Fs1 Humanag Edit

FIELD STUDY 1 LEARNING EPISODE
The School as a Learning

FS 1 1 Environment
SPARK YOUR INTEREST

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

At the end of this Episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (PPST 2.1.1).
REVISIT the Learning

Essentials
1. A physical environment conductive for learning is one that has consistent practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning

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

Campus
Resource Teacher: __DIANE G. KO_________Teacher’s Signature: ________________

School: _MANDIH CENTRAL SCHOOL___Grade/Year Level: ____KINDERGARTEN__
Subject Area: _________________ Date: ________________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look around into facilities and support learning areas in the campus, then
in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good environment through and of these:
a) Descriptive paragraph b) Photo essay
b) Sketch or drawing c) Poem, song or rap
OBSERVE
As you move around, observation form is provided for you to document your
observation. It is advised that you read entire worksheet before proceeding to the social site. A
good understanding of the activities and tasks to be accomplished in the activity sheets will yield
better learning results
SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available, and say how each
will contribute to the students’ learning and development.
Will it contribute to the
Facilities / Description students’ learning and
development? Why?
Office of the / The office of the principal is Office of the principal doesn't
Principal very attractive and has enough have to do with the learning and
space for meetings. The office of development of the pupils as it
the principal is well-organized was not build for learning. There
and has positive vibes also. are classroom that were build for
their learning.
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Library / Their library is good as high It will gives so much
school library. They have contribution to the students
different books more on learning and development as it
"Kuwentong Pambata" and provides information that they
different subject books such as need and everything they want to
mathematics book, science, know, either assignments or task
english, filipino, arpan, etc. The can be found in the library.
library truly has positive vibes Answers of their questions can
for learning as it os a quit place be found in there also as library
that is good for the student to has complete books of every
study and learn. elementary subjects.
Counseling Room
Canteen Cafeteria / The canteen area is good and has It gives contribution also to the
enough space for the children to pupils as foods will be seen in
sit and eat. The foods are also that place. Foods that are
good for the pupils and everyone necessary for children and
can buy because of its affordable makes their brain functions well.
prizes. This place is also good for
answering because the canteen
area is big and no one pupils are
allowed to play and make
unnecessary noise.
Medical Clinic
Audio Visual/
Learning
Resource Center
Science
Laboratory
Gymnasium / Though they just have a small It also contributes to the pupils
gymnasium or stage, their learning and development as
teaching can’t be compared to contests and awards event are to
the learning thought by the be held in there. Everyone knew
teachers. It doesn’t matter how that awards are the pupils’
big the gymnasium is, what happiness that makes them more
matter the most is how the pupils eager to study and learn because
learn. of the awards given to them.
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Auditorium
Outdoor/ Garden / They have a very amazing It contribute a lot as it help the
garden full of different colors. I pupils to have peace of mind and
can say that the school is a not be distracted by any outdoor
friendly environment in which noise. Pupils can relieve stress
everything you see is flowers by just seeing the environment.
and trees.
Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room
for Boys
Comfort Room / The comfort room is good but It can also contribute to pupils
for Girls they just have fuse comfort learning and development as it is
room. No comfort room for girls part of our everyday living in
only or boys only. But at least which we through waste and
they have comforts room in clean them after.
every classroom.
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An Observation Guide for the CLASSROOM VISIT
Read the following statement carefully. Then write your observation report on the space provided.
Guide Question Classroom Observation Report
1. Describe the community or Everything you see is green. A very eco-friendly school
neighbourhood where the school is that is away from pollution and danger.
found.
2. Describe the school campus. The campus is well-built and sturdy. You can also see
What colours do you see? What is different colors from the garden itself down to the campus
the condition of the buildings? designs, “I love MCS". Everything is colorful and is good
for the eyes. They have a friendly and welcoming
environment that make us more comfortable.
3. Pass the offices. The offices are good and are attractive. I can say that it is
What impression do you have of well-maintain because of their so good to the eyes offices.
these offices?
4. Walk through the school’s halls, There is no other facilities so far. All I see is offices,
the library. The cafeteria. Look classroom, libraries and canteen. No other than that.
around and find out the other
facilities that the school has.
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Resource Teacher: __________DIANE G. KO_______________ Teacher’s Signature:
________________
School: ___MANDIH CENTRAL SCHOOL___________________________________
Grade/Year Level: _KINDERGARTEN_________________
Subject Area: _______________________________ Date:
__________________________________
An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
CLASSROOM FACILITIES MATRIX
Description
Classroom (location, number, arrangement, condition)
Facilities
1. Wall Display There is only a few wall display such as VISION and MISSION. I didn't see
more wall display maybe because of the "Baklas" that been stated by Sara
Duterte.
2. Teacher’s Ma'am Diane's table is very neat and clean. Well- organized also. Laptop and
Table printer are well arrange beside her table.
3. Learner’s Learner's desks are very beautiful with a Hello Kitty theme. I can say that the
Desk learner's desks are matching with their seats.
4. Blackboard I am so amaze by Ma'am Diane's backboard as it function so many ways. If

you can see it, I'm sure that you will be amaze how creative Ma'am Diane is.
It is so very fabulous that has smart television in the center that can be cover
with a sliding white board then a blackboard after the sliding white board.
And that is not all yet, because at the back of the black board is the Alphabet
Letter uses for sounds. Look how amazing is that! I am so very amazed and
was inspired by Ma'am Diane's blackboard.
5. Learning Ma'am Diane's learning materials/ visual aids are the smart television, the
Materials/ alphabet letters at the back of the blackboard, crayons and her printed
Visual Aids. activities. I can say that it makes the learning easy and less hassle.
6. Comfort The comfort room is clean and has so much water in it. There is different soap
Room also. That is because the parents are going to bring water and they also clean
the front yard and backyard of Ma'am Diane's room.
7. Cabinet Cabinet has so many story book, a plates and glasses in it. It is well-organized
also.
8. Utensils, As stated above, the utensils are been well-arranged in a cabinet. She has a
Kitchen nice sink in her classroom.
materials
9. Health care Ma'am Diane has special a cabinet with first aid kit in it. She has also a hand
wash soap, one in a sink and one stored in a cabinet.
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10. Cleaning Cleaning materials are in a divan in which the broomstick, dustpan, and many
materials more are stored.
Write your observation report here.
I can say that Ma'am Diane has a very fabulous room that I have seen. It is also the reason why I
stay in Ma'am Diane's classroom because I really love her room and I am so inspired by it. Beyond
that appreciation, I also wonder how much it cost have fully tiles classroom. Not just a tiles
classroom but also a tiles learner's table. Then Ma'am Joyce said that it is because of the solicitation
and with Ma'am Diane's own money also.
In overall, I am so lucky that I was assigned in Ma'am Diane's classroom and of course, I am so
blessed knowing the kind-hearted teacher. I mean, they are all kind but Ma'am Diane is very kind,
humble, and generous.
Name of the School Observed: MANDIH CENTRAL SCHOOL
Location of the School: MANDIH, SINDANGAN ZAMBOANGA DEL NORTE
Date to Visit: ______________________________________________________________
ANALYZE
●How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
Upon seeing the school campus, I can conclude that learning is well progress because of its
eco-friendly environment with their so beautiful classroom. I believed that learning started from
what the environment is. No doubt, learners in Mandih Central School do really have different
skill that been enhanced by so kind, so talented, and so creative teachers with so humble principal.
No wonder how they have so talented pupils because I do believe that pupils talents and skills are
been influence by their teachers.
●How does this relate to your knowledge of child and adolescent development? How does tips this
relate to your knowledge of facilitating learning?
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This really helps me a lot because I now have ideas on how to handle different pupil’s behavior,
characteristics, and personality. Aside from that, I have now an idea on how to teach properly and
I am looking forward to apply my learning from my observation when the demonstration comes.
Speaking of child and adolescent development, I can say that the observation is very effective at
it helps me understand how wide the children’s imagination and curiosity are. They may ask for
personal questions and I cannot say lies instead answered them with truth and explain how it
become and that they will experience the same too when they get older.
REFLECT
1. Would you like to teach in the school environment you just observed? Why and Why not?
Answer: I really want to teach in the school environment where I just observed because I
really love eco-friendly environment. I really love nature that is why I manifest that I will
be assign in the same school in my internship.
I just really love their school. I feel so alive and felt no stress in there because of their so
calm and refreshing environment.
2. What kind of school campus is conductive to learning?

I must say that Eco-friendly school is very conductive for learning as it helps students to
be more focus in learning and stress free. It is also good for them to love the nature
wholeheartedly.
3. What kind of classroom is conductive to learning?

I must say that a well-organized classroom with proper ventilation is conductive to
learning. It is because the pupils will get excited to attend school especially when they love
the classroom.
4. In the future, how can you accomplish your answer in number 3?
If God will allow me to become a teacher in the future, I will do same as what Ma'am Diane
did, I will also make solicitation letter and give it to the municipal officials to gain money
for the beautification of my classroom. It is not bad to dream for a beautiful classroom
convenient for learning as long as I am not asking parents for money.
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5. Write your additional learnings and insights here.
I also learned that having a good personality males you a good teacher. But being good
sometimes let the pupils not obeying you. I learned that not all time we must show kindness
or be gentle, sometimes I must treat pupils as I a strict teacher to make them obey and learn.
Activity 1.2 Observing bulletin board

displays
Resource Teacher: _______DIANE G. KO__________________ Teacher’s Signature:

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

1. Go around the school and examine the board display. How many board displays do you
see?
Answer: Upon observing, the only board display that I saw was just the District Board in
which it can be seen in front of the Principal’s office. I also saw only one board display.
2. Where are the display boards found? Are they in places where target viewers can see them?
Answer: The display board found is the District Board and yes, it was in the place where
the target viewers or the people can see.
3. What are the displays about? What key messages do they convey? What images and
colours do you see? How are the pieces of information and images arranged?
Answer: The display is all about information needed for the teachers to know and be aware
of. Specifically, on what the schools event does the school has in month or day. The pieces
are arranged accordingly day to day.
4. What materials were used in making the displays? Are borders used?
Answer: They only use bond papers. I don’t see any borders used.
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
Answer: I didn’t see any errors, misspelled words, and grammar inconsistencies.
6. Are the messages clear and easily understood?

Answer: The messages are understandable and clear.
7. Think about what got your attention. Why did I get your attention?
Answer: Maybe the glasses that are used to store the papers got my attention. It get my
attention as it is catchy and attractive.
8. Take a photo of the display boards (if allowed)
Based on the questions on the observation guide, write your observation report:
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Observation REPORT
While walking around the school campus, first thing I saw is the District Bulletin that can
be seen in front of the Principal's office in which it has papers with so many important
information. The papers are not readable that's why I need to go nearer to read it. The color
I saw is just a mere white and black. After the district bulletin, there is this posters that
catches my attention and was posted at the back of the principal's office door.
It is very colorful, clear, and is understandable also. The two are both posted in the area
where can be easy found. The posted images can be seen below.
The first picture is a reminder on what to do and what is right to do while entering the
campus. It has so many colors that usually catches my attention and the reminders are truly
understandable and easy to apply.
From among the board display that you saw, pick one that you got most interested in. Evaluate it
using the evaluation from below.
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BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display: COVID 19 PROTOCOL INSIDE SCHOOL
Location of the Board Display in School: In front of the Principals’ hall way
Check the column that indicates your rating. Write comments to back up your
ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement

NI S VS 0
Criteria 1 2 3 4 Comments
Effective Communication / Good for some slow learner

It conveys the message quickly because the messages are
and clearly. understandable and easy to apply.
Attractiveness / I totally agree!
Colors and arrangement catch
and hold interest
Balance / I agree!
Objects are arranged so stability
is perceived.
Unity / Totally agree with the statement!
Repeated shapes or colors or use
of boarders hold display
together.
Interactivity / Yes, I agree!
The style and approach entice
learners to be involved and
engage.
Legibility / And is good for far sighted people.
Letters and illustrations can be
seen from a good distance
Correctness / No grammatical error so far.
It is free from grammar errors,
misspelled words, and
ambiguity.
Durability / Safe and not easy to be ruined.
It is well- constructed; items are
secretly attached.
Bulletin Board Evaluated by: ANGELYN C. RECESIO

