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman

2. Which of those routines were systematic and consistently implemented? Explain

Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman

2. Are classroom rules really important?

SHOW your Learning Artifacts

2. When is the best time to establish classroom routines?

3. What is the primary reason for the establishment of classroom routines?

4. To ensure order in the transition activities, what must be done?

5. What routine must be set to guarantee the safety of the students?

Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Need Improvement

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

DARWIN YABUT BUSTOS

BEED 4th year - IRREGULAR

SPARK Your Interest

TARGET Your Intended Learning Outcomes:

Some Effective Classroom Management Strategies

Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman

Aspects of Classroom Management YES NO

2. How does punctuality of the teacher affect classroom discipline?

3. Why do we need to check on the physical aspects of classroom management?

-If a teacher in a certain classroom doesn't know how to effectively manage a

2. What are your plans in ensuring effective classroom management?

Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman

- Managing a class with diverse students will be challenging. But to be

The following are the

1. Promote Active Learning. Students need to develop various skills and

1. How will you prevent truancy among students?

Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Need Improvement

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

BEED 4TH YEAR – IRREGULAR

Field Study 1: Learning Episode 8

Spark your Interest

A classroom teacher plans, implements and evaluates school learning activities by

Target you Intended Learning Outcome

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

➢ Identify the different curricula that prevails in the school setting;

Revisit your Learning Essential

School Curriculum: What is this about?

⚫ The enhanced curriculum K to 12 is the Recommended Curriculum. It is to be used

Teacher then should be multi-talented professional who:

❖ Know and understand the curriculum as enumerated above;

Observe, Analyze, Reflect

Activity 8.1 Curricula in the School Setting

Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman

Type of Curriculum Where Found Description

1. Recommended School, Policy, Memo-randum, Recommended Curriculum is

2. Written Curriculum Instruction, Activities, Assessment Written Curriculum is applied

3. Taught Curriculum During the instruction, teachers’ Taught Curriculum is evident in

4. Supported Library, Students’ Books, Classroom Supported Curriculum serve as

5. Assessed Formative (quizzes) & Summative Assessed Curriculum is

7. Hidden Curriculum School, Community, Learning Hidden Curriculum is utilized

⚫ Which is Difficult to observe? Why?

Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman

Based on the scores of the students in the evaluation and performance

2. Was the lesson implemented as planned? Describe.

Resource Teacher: Darin De Guzman Teacher’s Signature: Deguzman