Location: MANDIH, SINDANGAN ZAMBOANGA DEL NORTE
Brief Description of the Bulletin Board:
Evaluation
Strengths Weaknesses
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Description of the Bulletin Good for spreading Not so readable.
Board layout information.
Evaluation of educational
content and other aspects From 1-5, I can say that the Not so readable.
educational content is 5 as it
was stated clearly and easy to
understand.
Recommendations or Suggestions for improvement
May put papers that has readable font of messages.
Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display layout. You may present your outputs
through any of these:
 A hand- made drawing or layout
 And electronic (computer) drawing/ illustration or layout
 A collage
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My Board Display Lay- out
ANALYZE
•What do you think was the purpose of the board display?
Answer: I think the purpose of board display is to display the important information that helps to
easily spread the important information. It is because board display is the effective tool for
communication and learning.
•Did the board display design reflect the likes/ interest of its target audience? Why? Why not?
Answer: It doesn't matter if the board display doesn't reflect to the likes/ interest of the target
audiences because board display was design to spread information and to communicate not to seek
the target audience interest. But behind that, I can say that the District bulletin of the school doesn't
reflect the likes of the audience because as for me, I didn't like it. That is why I said it doesn't
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reflect to the audience interest/likes. But it's not a big deal though as long as the information is
loud and clear.
•Was the language used clear and simple for the target audience to understand? Why? Why not?
Answer: Yes! The language used was clear and simple enough to be understand by the audience.
They reach the proper way of spreading information. Using of proper and understandable language
gives impact to the audience because information can be easily spread when it is understandable.
•Was the board display effective? Why? Why not?
Answer: Board display is very effective especially in spreading news or information as teachers
or pupils usually likes to read.
•What suggestions can you make?
Answer: As an aspirant teacher, I don't have anything to suggest because I don't have any
experiences in making board display.
Based on your suggestions, propose an enhanced version of the display board. Use the form below.
My Proposed Board Display
Theme:
Read More, Know More
Board Title: The Inspirational Bulletin
Rationale:
(Purpose)For the pupils to be inspired and attract attentions.
Objectives:
To improve pupils skills.
To change and inspire the pupils to learn.
To add more learnings.
Best features of my proposed bulletin enhancement:
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Attractive- with its youthful design, and creative use of materials, my board display will attract
attention and eye-catchy.
Effective Communication- the information will be easily conveyed.
Materials for aesthetic enhancement:
Colored Papers- as the background of the label
Printed Labels- these will classify the info/materials posted.
REFLECT
1) Name at least five skills that a teacher should have to be able to come up with effective
board displays. Elaborate on why each skill is needed.
Answer: Five skills that a teacher should have to be able to come up with effective board
displays are:
1. Observable - observe on how to conceive the presentation, and impact the teachers
want to develop in the audience's mind.
2. Critical Thinking - to analyze, evaluate, and reflect on the concept about the information
to be posted.
3. Creativity - creative in the field of art and originality is considered to be a sufficient
condition for this.
4. Excellent grammar skills
5. Communication skills- teacher must know that words combined with visual content can
often communicate more the words alone.
2) Which of the skills you named in #1 do you already have? Recall your past experience in
making board displays. How do you practice these skills?
Answer: The skill that I already have is Observable. It is because I observe first before I
react and conclude. I am not a type of person who act without having experience or
background information.
3) Which skills do you still need to develop? What concrete steps will you take on how you
can improve on or acquire these skills?
Answer: I think, the skill that I need to develop is the Excellent grammar skills, it is
because I don’t really have skills in grammar and not yet fluent in this language.
LINK THEORY TO PRACTICE
Directions: Read the items given and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT ______________________.
A. The learning environment promotes fairness.
B. Is safe and conductive for learning
C.s Builds many professional linkages
D. Establishes and maintains consistent standard of learner’s behaviour
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2. Which facilities are present in a health- promoting school environment?
I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boy and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV

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

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

School Environment
EVALUATE Performance Task

Evaluate Your Work Field Study 1.
Episode 1 The School as a learning Environment.
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive of learning.
Name of FS Student: ANGELYN C. RECESIO Date Submitted: ____________________

Year and Section: BEED 4D Course: ____BEED___
Learning Excellent Very Satisfactory Need

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

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
MARY GRACE J. TOBIAS 12/15/23

Signature of FS Teacher above Printed Name Date
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FS 1 2 Learner Diversity: Developmental
Characteristic, Needs and Interests
SPARK YOUR INTEREST
Episode 2 provides me with an opportunity to observe learners of different ages and grade
levels. It highlights the differences in their characteristics and needs. As a future teacher, it is
important for me to determine my learners’ characteristics and needs so that I will be able to plan
and implement learning activities and assessment that are all developmentally appropriate.

At the end of this Episode, I must be able to determine the characteristics, need and interests
of learners from different developmental levels. (3.1.1).
REVISIT the Learning

Essentials
Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns such as, from
the head to the toe (cephalocaudal), and from the center of the body then outwards
(proximodistal)
2. Development takes place gradually.
3. All domains of developmental and learning physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)
4. Developmental proceeds toward greater complexity, self-regulation, symbolic or

representational capabilities. (NAEYC, 2009)
Activity 2.1
Observation learner characteristics at different stages
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Resource Teacher: ___________DIANE G. KO______ Teacher’s Signature: ________________
School: ___MANDIH CENTRAL SCHOOL___ Grade/Year Level:___KINDERGARTEN__
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 learner based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 compares them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a
more detailed observation is preferred.
Physical
1. Observe their motor skills how they carry themselves, how they move, walk, run, go up
the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behaviour. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs for learners at different levels.
The items under each domain are by no means exhaustive. These are just sample indicators. You
may add others aspects which you may have observed.
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Development Pre-schooler Elementary High School
Domain Indicate age range Indicate age range of Indicate age range of
of children children observed: 8 children observed: 14
observed: 3 to 5 to 12 to 16
Physical •They usually • They are very hard- •Some of them showed
Gross-motor skills move a lot. They headed that needs shyness. But shows
want to play and you to be angry for energy after class.
they mostly so them to obey. They
alive full of energy. do not move around
They felt no but they talk nonstop
tiredness even they with their friends.
are running
nonstop.
Fine-motor skills They likely want to

draw and put colors
Self-help skills on it. But some do
not how to write.
Others
Social • There is no • They usually •Interacting with the

Interaction with Teachers problem interacting interact with the teacher is common to
with a teacher teacher but them because they are
because they are sometimes does not focus on how to get
very participative obey with an observer achievements in the
and very alive. like me. class. They interact to
have high grades.
•They mostly
Interactions with interact with their •Interacting with their • Interacting with their
Classmates/friends friends and classmates and classmates are so
classmates. They friends are common common as it is the
unite especially to them because they way of knowing and
when they have interact with them understanding what
activities because anytime and that their classmate been
they loves to share makes them so noisy. through. That is also
their things to those their way of having
who do not have friends.
anything to use
•Their interest is
mostly having
activities and •Their field of interest
•Their interests are
Interests watching television are activities such as
most likely in books. It
when snack time drawings, and even is because they
Others comes. singing. prioritize their
achievements.
Emotional • They have • Their moods are • Some really have
Moods and temperament, different moods and constant and have different moods
expression of feelings I say a weather- strong foundation of including those who
weather moods. It is liveliness. are shy persons. This is
because they will be also the time where
happy but later on, they felt emotional
some will be crying about their grades and
and the other side some other feelings for
are making trouble. their special person.
They have changing
21 | P a g e
moods,
temperament, and
expression of
feelings.
Emotional independence •I can't see any

sadness or boredom
in them, all I can see
Others is their happiness.
Cognitive • They are usually • They communicate •Communication is
Communication skills talkative. They do with other people so very important to them
not show shyness well especially with because they can't
instead they are so the visitors and to us interact without having
friendly that makes observers. communication skills.
them so talkative in They are so good in
front of the people. communicating so far.
• They usually use to

Thinking skills •They have positive have thinking skills
thinking skills too. • Their thinking skills specifically with their
It was when the are been enhance lessons, task, and
teacher ask for a especially with their assignments.
lesson yesterday, math subject. Their
they usually solve mind are literally
and answer it by functioning more
thinking and yes, I specifically in
can say that they problem-solving.
have sharp
memories.
• They are so good in

Problem-solving • This problem problem solving and I
solving is seen • This is very can say that they are so
when they have interesting moment smart also.
matching type and of them because they
connect activities. really unite to find
Sometimes they ask answer with the
for help and says problem.
they do not know
how to answer. But
there are some that
are very smart.
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
22 | P a g e
Preschool  Pre-schoolers like to  Therefore, the teacher
Age range of learners move around a lot. should remember to use
observed 3-4 music and movement
activities not just in PE but
in all subject areas.
 Therefore, teachers should
not expect pre-schoolers to
stay seated for a long period
of time.
Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool • Loves activities especially the • A teacher must prepare activities that
Age range of learners color and matching or connect catches their interests.
observed _5-6_ activities.
Elementary • A teacher must be strict and has big

Age range of learners • Much hard headed and does not voice for them to be scared and obey
observed _8-12_ obey easily. you easily.
High School • Loves board work • A teacher must prepare more board
Age range of learners work.
observed: 14 to 16
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?
Answer: I didn't recall any experiences while observing. I don’t have any similarities to
the learners I observed. Maybe because I am not a participative pupil before or it's just I
have a low memory.
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?
Answer: A teacher that I will not forget is my grade 5 teacher who gives her extra lunch
because I don’t have anything to eat. I will never forget her kindness because of her, I
23 | P a g e
managed to be kind and generous to the other people also. She became my inspiration to
give what I have without expecting in return.
3. Share your other insights here.

Answer: Being a teacher is not really easy because the pupils will affect you
emotionally, physically and mentally. Being a teacher is being a hero also to the young
minds. A role model and a coach because their learning depends on you on how they
become in the future.
Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love.
She is crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because _____________________________.
A. She thinks what she feels is too special and unique, that no one has left like this before
B. The teenager’s favourite word is “no” and she will simply reject everything the teacher
says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher’s
perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-
olds. Which of the following should he best consider?
A. Provide daily colouring book activities.
B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class:
“What happen to the egg if I add three- tablespoon salt to the glass of the water?” this is
hypothesis formulation. What can you infer about cognitive developmental stage of Teacher
Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
•Which is your favorite theory of development. How can this guide you as a future teachers?
Clip some readings about this theory and paste them here.
24 | P a g e
-Vygotsky's social development theory asserts that a child's cognitive development and learning
ability can be guided and mediated by their social interactions. His theory (also called Vygotsky's
Socio-cultural theory) states that learning is a crucially social process as opposed to an independent
journey of discovery

Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development
Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that

Provide social, psychological and physical environment supportive of learning.

Year and Section: BEED4D Course: _______BEED_____________________
Learning Episode Excellent Very Satisfactory Need

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

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

26 | P a g e
FS 1 3 Focus on Gender, Needs, Strengths,
Interests Experiences Language,
Race, Status, Difficult
Circumstances, and Indigenous
Peoples
SPARK YOUR INTEREST
Episode 3 provides an opportunity to observe how differences in gender, racial, cultural,

and religious backgrounds, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect on practices that teachers
use in leveraging diversity in the classroom. It also provides an opportunity to observe how
differences in abilities affect interaction in school and learn about strategies that teachers use in
addressing the learners’ needs toward effective teaching and learning.

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

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

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

curriculum with indigenous knowledge systems and practices (IKSPs) and
Indigenous Learning system (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity.
28 | P a g e
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasize competencies that are needed to support the development and
protection of the ancestral domain, vitality their culture, and the advancement
of indigenous peoples’ right and welfare.
f. Supports the community’s cultural integrity while enabling meaningful
relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen, enrich,
and complement the community’s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived, and learned is the primary learning environment and learning space of
indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources shall be
developed and utilized in line with the described curriculum content and teaching-
learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills, and concepts being covered. Their design and use
shall address the needs and concerns of the
community and shall be developed with their participation.
29 | P a g e
5.
Observation differences among learners’ gender, needs, strengths, interests,
Activity 3.1
and experiences; and differences among learners’ linguistic, cultural, socio-
economic, religious backgrounds and difficult circumstances.
Resource Teacher: DIANE G. KO Teacher’s Signature: ________________

School: MANDIH CENTRAL SCHOOL Grade/Year Level:
_______KINDERGARTEN___________
__________________________________
The learners’ differences and the type of interaction they bring surely affect the quality of teaching
and learning. This activity is about observing and gathering data to find out how student diversity
affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Described the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.
OBSERVE
An observation Guide for the Learners’ Characteristics

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

 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
Name of the School Observed: MANDIH CENTRAL SCHOL
School Address: MANDIH, SINDANGAN ZAMBOANGA DEL NORTE
Date of Visit: OCTOER 26, 2023
ANALYZE
1. Identify the person who plays key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
31 | P a g e
Answer: Upon observing, kindergarten pupils mostly are the attention seeker. They need
attention and they ask for attention. Usually they tell how their day is going on. They also
show what they have bring either foods, new crayons or colors and how they got reward
because of the star they get. There's this one girl who is talkative and her personality is
different from other children. She is very alive, and she is smart also. She often show her
new things and keep on disturbing her seatmates.
On the other hand, she is very talented. She won the folk dance contest together with her
classmates and school mates. I realized that every hard headed pupil has talents that needs
to unseal and needs to show.
2. What makes the learners assume these roles? What factors affect their behaviour?
Answer: The kindergarten pupils always loves to do activities and no one ever stand to be
their leader. They all just want to be appreciated especially on their little effort. I think,
this is normal to a children and all we need to do is to guide them and put them in right
way and influence them with positivity.
3. Is there anyone you observed who appear left out? Are students who appear “different?”
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
Answer: I do notice that there was this pupil who is in another table alone. He is not
talkative and doesn't socialize with his classmates. I thought, he is just a timid person. Later
on I notice that he socialize playing with his classmates. But then focus on learning
especially in learning time.
I can't say that he is rejected because everyone is welcome and accepted to learn and to be
taught good manners, writing, reading, and even counting. Everyone are allowed to attend
the class, maybe he just need time to build his confidence to socialize.
4. What does the teacher do to address issues like this?
Answer: The teacher usually let him do what he likes instead of forcing him to interact
with his classmates. The teacher understand him and give him space.
5. What does the teacher influence the class interaction considering the individual differences
of the students?
Answer: We all know that a teacher is a role model to the young mind pupils. The pupils
will be influence by the teacher on how the teacher teach them and put lesson unto them to
be learn. Either the teacher do their best to teach or just a teacher who only gives instruction
and let the pupils do without guiding them.
On the other hand, no teacher wants to have a slow learner, they usually do their best and
put effort just to give the pupils the learnings they deserve to learn. But a slow learner
doesn't how good are you as a teacher, it is just a way on how creative are you are to put
action on how to deal with slow learner and make them progress. It will show how flexible
you are influencing the pupils.
32 | P a g e
6. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
Answer: The teacher usually get to know her pupils, she maintain consistent good
communication, acknowledge and respect every student, practice cultural sensitivity, and
incorporate diversity in the lesson plan.
REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
Answer: Being in a classroom males me feel happy as I see kids participating. Even
if I felt tired, my tiredness will fade whenever I see how happy the kids are. My heart
was filled with so much joy watching the kids sharing laughter, sharing snacks and
sharing their things whenever they have activities to do.
I can say that no tiredness felt whenever there are kids around. They are noisy, yes! But
it doesn't matter at all as long as they are enjoying and is interested to learn with their
classmate.
That is why I conclude that being in the classroom, I felt the oneness, the unity among
the learners, the teacher to learners and of course me with the teacher and the learners.
33 | P a g e
Observing differences among learners with disabilities, giftedness, and
Activity 3.2
talents
Resource Teacher: ______DIANE G. KO____ Teacher’s Signature: ________________
School: MANDIH CENTRAL SCHOOL Grade/Year Level: __________________
Subject Area: ____________________ Date: __________________________________
To realize the Intended Learning Outcomes, I will work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teachers should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
report on the space provided.
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of the both regular students and those with special needs. Note
their dispositions, pace in accomplishing tasks, interaction with teacher, and
interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class.
OBSERVATION REPORT
ANALYZE
1. Did your observation match the information given by the teacher?
Answer: Yes!
34 | P a g e
Date of Visit: OCTOBER 26, 2023
2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners.
Answer: Every pupils have different abilities. Some are slow learner and some are fast
learner. To meet the needs of every different pupils, a teacher must provide activities that
suits to everybody. Teaching strategies must be used.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the student respond to the teacher? Did the teacher use differentiated instruction?
If yes, describe how.
Answer: Some methods used in handling students’ differences are progressive task,
flexible-pace learning, and collaborative learning. They are just some that been used to
meet their capabilities. The teacher uses differentiated instruction by providing different
task and activities.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
Answer: When I was in high school, I recall that I helped my classmates by explaining
how to calculate and what steps to do to achieve answer. I can say that my teacher uses
peer to peer teaching and that makes her effective.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Answer: Ethical action and communication, prioritize the well-being of students then
respect for diversity of others, must have good relationship towards children and
knows how to manage time.
35 | P a g e
OBSERVE, ANALYZE,
REFLECT
Activity 3.3
Observing the school experiences of learners who belong to indigenous groups.
Resource Teacher: _____DIANE G. KO_____Teacher’s Signature: ________________

School: MANDIH CENTRAL SCHOOL Grade/Year Level: __KINERGARTEN
__________________________________
To realize the Intended Learning Outcomes, I will work your way through these steps.
1. Ensure that you have reviewed the no. 3 focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga agta, General Narak, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School,Dalwagan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “Virtual Visit” through social media. And if still not
feasible consider a “virtual” field study through watching Indigenous Peoples in the Philippines
videos. There are several available at Youtube. You can start with this video by Dep Ed:
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE

report on the space provided.
36 | P a g e
If you are observe, read watching videos you searched, instead of actually visiting a
school, have these question in mind as you are watching the videos. You can try to get
in touch with the creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you help blend in the
school community and interact with respect.
2. Observe and note the different parts areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teachers uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher and principal about the curriculum. Find out the curriculum
goals. You can use the questions found on the Analysis part of this activity.
OBSERVATION REPORT
(You may include photos here.)

Date of Visit: OCTOBER 26, 2023
Everything went well with goals, aspiration and unity to pursue learning.
37 | P a g e
ANALYZE
What do you think can still be done to promote and uphold the indigenous people knowledge
systems and practices and rights in school?
Answer: Giving so much importance with one's ancestral may help to promote ang uphold the
indigenous people knowledge systems and practices and right in school. Implementing rules and
regulations that foster respect to everyone. They may differ in beliefs and culture but will be
unites with respect and love to each and everyone.
REFLECT
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
Answer: I learned that the Indigenous people are noble and was given fair treatment with
everyone. Whether you are rich or poor, everyone is treated equally.
2. What did you appreciate most from your experiences in visiting the school with
indigenous learners? Why?
Answer: I do appreciate every effort they give to learn and to preserve their ancestral. I
observed that the Indigenous people are so warm-hearted and very friendly. They have so
much respect to each and everyone.
Aside from that, I also learned that treating everybody with respect and equality makes
peace and unites everyone with love.
3. For indigenous learners, as future teacher, I promised these three things:

3.1 Be open and respect indigenous peoples by
-By being mindful of and respectful of my choice of words and actions. Allowing
every of my students, particularly my Indigenous pupils, to share their thoughts on a
particular lesson, even if it conflicts with their beliefs, and treating them with
respect.
3.2 Uphold and celebrate their culture, beliefs and practices by showing respect with
their culture, beliefs and practices.
-By incorporating cultural celebration activities, promoting, joining, and respecting

the event and knowing the culture, culture beliefs and practices genuinely.
3.3 Advocate for indigenous peoples education by promoting and supporting all the IP
in our country.
38 | P a g e
Curriculum Design, Competencies, and Answer each question based on your
Content observation and interview data.
1. Does the school foster a sense of •Yes! I remember that Ma'am Joyce corrected
belonging to one’s ancestral me about leading a prayer. She said that I
domain, a deep understanding of must not say, "In the name of the father”, it is
the community’s beliefs and to give respect to those who have different
practices? Cite examples beliefs, culture and religion. The school
literally foster and respect one's ancestral and
understanding diversity of different beliefs
and cultures.
2. Does the school show respect of • Yes, they are! As stated above, the school
the community’s expression of has a very big respect of community's
spirituality? How? expression of spirituality. By welcoming and
letting them interact to children who doesn't
have the same beliefs and let them unite
through learning and friendship.
3. Does the school foster in the • Yes, they are! Mostly of the children in the
indigenous learners a deep school are Indigenous people. They foster
appreciation of their identity? indigenous learners and treated them fair and
How? neutral. No more no less, they are all treated
equally.
4. Does the curriculum teach skills • As for the kindergarten, they do not focus
and competencies in the on teaching the kids on how to protect and
indigenous learners that will help develop their ancestral. Instead the teacher is
them develop and protect their more focus on teaching them how to properly
ancestral domain and culture? read and write as they are young minds that
needs to much guide and assistance.
5. Does the curriculum link new • I can't say that the curriculum really link
concepts and competencies to the new concepts and competences to the life
life experience of the community? experiences of the community as I am more
focus on observing a classroom. But maybe
yes.
6. Do the teaching strategies help • Yes they are! It is because of teaching
strengthen, enrich, and strategies really helps strengthen, enrich, and
complement the community’s complement community's Indigenous
indigenous teaching-process? teaching-process. Stated are the way to enrich
effective learning towards the pupils. Either
to give importance of their ancestral’s or to
develop it.
7. Does the curriculum maximize Yes, whenever their tribes have an important
the use of the ancestral domain meeting, those students who have learnt and
and activities of the community as continue to grow in a particular traditional art
relevant settings for learning in form will put on a performance for the people
combination with classroom- in the community.
based sessions? Cite examples.
8. Is cultural sensitivity to uphold • As far as I observed, the use of materials do

culture, beliefs and practices, not literally connected to one's ancestral as it
observed and applied in the only use to provide learning of the
development and use of kids/pupils.
instructional materials and
learning resources? How? (For
example, culture bearers of the
indigenous peoples are consulted)
39 | P a g e
9. Do assessment practices consider • Yes! But if I think of the kindergarten
community values and culture? assessment, they are more likely to focus on
How? the progress of every child not with the
development of their culture but it value their
progress as a learner.
10. Do assessment practices consider •Yes! But if I think of the kindergarten
community values and culture? assessment, they are more likely to focus on
How? the progress of every child not with the
development of their culture but it value their
progress as a learner.
-By allowing Indigenous pupils to blend gives them with an exclusive learning
environment, freedom of expression, respect, enjoyment while studying,
encouragement of intergroup contact, and discrimination-free learning.
With the principles of individual differences in mid, what methods and strategies
will you remember in the future to ensure that you will be able to meet the need of both
the high and low achievers in your class? Make a collection of strategies in how to address the
student’s different ability levels
Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to student’s varied cultures.
2. Which student thinking/ behavior indicates that he/she values diversity?

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

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

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

Evaluate Your Work Field Study 1. Episode 3. Focus on Gender, Needs, Strengths,
Interests
Name of FS Student: ANGELYN C. RECESIO Date Submitted:

____________________
Year and Section: BEED 4D Course:
___BEED_____________________

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

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

43 | P a g e
Learner Diversity: The

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

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

________________
School: ___MANDIH CENTRAL SCHOOL_ Grade/Year Level:
_KINDERGARTEN_________
__________________________________
To realize my Intended Learning Outcomes, I will work your way through these steps.
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experiences.
OBSERVE
Read the following carefully before you begin to observe/interview. Then write
your observation report on the space provided.
The learner
1. Make the general observation of the learner. Describe him/her in each of the domains
of development:
 Physical-body built and height (thin, chubby, underweight, overweight), level
of physical activity (fast, slow, lethargic, active etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly,
gets into fights, liked by others etc.)
 Emotional moods temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lesson, excels, lags
behind, shows reasoning skills, turns in assignments and requirements, etc)
Interview the teacher
46 | P a g e
1. What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs
pf the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room etc.
2. Use the Interview Question on the next page. Just ask the question with witch your
feel comfortable.
Suggested Parents Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth: __________ Age: __ _
Grade/Year Level:______________ Gender:________
Number of Siblings:___________
Birth Order:__________________
Parents:_____________________________________________________________________
______
Mother:___________
Age:______ Occupation:_______ Educational Attainment:__________
Father:____________
Age: Occupation__________________ Educational attainment:______
Learner’s Physical aspect:

Health
1. Mother’s health during pregnancy with the learner;
2. Ailments or health problems of the learner as a child;
3. Age of the learner when he started to walk/talk;
4. Food preferences of the learner as a child and at present;
5. Who took care of him/her as a child?
Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing or shy, loner)
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
47 | P a g e
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem?
4. What do you do to meet his/her emotional needs?
5. What do you do when he/she is not successful in something?
How do you discipline your child?

1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:

1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate

him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all necessary data. Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (outline)
48 | P a g e
The Learner’s Development Profile
Name of the Learner:________ ___________________
School:_____________ ______________________
Date of Home
Visit:____________________________________________________________________
Date of Birth:______________________________ Age:_____________________
Grade/Year Level:________________________ Gender: _________________
Family Profile
Number of Siblings:___________
Birth Order:_____________
Parent
Mother:_________________________
Age:______ Occupation:_____________________ Educational Attainment:___________
Father:__ _______________________
Age: Occupation_______________________ Educational attainment:___________
Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s,
parents’ responses and your own observation.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s,
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher’s, parents’ responses and your own observation.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher’s,
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the
learner’s development. The questions in the Your Analysis portion of this learning episode can help
you.
Recommendations
Write your recommendation.
49 | P a g e
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of
the learner in school?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?
Answer:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. How can the teacher partner with the community to contribute to the
development and learning of the student? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
50 | P a g e
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration?

How can you work well with the parents? How can you help them? How can
they help you?
Answer: As a future teacher, I plan to foster strong home-school collaboration

by encouraging a child participation in both academic and social elements of
school life.
1. Which are most likely the kind of children raised by authoritarian parents?
I. fearful
II. inhibited
III. hostile
IV. withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III and IV
2. If a child was raised by authoritative parents, how will most likely will he/she
behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who

have low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive
SHOW YOUR LEARNING ARTIFACTS
51 | P a g e
1
Color Your
2.
H – HUMBLE C —CARING
World…
0 – OPTIMISTIC
O— ORGANIZED L–UCID 1. Make an artistic,
M– colorful, and
MALEFECIENT M– MERCIFUL I–DEAL creative visual
E – ELIGIBLE expression of
M– MAGNEFECIENT N–URTURE
your insights or
S – SERVICE feelings about
U– UNITY K–KNOWLEDGEABLE
C– the home and
COOPERATIVE N– NOURISH school and
H – HONESTY
I– INSPIRE community to
O – OPEN- the learner.
MINDED T– TOGETHERNESS
O– Then, write a few
Y–ES WE CAN!
OPPORTUNITY statements on
L - LOVING the space below
school your
visual art.
Stick
With
Acrostic…
2. Make a reflection
acrostic about
the home, school
and community
link.
EVALUATE PERFORMANCE TASK
Evaluate Your Work Field Study 1. Episode 4. Learner Diversity: The

Community and Home Environment
Learning Outcome: Describe the influencing factors in the home environment that affect
the students’ learning; seek advice concerning strategies that build relationship with
parents/guardian and the wider community (6.2.1); and identify effective strategies on
how teachers can work together with the family.

Year and Section: BEED 4D Course: ___BEED___________________________
Learning Episode Excellent 4 Very Satisfactory Need Improvement

Satisfactory 2
52 | P a g e
Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation questions/
Sheet questions observation questions/ tasks not answered/
tasks questions/ tasks not accomplished.
completely tasks not answered/
answered/ answered/ accomplished
accomplished accomplishe
d
Analysis All questions All Questions Four (4) or more
were questions were not observation questions
answered were answered were not answered.
completely, answered completely, Answers nit connected
answers are completely, answers are to theories; more than
depth and are answers are not clearly four (4) grammatical/
thoroughly clearly connected to spelling errors.
grounded on connected theories one
theories; to theories, (1) to (3)
grammar and grammar grammatical/
spelling are and spelling spelling
free from are free wrong
error. from errors.
Reflection Profound and Clear but Not so clear Unclear and shallow,
clear lacks depth and shallow, rarely supported by
supported by supported somewhat what were observed
what were by what supported by and analyzed.
observed and were what were
analyzed. observed observed and
and analyzed
analyzed.
Learning Portfolio is Portfolio is Portfolio is Portfolio is not reflected
Artifacts reflected on in reflected on not reflected on in the context of the
the context of in the on in the learning outcomes; not
the learning context of context of the complete, not
outcomes. the learning learning organized, not relevant.
Complete, outcomes. outcomes.
well Complete Complete not
organized well organized
highly organized very relevant
relevant to very to the to the
the learning relevant to learning
outcome. the to the outcome
learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2) days
before the before the day after the or mote after the
deadline deadline deadline deadline
COMMENTS
Rating
(Based on
OVER ALL
53 | P a g e
Score 20 19- 17 16 15 14 13-12 11 10 9-8 7- below
18
Grad 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e 5
99 96 93 90 87 84 81 78 75 72 71- below
MARY GRACE J. TOBIAS

FS 1 5 Creating an Appropriate Learning

Environment
SPARK YOUR INTEREST
This learning Episode provides an opportunity to examine how classrooms are

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

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

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

Activity 5.1
Resource Teacher: ___DIANE G. KO_________________ Teacher’s Signature: ________________

School: _MANDIH CENTRAL SCHOOL Grade/Year Level: _KINDERGARTEN__
Subject Area: _______________________________ Date: __________________________________
OBSERVE
Observe and use the observation sheet provided for you to document tour
observations.
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
ANSWER: 4 TO 6
2. How many boys are there? How many girls?

Answer: 18 female, 22 male
3. Focus on their behavior. Are they able to manage their own behavior?
Answer: NO!
4. Can the learners already work independently?
Answer: NO!
5. Describe their span of attention.

Answer: Can’t focus in learning, the pupils are conversing during the class, and
they play sneakily if they are out of sight of the teacher.
55 | P a g e
ANALYZE
Analyze the answer these questions on observed classroom management practices. It is
also good to ask the teacher for additional information, so you can validate your observation.
Write your notes below; then organize your data in the Table that follows.
1. Are the areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.) describe the areas. Will it make a difference if these
areas for specific purposes are not present?
Answer: The areas are well-presented and does describe peace environment with effective
learning because of how organized they are. It will surely make differences as they are
specific purposes for the learners.
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behaviour?
ANSWER: Yes! Some rules are the following:
1. Raise your hand if you want to speak.
2. No talking during classes.
3. Prohibit vandalism.
This rules reinforce positive behaviour as it reflect to pupils’ personalities and
characteristics.
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?
Answer: The pupils participated in making the classroom rules as they are oblige to follow.
The students know how to respect and obey the rules, as well as to follow it with their
willingness in a positive manner.
4. What are the daily routines done by the Resource Teacher? (Prayer, Attendance, Assignment
of monitors, Warm-Up Activities, etc.) How are they done?
Answer: The teachers’ daily routine is prayer, singing the national anthem, exercise, and
recalling lessons tackled yesterday.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
Answer: There is no seating arrangement. It helps pupils to socialize more.
6. Observe the noise level in the Classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategy used.
REFLECT
Reflection as a the
8. What does future Teacher.
Resource Teacher do to reinforce positive behaviors? (behavior strategies)
1. Why do you need to enforce positive discipline?
56 | P a g e
Answer: To ensure the classroom peace and order and for the pupils to be trained. This will
help the teacher to effectively manage the classroom. Positive discipline must be
implemented or enforce among pupils in order to positively address problems that may
develop in the classroom without being too harsh on learners.
Activity 5.2
Identifying the Different Aspects of Classroom Management
Resource Teacher: __DIANE G. KO_________________ Teacher’s Signature: ________________
School: MANDIH CENTRAL SCHOOL_ Grade/Year Level: __KINDERGARTEN_______
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Effect on the Learners
Aspects of Classroom Description (to be filled out after you
Management answered the analysis
questions)
1. Specific Areas in the The classroom is set up These makes the pupils more
Classroom beautifully with high technology interesting and excited in
and a calm environment for the learning.
pupils ‘effective learning.
2. Classroom Rules The classroom rules are highly The rules encourage the pupils
implemented and well- to be responsible and behave
established. properly.
3. Classroom Procedures The classroom procedures are This allows pupils to learn
properly taught and modelled. passive and comfortable
manner.
4. Daily Routines Are well established. These ensure the standards are
being maintained.
5. Seating Arrangements No seating arrangement. For the pupils to interact and
socialize.
6. Handling misbehavior/off- The misbehave pupil handled This does not put the pupil into
task behavior and dealt calmly and politely by harm but rather discipline them.
the teacher.
7. Reinforcement of Positive It increases their confidence, Positive behaviour
Behavior regulates their behaviour, and reinforcement is appropriate,
reduces negative behaviour. effective, and catalyzes positive
outcomes.
ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
Answer: Classroom organization and routine have a favourable impact on pupils’
behaviour by making them more responsible and assisting them in better managing
their learning. It also boosts their self -esteem, regulates their behaviour, and foster
positive classroom relationship.
57 | P a g e
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?
Answer: The following theories and principle must be considered by the teacher
while establishing classroom organization and routines.
3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
Answer: The following are some behavioural strategies that a teachers can employ
effectively manage students behaviour or motivate them.
---Set up new learner-centered classroom atmosphere where pupils can be more
independent and self-reliant.
---Develop classroom expectations, or simply classroom rules, that students can
follow.
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade level do you
see yourself? What routines and procedures would you consider for this level why?
ANSWER: I can say that I see myself in a kindergarten level as I am more happy and
passionate in teaching young minds. Kids are my source of energy and I’m
comfortable with.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
Answer: 1. Teach them with virtue of timeliness, be on time.
2. Respect is a universal rule that everyone should learn.
3. Follow directions, rules and regulation.
I chose this rules as I likely want them to walk in a right path with dignity, respect and
self-reliant.
3. Should learners be involved in making the class rules? Why?
Answer: Yes! ___In order to help them develop leadership abilities and understand the
importance of taking responsibility for their action and behaviour.
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Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-
regulation in the students. Which of the following teacher statements demonstrates
focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play
games in the computer later”
B. “If it takes you longer to finish the seatwork because time is wasted with
chatting, then we won’t have time to go to the playground anymore”
C. Those who are well-behaved in class will be given plus 5 points in the quiz”
D. If you get grade of 95mor higher in the first two assignment, you will be
exempted from the third assignment.
2. Learners are more likely to internalize and follow classroom rules when______.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners’ behavior,

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

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

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

Signature of FS Teacher above Printed Name Date: DECEMBER 15, 2023
FS 1 6 Classroom Management and

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

 Identify the classroom routines set by the teacher; and
 Observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and
learning Routines don’t just make the life of the teacher easier. They save valuable classroom
time. Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
 Enable you to run your daily activities run smoothly;
 Ensure you to manage time effectively;
 Helps you maintain order in the classroom;
 Makes you more focused in the teaching because you spend less time in giving
directions/instructions; and
 Enables you to explain to the learners what are expected of them.
Activity 6.1
Observing Classroom Management and Routines
Resource Teacher: _____DIANE G. KO____________________ Teacher’s Signature: ________________

School: ____MANDIH CENTRAL SCHOOL____Grade/Year Level: __KINDERGARTEN________
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
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CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed
(√) (x)
1. Movement into the classroom ✔️
2. Transition in classroom activities ✔️
3. Movement out of the classroom ✔️
4. Use of lavatories / comfort room / washrooms ✔️
5. Passing of papers ✔️
6. Passing of books ✔️
7. Working with pairs/groups ✔️
8. Tardy students ✔️
9. Absent students ✔️
10. Submission/Collection of Materials ✔️
11. Submission of Projects ✔️
12. Asking questions during lessons ✔️
13. Asking for assistance ✔️
14. Joining classroom activities ✔️
15. Lining up ✔️
16. Walking in line ✔️
17. Fire drill / emergencies ✔️
18. Movement between classroom activities ✔️
19. Use of classroom supplies ✔️
20. Checking of assignments ✔️
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
Answer: Yes! By doing so, pupils will be reminded of what they would do in
every class. It also aids students in being discipline and orderly in their approach
to their study, even if there are lapses from time to time.
2. Which of those routines were systematic and consistently implemented? Explain

your answer.
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Answer: Transitioning between activities, submitting materials, submitting
projects, asking for help, and participating in a class activities are all routines that
were observe or implemented in a systematic and consistent manner.
REFLECT
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
Answer: in fact, almost all of the routines are observed in our class, with the
exception of working pairs, which is more likely to be observe because teaching
life focuses more on teaching how to read and write.
Activity 6.2
Listing Down Classroom Rules
Resource Teacher: ______DIANE G. KO___________________ Teacher’s Signature: ________________

School: ___MANDIH CENTRAL SCHOOL____ Grade/Year Level: __KINDERGARTEN____________
OBSERVE
Observe a class and list down rules formulated by the Resource Teacher. Cite the
importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will provide
a more pleasant, secured and non-threatening environment. Rules ensure the students’
engagement and focus on their classroom activities.
Classroom Rules Importance
1. Read directions well. Ensures less error in answering
activities.
2. Requesting approval for a personal Respecting the teacher who is in charge.
need.
3. Raise your hand if you want to speak. Respect the teachers’ right to discipline.
4. Listen and do not speak when the Respect the teachers’ dignity.
teacher is speaking.
5. Always wear your uniform. The virtue of responsibility is being
promoted.
6. Prohibit vandalism. Avoid unnecessary movement in a
classroom.
7. Clean as you go. Exercising the classroom cleaning
maintenance.
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ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
Answer: Most of the time, pupils who are not guided directed by the rules are
irresponsible and constantly makes mistakes; in order to avoid such scenarios, rules
are being developed for pupils for a brighter future.
2. Are classroom rules really important?

ANSWER: Yes! They are extremely important because they function as a stimulant in
the minds of the pupils, guiding them towards becoming more responsible individual
overtime. Even though improvement isn’t always visible, there are always be
progress even if it’s little.
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.
Answer:
Almost all of the rules I’ve faced throughout my observation career had been the
same, and I’ll follow the same rules as my teachers. It simply differences in how the
rules are implemented. The regulations will be obeyed very well if they adequately
implemented and vice versa if they are not.
Take some snapshots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.
1. What term applies to the established ways of managing a classroom into a more
organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

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

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

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

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually
D. Set the do’s and don’ts in every activity
Evaluate your work task Field Study 1, Episode 6 –Classroom Management and Classroom
Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and observe how the
students execute the various classroom routines.
____________________
Year and Section: BEED 4D Course: _____BEED_________________________
3 1
4 2
d. hed.
errors.
analyzed.
outcome.
65 | P a g e
to the learning
outcome.

Scores (Based on
Transmutation)

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

Signature of FS Teacher above Printed Name Date: 12/15/2023
LEARNING EPISODE
FS 1 7
Physical and Personal Aspects of
Classroom Management
SPARK YOUR INTEREST
This Episode tackles classroom management and discipline. It focuses on the

personal and physical aspects of classroom management which are central to teaching and
therefore must be consistently implemented.

 Identify the two (2) aspects of classroom management; and
66 | P a g e
 Determine the classroom management strategies that the Resources Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused, attentive on tasks and academically productive
in class.
Ref: edglossary.org
Importance of Effective Classroom Management
 Increases chance of student success
 Paves the way for teacher to engage students in learning
 Helps create an organized classroom environment
 Increases instructional time
 Creates consistency in the employment of rules and regulations
 Aligns management strategies with school wide standards
 Decrease3 misbehaviour in the classroom
 Gives student boundaries as well as consequences
Ref. http://www.ehow.com
Two aspects of Classroom Management.

1. Personal Classroom Management consist of managing your own self to ensure order
and discipline in your class. Includes:
1.1 Voice
1.2 Personal grooming
1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensures the safety,
security and order in the class. It includes:
3.1 Ventilation
3.2 Lighting
3.3 Acoustics
3.4 Seating arrangement
3.5 Structure/ design of the classroom
3.6 Physical space/ learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
67 | P a g e
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com
Activity 7.1
Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: __DIANE G. KO_______________________ Teacher’s Signature: ________________
School: __MANDIH CENTRAL SCHOOL_____ Grade/Year Level: __KINDERGARTEN____________
Analyze the impact of individual differences on learners’ interactions.

The observation form is provided for me to document my observation.
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensur4e proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO

1. Personal Classroom Management ✔️
1.1 Is the teacher well-groomed that he/she demands respect from ✔️
the learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class? ✔️
1.3 Was the teacher present in class? ✔️
1.4 Did the teacher arrive on time in class? ✔️
1.5 Does the teacher exude a positive attitude towards teaching? ✔️
2. Physical Classroom Management ✔️
2.1 Is the classroom well-ventilated? ✔️
2.2 Is the lighting good enough? ✔️
2.3 Is the classroom free from noise? ✔️
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2.4 Does the seating arrangement provide better interaction? ✔️
2.5 Is the design/structure of the room inviting to classroom activities? ✔️
2.6 Is the physical space / learning station clear from obstruction? ✔️
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions.
1. How does the voice of the teacher affect classroom instruction?
Answer: The voice of the teacher affect the classroom instruction as it based how calm
or how fierce the voice is in giving instruction in a classroom. It is when the pupils got
afraid and obey on what the teacher instruct to avoid punishment cause of their
action.
2. How does the punctuality of the teacher affect classroom discipline?
Answer: Punctuality of the teacher affect classroom discipline as the teacher is the
leading light for the pupils to emulate. As a teacher, she must naturally induces such
a response.
3. Why do we need to check on the physical aspects of classroom management?
Answer:
We need to check the physical aspects of the classroom as it can help to prevent and
avoid behaviour issues as well as promote and make the learning progress and
effective.
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.”
Answer: No amount of good instruction will come out effectively without classroom
management as pupils will relay only on what they think is good and they want to do
in a classroom. The instruction will not be properly and effectively implemented if
there is no classroom management because a group without manager is useless and
only has less chance to improve.
2. What are your plans in ensuring effective classroom management?
Answer: My plans in ensuring classroom management are implementing rules that

are easy to obey and strictly has punishment if they will violate the rules. This is my
plan to have effective classroom management.
69 | P a g e
Identifying
Activity 7.2 Personal and Physical Aspects of Classroom Management
Resource Teacher: ___DIANE G. KO______________________ Teacher’s Signature: ________________
School: ____MANDIH CENTRAL SCHOOL____Grade/Year Level: ____KINDERGARTEN___________
OBSERVE
Observe the classroom management strategies that your Resources Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resources Teacher.
Check (√) observed, put an (×) if not observed and о for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No
Observed opportunity
to observe
1. Model to the students how to act in different ✔️
situations.
2. Establish classroom guidelines. ✔️
3. Documents the rules. ✔️
4. Refrain from punishing the entire class. ✔️
5. Encourage initiative from class. ✔️
6. Offer praise and rewards. ✔️
7. Use non-verbal communication. ✔️
8. Take time to celebrate group effort. ✔️
9. Let students work in groups. ✔️
10. Interview students to assess their needs. ✔️
11. Address bad behavior quickly. ✔️
12. Consider peer teaching. ✔️
13. Continuously engage the students. ✔️
14. Assign open-ended project. ✔️
15. Write group contracts. ✔️
Other (please specify)
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute
to better classroom management? Explain your answer.
Answer: There are many strategies employed by the resource teacher and it surely
contributes to a better classroom management. It is because by obeying the rules and
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by using strategies for the pupils to obey are the way to effectively manage the
classroom.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
Answer:
I can say that all possible strategies needed for the pupils are been used by the
resource teacher. I can’t say that the resource teacher is lacking of strategies it is
because kids usually requires little and not so many strategies.
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse
types of learners?
Answer: I think, differentiated instruction is evident when teacher offer pupils

options to choose from in assignment or lesson or provide multiple texts and types of
learning materials. Another strategy is creating learning stations and uses task cards.
Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
Evaluate Your Work Field Study 1. Episode 7. Physical and Personal Aspects of
Classroom Management

Year and Section: BEED 4D Course: _BEED______________________
Learning Episode Excellent Very Satisfactory Need Improvement

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

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

72 | P a g e
1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the guidance counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, teacher Helen always tells her students “Remember I
am the person in authority here. I have the power to pass or fail you.” Do you agree
with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum
73 | P a g e
FS 1 8 Close Encounter with the School
Curriculum
SPARK YOUR INTEREST
Formal education begins in school. Schools are institutions established to resign total
learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculum. The recommended
curriculum was translated into written curriculum like books, modules, teachers’ guides
and lesson places which are the basis of the taught curriculum. A teacher who implements
the curricula needs support materials (support curriculum) to enhance teaching and
learning so that the written and the taught curricula can be assessed (assessed curriculum)
in order to determine if learning took place (learned curriculum). However, there are so
many activities that happen in school but are not deliberately planned. This refers to the
hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by
preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher then
puts life to a lesson plan by using it as a guide in the teaching-learning process where

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

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

It’s time to look around. Discover what curriculum is operating in the school
setting. Recall the types of curriculum mentioned earlier. Can you spot where these are
found? Lets do a hunting game!
Resource Teacher: __DIANE G. KO___________________ Teacher’s Signature: ________________
School: __MANDIH CENTRAL SCHOOL_ Grade/Year Level: _KINDERGARTEN___________
OBSERVE
1. Locate where you can find the following curriculum in the school setting. Secure a
copy make observation of the process and record your information in the matrix
below. Describe your observations.
Type of curriculum Where Found Description

1. Recommended
Curriculum (K to 12
Guidelines)
2. Written curriculum - Found in her - Very useful for

(Teacher’s Lesson Plan) table. her everyday
teaching to
have a clean
flow of
discussion and
activities.
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3. Taught Curriculum
(Teaching Learning
Process)
4. Supported Curriculum NONE

(Subject Textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
ANALYZE
Which of the seven types of curriculum in the school setting is easy to find? Why?
ANSWER: T written curriculum is easy to find as it can be seen in the teachers table.
Which is difficult to observe? Why?
Answer: I think, hidden curriculum is the curriculum that is really difficult to observe. It is
because I didn’t see it upon going around the school campus and even in classrooms.
Are these all found in the school setting? How do curricula relate to one another?
Answer: not all curriculum are found in school setting. They relate to each other as they only
have one goal. The goal to improve and enhance learning towards learners.
Draw a diagram to show the relationship of one curriculum to the other.
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REFLECT
Make a reflection on the diagram that you have drawn.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
School: ___MANDIH CENTRAL SCHOOL Grade/Year Level: __KINDERGARTEN_______________
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/year level.
2. Keep a close watch on the differenr components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the following Aspects
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Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they
participating in the class activity?
f. Was the lesson finished within the th class preriod?
C. Evaluating/ Did learning occur in the lesson taught? Here you make
Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/ evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the date you gathered using these key questions?
1. How does the teacher whom you observe compare to the ideal characteristics or
competencies of global quality teachers?
ANSWER: My resource teacher is a teacher whom aspirant teachers want to be

because of her grace and determination in teaching. Aside from that, she is an
inspiration teacher that everyone need. I can say that she is almost perfect, a beautiful
teacher with a kind heart.
2. Was the lesson implemented as planned? Describe.

Answer: Yes! It was implemented as planned and according to her lesson plan.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
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Answer: I can say that the teacher is happy and felt relieved after the lesson was
taught. I can see happiness in her face and satisfied of her way of teaching as she
effectively manage to deliver the lesson so well.
4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
Answer: I can say that the pupils are happy and is contented from their activities.
Aside from that, they are so lively and take the lesson seriously.
REFLECT
Based on your observation and tasks in activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
Answer: I will prepare my lesson plan neatly and well-planned. Before that, I will identify
first the learning objectives and plan specific activities suits for my pupils. I will make sure
that the lesson and the activities I made is good and effective.
Activity 8.3
Comctructive Alignment of the Components of a Lesson Plan
School: __MANDIH CENTRAL SCHOOL____________________________________ Grade/Year Level:
__KINDERGARTEN ________________
Subject Area: _______________________________ Date: _________________________________
OBSERVE
Using the diagram below fill up the components parts of a lesson
I. Title of the Lesson: Family Tree
II. Subject area: : Kindergarten English
III. Grade Level: : Kindergarten
Outcomes Teaching Methods Assessment
ANALYZE
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Answer the following questions based on the diagram.
The pupils are able to The teacher will use The teacher will
know what the family has. They discussion method and check their work and
will learn about family gives example using the paste their work in the
members. smart television. pupils’ notebook.
The teacher will use the

FILL ME activity in which
the pupils will cut images
of member of the family
and fill it in the blank
circles of the tree.
1. Are three components

constructively aligned? Explain.
Answer: Yes, it is because if the assessment is in line with the goal, the pupils learning
are more likely reached the desired outcome. That’s why I can say that the three
components are aligned.
2. Will the outcomes be achieved with the teaching methods used? Why?
Answer: Yes, because the teacher has supplied corresponding strategies of the lesson
on the diagram.
3. What component would tell if the outcomes have been achieved?
Answer: the component that would tell if the outcome have been achieved is the
Assessment. The teacher can determine whether the learning outcomes are being met
in this component by seeing how big their score is.
REFLECT
What lesson have you learned in developing or writing a lesson plan?

Answer: I learned that in order to have effective lesson plan, I must be flexible as possible as
not all lesson plan made goes exactly as planned, but a productive lesson plan goes if both
pupils and teacher learn and interact.-
What value will it give to the teacher if the three components are aligned?
Answer: I think, the value that the teacher will have if the three components are aligned is
the value of success as she provides lessons and teaches the pupils effectively.
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Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title: WRITING NUMBER 4
Subject Area: MATH
Grade Level: KINDERGARTEN
Lesson Outcomes Teaching Methods Evaluation

Will be able to learn The teacher will discuss what The teacher will check if
how to write the number it is and use cards they have correct answer
number 4. They will that has number 4 on it as an of the given activities.
know how to count examples. This way, a teacher can
the number and will determine whether her
be able to determine The teacher also use drawing teaching is effective or
such as drawing four flowers need to reteach by
number 4.
or four circles in the looking at her pupils
blackboard and teach them score.
how to count and identify.
The teacher can use

Identification and Color the
Number 4.

Evaluate Your Work Field Study 1. Episode 8. Close Encounter with the School
Curriculum
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Year and Section: BEED 4D Course: ___BEED__________________________

3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
observation questions tasks (2) observation more
Sheet completely observation questions/ observation
answered/ questions/ tasks not questions/ tasks
accomplish tasks not answered/ not answered/
answered/ accomplished accomplished.
accomplished.
Analysis All questions All questions Questions Four (4) or
were answered were were not more
completely, answered answered observation
answers are completely, completely, questions were
depth and are answers are answers are not answered.
thoroughly clearly not clearly Answers nit
grounded on connected to connected to connected to
theories; theories, theories one theories; more
grammar and grammar and (1) to (3) than four (4)
spelling are free spelling are grammatical/ grammatical/
from error. free from spelling wrong spelling errors.
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear supported lacks depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes. outcomes. outcomes. outcomes; not
Complete, well Complete well Complete not complete, not
organized organized organized very organized, not
highly relevant very relevant relevant to the relevant.
to the learning to the to the to the learning
outcome. learning outcome
outcome
Submission Submitted Submitted Submitted a Submitted two
before the before the day after the (2) days or mote
deadline deadline deadline after the
deadline
COMMENTS
Rating
(Based on
OVER ALL
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Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

Choose the correct answer from the options given.

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

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

At the end of this episode, I must be able to:
 Identify the teaching-learning practices that apply or violate the principles of teaching
learning;
 Determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
 Judge if lesson objectives/intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved at the end of
the lesson.
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.
These are the time-tested principles of teaching and learning

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

Activity 9.1
Principles of Teaching and Learning

School: _MANDIH CENTRAL SCHOOL Grade/Year Level: _KINDERGARTEN_________________
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.
S
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ANALYZE
Principles of Learning What did the Resources Teachers do to
apply the principle of learning
1. Effective learning begins with the Before the class discussion begun, the
setting of clear and high expectations teacher usually do her routine. Prayer,
of learning outcomes. singing of the national anthem, exercise
and review of the past lesson. Then she
introduces what topic they will be tackling.
2. Learning is an active process During the discussion, she manage to take
her activities to be given to the pupils and
she make sure that no one is left behind.
3. Learning is the discovery of personal The teacher facilitates, assesses, and

meaning and relevance of ideas. responds to the pupils’ questions and
clarifications.
4. Learning is cooperative and The teacher prepares collaborative task

collaborative process. Learning is that suits to the pupils likes in which the
enhanced in an atmosphere of pupils can work together to accomplish the
cooperation and collaboration. task given.
1. What principles of learning were most applied? Least applied?

Most Applied
Answer: I can say that the most applied principle of learning is the active learning in
which the teacher urges the pupils’ attention and make them participate.
Least Applied
Answer: the collaborative work is something I can say that was least applied. It is
because it is not necessary for them to collaborate in every task. They can work on
their task independently.
Give instances where this/these principle/s could have been applied?

Answer: In a classroom, the teacher prepares a collaborative activity in which the
pupils can use crayons, cut images and paste it on to complete the task. In this
situation, the collaborative learning will be applied.
REFLECT
From among the principles of learning, which one do you think is the most important?
Answer: As for my own understanding, the most important principle of learning is the
active learning as it will be the process for the pupils to learn with discussion and uses
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of example to clearly deliver the lesson and make it more understandable. Then
makes sure that the pupils are participating and interacting during the discussion and
introducing lesson they will learn in a day.
Activity 9.2
Identify Learning Outcomes that are Aligned with Learning Comptencies
Resource Teacher: _DIANE G. KO________________________ Teacher’s Signature: ________________
School: MANDIH CENTRAL SCHOOL___Grade/Year Level: _KINDERGARTEN______________
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Give evidence.
Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No
1. Define the different instructional / /
materials in which could be used
for giving examples.
2. Differentiate and compare the / /
values of instructional materials.
3. Make the activity more easy. / /
4. The pupils will participate and will / /

collaborate.
Cite pieces of evidence that these learning outcomes were achieved.
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1. The teacher will ask why she uses instructional materials for giving examples.
2. The pupils will able to differentiate and compare the use of instructional
materials in teaching.
3. The pupils can make the activity successful.
4. Pupils will interact and cooperate with their classmates.
ANALYZE
Do SMART objectives make the lesson more focused?

Answer: Yes, SMART objectives makes the lesson more focused as it helps to gives easy
flow of lesson that has good learning outcome. The content will be more easy and can be
delivered in an efficient and effective manner, making the lesson more focused.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.
Answer: Upon learning how to determine SMART learning outcomes, I found out that the
best technique to determine is to ask yourself first on what is the most important things a
pupil should know, be able to do, or value after completing the lesson.
I also realize that, to know whether you come up with the desired learning outcomes or not
you must be flexible because not all the time the desired learning outcome will be meet but
you’re your flexibility, you will come up with an effective teaching if the pupils interact and
participate.
Distinguishing Between Inductive and Deductive

Activity 9.3
Methods of Teaching
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Resource Teacher: ____DIANE G. KO_____________________ Teacher’s Signature: ________________
School: __MANDIH CENTRAL SCHOOL_ Grade/Year Level: _KINDERGARTEN_________________
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using
the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
-To be honest, the teacher doesn’t have -Yes, the pupils are involved in the teaching
to talk all the time as the lesson is so process because of their participation,
easy to understand. But I can say that cooperation, and collaboration to work as
she also allow the pupils to talk, answer one to accomplish the task given.
and give their ideas.
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.
- I can say that the emphasis is on the -Yes, there is time a teacher ask for examples
test because the desired outcome will that can relate in real-life situations such us
be seen through test. counting from number 1 to number 10 then
how they apply it while they are in their
houses.
Was class atmosphere competitive? Was class atmosphere collaborative? Why?
Why?
-I can say that the class atmosphere is -Yes, the class atmosphere is collaborative. I
not competitive as they are enjoying can ay the joy in their faces while they
and not competing. collaborate to finish task.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline subjects?
-Yes, the teacher focuses on one -Yes, because by writing number 4, the
subject or lesson as she teaches teacher also teaches how to count them.
kindergarten. Many subjects are connected by a one lesson.
What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed
new lesson meanings.
Answer: if the theory states that learners must build knowledge rather than
passively receiving information. And when the learners are involved in learning
process.
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b) Inquiry-based
Answer: A learning technique that stresses the learners’ role in the process
rather than the teacher telling them what they need to know.
c) Developmentally appropriate – learning activities fit the developmental stage of

children
Answer: a teaching approach in early childhood education in which the teachers
encourages the pupils to develop their learning.
d) Reflective
Answer: A cycle that must be repeated and through more own understanding
and ideas are written.
e) Inclusive – No learner was excluded; teacher taught everybody.

Answer: I t gives all pupils success to wide range of learning options and
opportunities.
f) Collaborative – Students work together.

Answer: Makes the pupils to interact together and unite for the accomplishment of
the task. It is a method of teaching that involves employing groups to improve
learning.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught.
Answer: A teaching method in which the learner combines past knowledge and
experiences to impart new knowledge.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for
the test?
Answer: I think, the consequences of teaching purely subject matter is it may lead to
a wide breath of material being covered, exposing pupils to a variety ofnew ideas and
experiences. But with kindergarten, teaching purely subject is not implemented as
they need more easy task for their young minds.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
Answer: If I would reteach a class, I will be student-centered as I will be more focus on
the pupils by dividing the lesson into parts for them to easily understand and catch up
the lesson. They are my priority.
REFLECT
Reflect on
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Principles of teaching worth applying
Learning is the process that should be
used in a cooperative approach. This encourages pupils to work and learn hard
independently while yet collaborating because they are working together. It also helps
them to teach unity and it aids in the development of social skills and self- confidence
in all pupils.
Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of
her lesson. She proceeds to her learning activities at once without letting them know
what they are supposed to learn for the day. Principle of learning does Teacher Rose
negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drill out of context. She gives-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For Meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains –
cognitive, skill and affective or cognitive and affective or skills and affective.
B. Begin with the end in mind.
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?
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A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course,
The Teaching Profession. Based on bloom’s revised taxonomy, in which level of
cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
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Post proofs of learning that you were able to gain in this Episode. You may
attach the lesson plan(s) used by your Resources Teacher to show the intended
learning outcomes and the method used in class.
Evaluate your work task Field Study 1, Episode 9 – Preparing for Teaching and
Learning
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Learning Outcomes: Plan on how to manage time, space, and resources • Provide a
learning environment appropriate to the learners and conducive to learning.
Name of FS Student: ANGELYN C. RCESIO Date Submitted: ____________________
Year and Section: BEED4D Course: ______BEED_______________
3 1
4 2
d. hed.
errors.
analyzed.
outcome. to the learning
outcome.

Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
________MARY GRACE J. TOBIAS _12/15/2023__

Signature of FS Teacher above Printed Nam Date
FS 1 10
The Instructional Cycle
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SPARK YOUR INTEREST
V
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12
curriculum and teacher education curriculum are focused on outcomes. Likewise,
this Episode dwells on types of questions, questioning and reacting techniques that
teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student responses have a bearing on class interaction.
This Episode strengthens the theories learned in the course, Teaching Methods and
Strength and in other professional subjects in Education.

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

level/Higher-order/Conceptual acceptable answer
a) Evaluation
b) Inference e.g. When the phone rang and Liz picked
it up, she was all smiles. What can you
infer about Liz.
c) Comparison
d) Application
e) Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reading techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow-up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”
\
Activity 10.1
Applying the Guiding Principles in the Selection and Use of
Strategies
Resource Teacher: ___DIANE G. KO______________ Teacher’s Signature: ________________
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School: MANDIH CENTRAL SCHOOL Grade/Year Level: _KINDERGARTEN________
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, e.g Teacher used a video on how
the more and the better the learning. digestion takes place and a model of the
human digestive system.
2. Learning is an active process. -The smart television gives big impact in
teaching as it helps the teaching lighting
the weight of teaching. By providing
videos, the teacher can easily show what
she wants to teach.
3. A non-threatening atmosphere -I can say that the atmosphere is calm
enhances learning. and a good environment for teaching
and leads to effective learning.
4. Emotion has the power to increase -The pupils can pick up information
retention and learning. rapidly at their own pace. They will
finish the lesson by the use of the
technology, more appropriate for
learning and less hassle.
5. Good teaching goes beyond recall of -The teacher used to ask the recollection
information. of information and learning then
evaluate their comprehension
afterwards.
6. Learning is meaningful when it is -I totally agree with this statement, as
connected to students’ everyday life. kindergarten are mostly interested in a
lesson where can be use and apply in
everyday life. Teacher usually provide
activities that connects lesson to the real
life situation.
7. An integrated teaching approach is -The teacher doesn’t teach broad topics,
far more effective that teaching instead she focuses on dividing lesson
isolated bits of information. and focused only to one.
ANALYZE
What is the best method of teaching? Is there such a thing?

Answer: I think, the best teaching method is the flexibility of the teachers to come up
with other method if the current method is not yet effective. We all know that there
is no “best” method in teaching when a teacher is determine and has passion,
everything will be possible.
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REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?
Answer: We can select appropriate strategy for our lesson by ensuring that the
teaching objectives, learning outcomes, and the pupils are well centered for the
lesson.
Activity 10.2
Determining Outcome-Based Teaching and Learning
Resource Teacher: ___DIANE G. KO______________ Teacher’s Signature: ________________
School: _MANDIH CENTRAL SCHOOL_Grade/Year Level: _KINDERGARTEN_______
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?
Answer: I didn’t see that the teacher state the learning objectives, etc. at the
beginning of the class. It is not necessary too at all.
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.
Answer: The only teaching activities she use the class activity either individual
or by group. And I think, it help her to attain the lesson objectives as it can be
consider as effective method of giving task
3. What assessment task/s did teacher employ? Is/her these aligned to the
Lesson objectives/ILOs?
Answer: I can say that it was aligned to her lesson objectives and the only
assessment task is her checking the pupils’ activities.
ANALYZE
1. What are your thoughts about Outcomes-Based Teaching and Learning

(OBTL)?
Answer: OBTL is concerned with curriculum design and ensuring the contents,
delivery, activities, assessments are all aligned to help facilitates pupils to
attain specific intended learning outcomes.
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REFLECT
Reflect on the use of OBTL.

Answer: This may vary how good you deliver you lesson is but this also help the
teachers to be train as an effective teacher as it gives big impact to them. OBTL,
gives significance by making the lesson more easy to deliver and aligned to the
learning outcomes.
Activity 10.3 Applying Effective Questioning Techniques
Resource Teacher: ____DIANE G. KO_______________Teacher’s Signature: ________________

School: ___MANDIH CENTRAL SCHOOL__ Grade/Year Level: _KINDERGARTEN_
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource
Teacher asks during the classroom discussion. Write the questions raised and identify
the level of questions.
Types of Question Examples of Questions that the Resource Teacher
Asked
1. Factual/convergent Do you respect everyone despite of their differences?

Closed/low level
2. Divergent/ higher- How can you show to them that they are welcome in
order/open- school?
ended/conceptual
a. Evaluation Do you like our lesson today?
b. Inference When an old lady crossing the road carrying a heavy

bags, what should you do?
c. Comparison How can you say that you are a good daughter/ son to
your parents?
d. Application If you are a good daughter/son, what will you do to
show to them that you love them?
e. Problem solving In what ways will you able to help your parents?
3. Effective What will you feel if you lend someone a helping hand?
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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?
Answer: In kindergarten, children are so curious about what they saw that is
new to them. They will have so much questions about it but as a teacher, you
must answer them truthfully. That makes them leave school with period. In
other word, satisfaction.
REFLECT
Reflect on
The importance of using various reacting techniques
Answer: Reacting techniques are essential when giving feedback whether or
not the response is correct. Recognizing and applauding good comments. It is
a good idea in reacting or giving feedbacks. Be true and truthful for the owner
to grow and improve.
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
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Evaluate Your Work Task Field Study 1, Episode 10- The instructional cycle
Evaluate Outcomes: identify the application of some guiding principles in the
selection and use of teaching strategies. Determine whether or not the lesson
development was in accordance with outcome-based teaching and learning. Identify
the Resource Teacher’s questioning and reacting techniques. Outline a lesson in
accordance with outcome-based teaching-learning.
Year and Section: BEED 4D Course: __BEED_________
Learning Excellent Very Satisfactory Needs

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

Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__MARY
GRACE J. TOBIAS _____ __12/15/2023__

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
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A. Avoid drills which are out of context
B. Teach your content from a multidisciplinary perspective
C. Group students for work or project, that way project becomes less
expensive
D. Let students learn the steps in opening a computer by making them
follow the steps.
2. The more senses that are involved, the more and the better the learning. Which
practice is aligned with this principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents
3. In OBTL, upon which school my assessment be based?

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

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

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

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

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

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

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

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

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

School: _MANDIH CENTRAL SCHOOL_Grade/Year Level: ___KINDERGARTEN
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To realize the Intended Learning Outcomes, work through these steps:
1. Visit a school’s Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment
or facilities are used
3. Make an inventory of its available resources and classify them according to
their characteristics and function.
OBSERVE
As you visit and observe the Learning Resource Center, use the observation
guide provided. Ask the assistance of the Center Staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take photos of the center
(if allowed).
After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.
Name of Center Observed: DIANE G. KO

Date of Observation: OCTOBER 26, 2023
Name of Observer: ANGELYN C. RECESIO
Course/Year/School: BEED 4/ SJCSI
List of Available Learning Resources
Available Learning Resources Characteristics and Unique Teaching

(Enumerate in bullet form) Capabilities Approaches where
the Resource is
Most Useful
1. Print Resources -increases the pupils It is more useful in
-Books vocabulary. lecture as it deliver
-Dictionaries -the ability to read will be the lesson accurately.
-class activities improved
-assessment will be check
2. Audio Resources -improves teachers’ teaching Very important
-smart television strategy and make the especially in catching
discussion more safe and less the pupils attention.
hassle.
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3. Non-electronic Visual -these traditional materials When the teacher
Resources are some of the most basic employs both direct
-pictures resources that are available. and indirect methods
-white board of instruction, these
-blackboard materials are quite
-Whiteboard pens beneficial.
4. ICT Resources -the teachers and pupils These tools are
wealth of knowledge and flexible, allowing
-smart tv teaching resources via the them to be used in a
internet. variety of educational
methods and
approaches.
Impression about the LRC:
Name and Signature of Observer: ANGELYN C. RECESIO
Name and Signature of the Learning Resource Center in-charge:
ICT Competency Standards for Teachers (CHED Teacher Education Programs

(2017)):
ANALYZE
Are the learning resource/materials arranged properly according to their functions

and characteristics?
Answer: Yes, the resources or materials were properly organized. All of the resources
such as books and dictionaries, are well organized. The proper management of all
learning resources in the learning resource center should be taught to the students.
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Answer: When it comes to the use of resources, such as microphones, speakers, and
projectors, these are all closely monitored. The teachers who want to borrow the
materials are free to borrow but promise to return it, safe and sound.
What are the strengths of this Learning Resource Center?

Answer: I can say that the pupils’ attractiveness is the strength of it.
What are its weaknesses?

Answer: Upon seeing the area, there is not enough space for the materials and
technology. The teacher manage to take the unnecessary things to make the area
suitable.
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What suggestion can you make?
Answer: I can suggest to have a larger room so that the other technologies and
equipment can be stored and arrange properly. They are very important in teaching
as they are the teachers’ tools that is why I suggest to have bigger room. This may
help to make the pupils participate more and more eager to learn independently.
REFLECT
1. Which of the materials in the Learning Resource Center caught you interest
the most? Why?
Answer: The only material that caught my attention is the smart tv in which
has a very cute Hello Kitty boarder and was place at the center of the
blackboard. I think that it will give so much contribution to the teacher and the
learner and yes, it really is.
2. Which gadgets/materials are you already confident to use/operate?

Answer: I can say that I am confident in using cellular phone, laptop, and even
computer as I am already a NC II holder. I have specialty in using computer.
3. Which ones do you feel you need to learn more about?

Answer: I think, I need to learn about how to use the MS EXCEL properly. I am
not expert in this field and I am willing to learn though.
Activity 11.2 Observing Technology Integration in the Classroom
Resource Teacher: ____DIANE G. KO___________ Teacher’s Signature: ________________

School: ___MANDIH CENTRAL SCHOOL____ Grade/Year Level: ____KINDERGARTEN_
To realize my Intended Learning Outcomes, I will work my way through these

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

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

REPORT
School: MANDIH CENTRAL SCHOOL
Subject: ENGLISH___________ Topic: FAMILY TREE
Grade/Year Level: KINDERGARTEN
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: KINDERGARTEN
Subject Matter: FAMILY TREE
Brief Description of Teaching Approach used by the Teacher: The teachers’ method is
collaborative teaching, in which she teach the pupils together but individualized in
the activity.
Teaching Aids used Strengths Weaknesses Appropriateness

(Enumerate in bullet of the Teaching
form) Aids used
113 | P a g e
The teacher uses the
following:
Smart Television Less hassle and Pupils will get The smart
lightened the eight bored if the video television support
of the teachers’ presentation is the teacher in
work and can repeating. presenting the
surely attract the topic. It effectively
pupils’ attention. gather and caught
the attention of
the pupils.
Printed Activities Used for the pupils No weaknesses at The likes of the
activities. More all. pupils are also the
appropriate and excitement and
catches the like of eager to learn.
the pupils. They are happier
in the activities.
Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, in which level of technology integration do
you think the teacher you observed operated? Why?
Answer: The teacher was motivated to use the resource of the lesson because they
were suited for achieving the days’ learning objectives.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify you
answer.
Answer: We all know that, using the instructional materials is not difficult because
technology and even the printed activities can attract the pupils’ attention.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
Answer: Learning resource is effective. It is by the teachers’ strategy that end up

achieving positive outcome. Through the use of learning resources, it was not far from
success. The pupils can enjoy, participate, and cooperate in the classroom.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group
of students? Why?
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Answer: Upon experiencing actual teaching, I can say that I will make my
discussion livelier and will make the activities more colourful. As colours attracts
attention.
Activity 11.3 Exploring Education 4.0
Resource Teacher: _____DIANE G. KO_________ Teacher’s Signature: ________________

School: ______MANDIH CENTRAL SCHOOL_ Grade/Year Level: __KINDERGARTEN____

Explore Education 4.0 through these steps:
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri/Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from ope-
source
4. Evaluate the materials or programs;
5. Reflect on your FS experience
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson? What are the teacher’s objective?

Answer: The lesson is all about the alphabet sounds.
The objectives are : • able to know the different sounds
• learn how to pronounce the alphabet sounds
properly
• create an example word with the use of different
sounds.
2. Note the important concepts that teacher is emphasizing.

Answer: The important concept was focused on how to correctly pronounce
the alphabetical letter.
3. Note the skills that the teacher is developing in the learners.

Answer: The ability to be fluent in english and not judging kids.
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ANALYZE
Analyzing the information you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual
or augmented reality that will be useful in teaching the same lesson. Evaluate part of
this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level KINDERGARTEN
Subject Matter/Topic Alphabet Sounds
(Based on the class you observed)
Lesson Objectives/Learning • able to know the alphabet sounds

Outcome •learn how to pronounce the alphabet sounds properly
•create example words using different sounds of an alphabet
Name and Type of Describe the Put a check if the resource satisfies the criterion Describe
Electronic Resource electronic how you
resource can use it if
(include you were
author/publ to teach in
isher/sourc the class
e) you
observed
Accurate Appropriat Clear Complete Motivating Organized
e
Hassle free ✔️ I will use it

and catches according
Smart Television the pupils to what my
attention topic is. I
believed
that it will
help my
work more
effective
and less
hassle.
Make the I can use it
Laptop work more for
easy. presenting
reports and
encoding
Fs.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic for the
class? What made it easy? Difficult?
2.
Answer: Upon surfing the internet, I found out so many electronic gadgets that can be
use for learning and teaching the class. But sadly, the only electronic that is available is
the smart tv, and laptop. I don't owe this things but the school have it.
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3. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to
explore more for your work as a teacher? Why?
Answer: I chose the electronic stated above from what I think is essential and what a
school can afford. I did not choose the other electronics because I only choose what the
school has. It doesn't matter of the school don not have enough or hightech electronics,
what matter the most is the learning taught by teachers.
4. Reflect on your technology skills. What skills do you already have, and what skills
would you continue to work on to be better at utilizing education 4.0 resources?
Answer: I have the skills of making word and powerpoint presentation . I think that I can
use it in teaching. The skill that I want to enhance is Excel making. This is the skill I am not
really good at but willing to enhance and learn more.
Activity 11.4 Professional Development through MOOCS
Resource Teacher: ______DIANE G. KO________Teacher’s Signature: ________________

School: ____MANDIH CENTRAL SCHOOL____ Grade/Year Level: __KINDERGARTEN___
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through

these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop
more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant
to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which is relevant to the competencies
you identified. You may try these sites:
4. Indicate the MOOC provider. You might need to create an account in the
different MOOC providers to explore their MOOCs.
117 | P a g e
PPST Domain Competencies I MOOCs related to the MOOC
want to work on competencies Providers
(include a short
description)
1. Content I would like to gain Effective classroom COURSERA

knowledge more confidence and communication and
and Pedagogy lose stage fright. self-control.
2. The learning Social and physical Learning activities and COURSERA
Environment environment. high standard of
learning.
3. Diversity of Understanding the Diverse set of learning COURSERA
Learners diverse type of activities.
pupils
4. Curriculum I want to work in Teaching learning COURSERA
and Planning having high practices
standards of
learning outcomes.
5. Assessing and Integration of Teaching learning COURSERA
Reporting formative activities.
assessment
procedures.
6. Community In order to have a Foundation of teacher COURSERA
Linkage and successful for learning.
Professional cooperation with the Relationship building
Engagement school, I will involve helps in the formation
parents in the of solid ties among
process. school leaders, families,
and colleagues.
7. Personal I’d like to improve Computer literacy COURSERA
Growth and my Ms excel making allows students to
Professional skill. investigate a wide range
Development computer-related
topics.
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the
most appropriate for you. Describe the MOOCs below.
1. MOOC Title: Time and Stress Management
Provider: COURSERA
Objectives of the MOOC: a. To learn how to identify and overcome time wasters
b. to define procrastination
c. to discuss the importance of delegation; and
118 | P a g e
d. to identify stressors and describe effective coping
measures.
Content Outline: a. personal development

b. stress management
c. time
Why did you pick this MOOC?

Answer: I choose this MOOC because managing stress and time is a useful skill
that can be used to a variety of professional and life scenarios. You’ll discover how
to manage your time effectively and avoid distractions and time wasters.
2. MOOC Title: Human-computer Interaction
Provider: COURSERA
Objectives of the MOOC:

a, learn how to design technologies that bring people joy, rather than frustration.
B, learn how to generate design ideas, techniques for quickly prototyping them.
Content Outline: a. human-centered design and introduction

b. design principles: an introduction
c. social computing
d. input and interaction

Answer: I pick this MOOC because it appealed to me sine it will benefit students.
Attempt to persuade them all of the significance of technology in all facets of
human life, the use of technology to all aspect of human life.
3. MOOC Title: Foundation of Teaching for Learning being a Professional
Provider: COURSERA
Objectives of the MOOC: a. to develop you own philosophy

B. improve your knowledge and skills.
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Content Outline: a. what it means to be a professional
b. developing a personal philosophy of teaching.

Answer: I choose this MOOC because it seems that it can help me to understand
what it means to be a teacher.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
Answer: MOOC can help me in my future career as a professional teacher and
lifelong learner by allowing me to learn on a budget.
2. What did you learn from the way the providers use technology to teach in the
MOOCs?
Answer: Despite the fact that technology is always evolving, the learner experience is
both enjoyable and rewarding.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach MOOCs?
Answer: Teacher can observe how other educators operate through MOOC. I’ve
always believed that observing other educators can provide valuable insight.
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that
factual pieces of information found on the site are well-documented, and pictures
and diagrams are properly labeled. She is also checking that there are no
misspelled words nor grammar errors. Which criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making sure the app is uncluttered in appearance, is arranged in some order of
120 | P a g e
difficulty, and that icons represent what they were intended to represent. Which
criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this
app will help meet her objectives. She wants to make sure it is not too easy nor
too difficult for her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in
kingdom Animalia. The teacher then teaches them how to use a software in
making graphic organizer. Students then use this to create their own graphic
organizers to classify animals. This shows technology integration which is
_____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in
adding mixed fractions. The students then work independently with the app to
provide them sufficient practice in adding mixed fructions. This shows technology
integration which is ____________.
A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campus in Visayas and
Mindanao. They will create posters and a video clip to communicate a message
about peace. They will use social media to spread their peace campaign. This
project involves technology integration which is___________.
A. Entry-active
B. Adoption-constructive
C. Transformation-constructive
D. Adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational
Technology Center of a school EXCEPT___________.
A. Make available technology equipment for the use of teachers and
students
B. Conduct training for teachers in instructional materials
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them
8. The Learning Resource/ Audio-visual/ Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials available
in the city which are relevant to the different subjects they teach. This fulfills
which function?
121 | P a g e
A. Recreational reading center
B. A link to other community resources
C. Laboratory of Learning
D. Center of resources
9. The learning Resource/ Audio-visual/ Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest
presenter applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because______________.
A. They need a big amount of computer storage to be able to avail of
a course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because____________

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

instructional materials (worksheet, visual aids, flashcards, rubrics, etc) and
include them here. Indicates how they might be useful considering your major or
area of specialization.
3. Visit www.education.com/50-educationtechnology-tools-every-teacher-shuold-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you, as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned
122 | P a g e
5. Paste an article about an example of technology gadget/material that you want to
learn more about. How can this gadget/material be useful in
instructional/teaching?
Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching-
Learning Resources and ICT
Learning Outcomes: • Identify and classify learning resource materials in the multi-
media center; • Show skills in the positive use of ICT to facilitate the teaching-learning
process (PPST 1.3.1); • Show skills in the evaluation, selection, development, and use
of a variety learning resources, including ICT to address learning goals (PPST 4.5.1);
• Analyze the level of technology integration in the classroom; • Demonstrate
motivation to utilize ICT for professional development goals based on the PPST (PPST
7.5.1).
____________________
____BEED_________________________
Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
3 1
4 2
Accomplishe All observation One (1) to two Three (3) observation Four (4) or more
d questions/tasks observation questions/tasks not observation
Observation completely questions/tasks not answered/accomplishe questions/tasks not
Sheet answered/accomplishe answered/accomplishe d. answered/accomplishe
d. d. d.
Analysis All questions were All questions were Questions were not For (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered
and are thoroughly connected to theories; connected to theories; completely; answers
grounded on theories; grammar and spelling one (1) to three (3) are clearly connected to
grammar and spelling are free from error. grammatical/spelling theories; more than
are free from error. errors. four (4) grammatical
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes; context of the learning context of the learning
Complete; well- Complete; well- outcomes; Complete; outcomes; not
organized, highly organized, very not organized, relevant complete; not
relevant to the learning relevant to the learning to the learning organized, and not
outcome. outcome. outcome. relevant to the learning
outcome.
Submission TRANMUTATION
Submitted before the Submitted OF SCORE TO GRADE/RATING
on the Submitted a day after Submitted two (2) days
Score 20 19-18
deadline. 17 16
deadline. 15 14 the deadline.
13-12 11 or10
more after9-8
the 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00
deadline. 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
123Signature
| P a gofeFS Teacher above Printed Name Date
Scores (Based on
Transmutation)

Signature of FS Teacher above Printed Name Date:12/15/2023
FS 1 12
Assessment FOR Learning and
Assessment AS Learning
(Formative Assessment)
SPARK YOUR INTEREST
Assessment in an essential part of the instructional cycle. The instruction

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

At the end of this episode. I must be able to:
124 | P a g e
 Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment.
DISCOVER THE LEARNING

ESSENTIALS
 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching
by Objective, we ensure that the intended outcome/competency/objective is
attained at the end of the lesson and so while we are still in the process of
teaching, we do check learners’ understanding and progress.
 If we found out that the learners failed to understand prerequisite knowledge
and skills we reteach until learners’ master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning.
Assessment for learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the
lesson or not because if it is only at the end of the lesson that we discover that
the learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out that end
of the lesson that the learners did not understand the lesson at all. This means
that we have to reteach from the very beginning something that we could have
saved ourselves from doing had we given time to find out if the lesson was
understood while still teaching.
 Assessment for learning encourages peer assessment.
\
OBSERVE, ANALYZE,
REFLECT
Observing Assessment FOR Learning Practices (Formative
Activity 12.1
Assessment)
Resource Teacher: ___DIANE G. KO____________ Teacher’s Signature: ________________
School: ____MANDIH CENTRAL SCHOOL______ Grade/Year Level: __KINDERGARTEN___
OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find out
if the students understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
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"Cut the picture and paste 3 3
it on the family tree"
What Teacher Did Tally 3 Total 3
Distributed the activity. 1 1
2. Did the teacher ask the class “Did you understand”? If she did, what was the
class’ response?
Answer: The class response is "Yes ma'am!"
3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
Answer: Yes! The pupils ask again on how to do it properly.
4. If they did, how did the teacher respond?

Answer: The teacher demonstrate again on how to do the activity properly.
5. Were the students given the opportunity to ask questions for clarification?
How was this done?
Answer: Yes! Then the teacher answer their question accurately.
6. If she found out that her/his lesson was not clearly understood, what did
teacher do? Did you observe any of these activities? Please check.
___✔️__ Peer tutoring (Tutor were assigned by teacher to teach one or two classmates
___✔️___ Each-one-teach-one (Students paired with one another)
___✔️__ Teacher gave a Module for more exercises for lesson mastery
___✔️___ Teacher did re-teaching
Others, please specify _______

The instruction and activity is understood.
126 | P a g e
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she
use the same teaching strategy? Describe.
Answer: No re-teaching at all.
8. While re-teaching by himself/herself and / or with other students-turned

tutors, did teacher check on students’ progress? If yes, how?
Answer: No re-teaching is done.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching
is in progress? It is not better to do a once-and-for-all assessment at the
completion of the entire lesson?
Answer: Re-teaching is good but the good news is, the kindergarten activities are so
easy and easy to understand. So, no re-teaching happened. But despite of no re-
teaching, the pupils does have progress especially in writing and making their
activities done.
2. Why is not enough for a teacher to ask “Did you understand, class? “When
he/she intends to check on learners’ progress?
Answer: Maybe because the teacher wants to know if the pupils really understand
the instruction to ensure the effectiveness of his teaching.
3. Should teacher record results for formative assessment for grading purposes?
Why or Why not?
Answer: Yes! It is because it plays a big role in grading the learners.
4. Based on your observations, what formative assessment practice worked?

Answer: Just the matching type assessment.
5. For formative assessment, why is peer tutoring in class sometimes seen to be

more effective than teacher himself/herself doing the re-teaching or tutoring?
Answer: It is because peer to peer tutoring is effective and re-teaching is more
effective too especially for the slow learners.
6. Could an unreasonable number of failures at the end of the term/grading period

be attributed to the non-application of formative assessment? Why or why not?
Answer: No need to worry for the grades because the teacher herself will decide on
what to grade because she know the pupils skills and smartness more than the
parents do.
127 | P a g e
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
Answer: This is to test whether the given recipe is well made or not. To ensure the
effectiveness and the success of what has been doing.
 Should you record results of formative assessment? Why or why not?
Answer: All types of assessment should be record as it help pupils to get their
grades bigger and passed.
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative
assessment in practice.
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: ____DIANE G. KO_____________ Teacher’s Signature: ________________
School: __MANDIH CENTRAL SCHOOL____ Grade/Year Level: __KINDERGARTEN____
TARGET Your Intended Learning Outcomes
At the end of this Episode, 1 must be able to:

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

 It is the use of an ongoing self-assessment by the learners in order to monitor
their own learning.
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 This is manifested when learners reflect on their own learning and make
necessary adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their
own learning.
 It requires students to ask question about their learning.
 It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning.
 It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record
your observations.
Teacher My Observation
1. Did teacher provide • Yes, the teacher usually compliment
opportunities for the learners to the pupils work and let the pupils feel
monitor and reflect on their own and reflect that they made a good job.
learning?
2. What are proofs that students • They are more sensitive and exerts
were engaged in self-reflection, effort in their activities without other
self-monitoring and self- peoples' help.
adjustment?
3. Did students record and report • NO

their own learning?
4. Did teacher create criteria with • NO

the students for tasks to be
completed or skill to learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should
support students learning. Do you agree? Why or why not?
Answer: Yes, I agree! It because through assessment, the pupils learning are
shown. Whether they have progress or not. So, assessment really gibes impact to
the pupils’ progress in learning and with that all assessment done, we can
conclude that the student is learning and developing its potential.
2. Does assessment as learning have the same ultimate purpose as assessment
for learning?
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Answer: Yes, they have! They all made for the monitoring of their progress.
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?
Answer: The school usually gives chances for those who have low grades and wait for
the learners’ development and the progress of the result.
I, myself can say that I experienced it and through self-assessment, I managed to make
progress and learn more. This gives so much impact to me because I learned and I got
inspire, motivated, and determined to learn, to develop and to make progress. To show
that an average student like me can make achievements also.
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

Evaluate Your Work Task Field Study 1 Episode 12- Assessment FOR Learning and
Assessment AS Learning (Formative Assessment) Learning Outcome
Demonstrate knowledge of the design and use of formative assessment. Explain the
importance of formative assessment.
Year and Section: BEED 4D Course: ___BEED____________
Learning Excellent 4 Very Satisfactory 2 Needs

Episode Satisfactory 3 Improvement
1
Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All questions All questions Questions were Four (4) or
were were answered not answered more
answered completely; completely; observation
completely answers are answers are not questions were
130 | P a g e
answer are clearly clearly not answered;
with depth connected to connected to answers not
and are theories; theories one (1) connected to
thoroughly grammar and to three (3) theories; more
grounded on spelling are free grammatical/sp than four (4)
theories; from errors. elling errors. grammatical/s
grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

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

are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an assessment,
and have a deeper understanding of what they are expected to learn before they
take the assessment, they take a greater responsibility of their own learning.
Which assessment is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep
track of learners’ progress in relation to learning standards…., to promote self-
reflection and personal accountability among students about their own learning.
Which assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning for learning
B. Assessment of learning
C. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching based on what the
students need to be successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
132 | P a g e
6. It develops and supports students’ metacognitive skills. Which is referred to?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
7. Which form of assessment is crucial in helping students become lifelong
learners?
C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and making
adjustment so that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding
questions to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in
order to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing the
tasks assigned to them by their teacher and so students move from the passive
learners to active owners of their own learning?
A. Assessment as learning
11. Which assessment is likened to tasting the soup while in the process of cooking
the soup?
133 | P a g e
FS 1 13
Assessment Of Learning
(summative assessment)
SPARK YOUR INTEREST
Episode # 12 dwelt on Assessment for Learning (formative assessment) and

Assessment as Learning (self-assessment). These refer to assessment that teachers
do while still teaching and student’s assessing their own learning. Episode # 13 will
be focused on Assessment of Learning. When teachers have done everything they can
to help learners attain the intended learning outcome/s, teachers subject their
students to assessment for grading purposes. This is referred to as assessment of
learning which is also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different levels
of cognitive taxonomy; 3) construction of assessment items with content validity; 4)
Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading System
and 7 Reporting Students’ Performance.
134 | P a g e
At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative assessment strategies consistent with
curriculum requirements by being able to:
 determine the alignment of assessment tools and tasks with intended learning
outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student
learning;
 distinguish among the 3 types of learner’s portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
 explain the function of a Table Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd’s grading policy;
 state the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
135 | P a g e
Subjects Learning Assessment Is the If not aligned,
Outcomes Task (How did assessment improve on it.
Teacher assess tool/task
the learning aligned to the
outcome/s? learning
Specify. outcome/s
P.E/EPP/TLE To dance Written quiz- No Performance

tango Enumerate the test – Let
steps of tango in students dance
order tango
.
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: _____DIANE G. KO Teacher’s Signature: ________________
School: ___MANDIH CENTRAL SCHOOL_____ Grade/Year Level: __KINDERGARTEN____

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

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

Social Science or Literature, Panitikan, EsP and 1 P.E/ Computer/EPP/
136 | P a g e
Subjects Learning Assessment Is the If not
Outcome/s Task (How did assessment aligned,
Teacher tool/task improve on
assess the aligned to it.
learning the
outcome/s? learning
Specify. outcome/s?
Social Science, Not align to
Literature/Panitikan. EsP what I
observed
Physical/Biological Not align to

Science/Math/English/Filipino what I
observed
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

Answer: Yes, they are all align in the learning outcome.
2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s Does this affect assessment results? How?
Answer: If the teachers’ assessment is not align to the learning outcome, then the
she/ he is not an effective teacher. It means that the pupils didn’t catch up the lesson
and needs to re-teach.
3. Why should assessment tasks be aligned to the learning outcomes?

Answer: to make the teaching effective and make the pupil develop their learning.
REFLECT
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 Besides on past assessments you have been through. Were they aligned with what
your teacher taught (with learning outcomes?
Answer: Upon recalling, I can say that my teachers’ type of assessment was align to
the learning outcome. It is not good when the assessment doesn’t align as it will gives
confusion to the pupils.
 How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
Answer: This affect me in positive way. As a future teacher, I can used this experience
as basis on what to do to make my teaching effective and ensure the learning of my
pupils.
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.

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

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

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

Test: Give the correct form of the verb
1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
Is the test aligned to the learning outcome?

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

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

Activity 13.2
Resource Teacher: __DIANE G. KO___________ Teacher’s Signature: ________________

School: __MANDIH CENTRAL SCHOOL____Grade/Year Level: __KINDERGARTEN__

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

 Traditional assessment tools usually measure learning in the cognitive domain
 Traditional or paper-and-pencil tests can be classified either as selected-
response test or constructed-response/supply type of tests.
 Common examples of selected – response type of tests are alternate response
test (True-False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s test
items, give an example.
140 | P a g e
Type of Traditional Put a Learning Sample Test Comments to the
Assessment Tool/ Check Outcome item of assessment tool
Paper-and Pencil (/) Assessed Resource constructed in
Test Here Teacher accordance with
established
guidelines?
Explain your
answer.
Selected Response
Type
1. Alternate response
2. Matching type In kindergarten,

matching type is
✔️ the only
assessment that
they have. No other
than or connect.
3. Multiple choice
4. Others
Type of Put a Learning Sample Test Comments (if the

Traditional check (/) Outcome Item of assessment tool
Assessment if Assessed Resource constructed in
Tool/Paper and Research Teacher accordance with
Pencil Test Teacher established
used it guidelines?)Explain
you answer.
Constructed
Response Type
1. Completion None
2. Short answer None

type
3. Problem Solving None
141 | P a g e
4. Essay – None
restricted
5. Essay non- None

restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one
were rarely used? Why were they rarely used?
Answer: Upon observing, the only assessment used is the matching type only. The teacher
rarely use the other types of assessment as they are not applicable for the kids.
2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? Least skilled?
Answer: The only answer is matching type. It is because it is the only assessment that is
easier and help the kids/pupils engaged and doesn't feel bored. The teacher is skillful but
she only use matching type assessment as it the only applicable to test young minds.
3. Can an essay or other written requirements, even if it is a written paper-and-pencil
test, be considered an authentic form of assessment? Explain your answer.
Answer: Yes it is! They can be considered as authentic form of assessment as it will show
what they learn and own understanding about the topic. But sadly, this is not be found in
kindergarten.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/s learned?
Answer: I can't say that I am good in constructing traditional assessment tool as I

do not have experience doing it. I can say that I doesn't have enough skills with it but I
think I am able to learn when the time comes. It is easy to say that I am good but I don't
have this idea.
142 | P a g e
The idea to lie just get impress and get good grades. I am stating truth, the whole truth.
Maybe I can learn if there is a teacher who is willing to teach. As for now, I am more focus
on learning.
Here is the learning outcome of this Activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

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

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

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

A. Options C. Distracters
B. Premises D. Unattractive
5. In a multiple choice type of test, one option among 4 was not chosen by any examinee.
What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since
there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
143 | P a g e
Activity 13. 3 Observing the Use of Non-Traditional Assessment Tools
and Scoring Rubrics
Resource Teacher: ____DIANE G. KO Teacher’s Signature: ________________
School: ___MANDIH CENTRAL SCHOOL_____ Grade/Year Level: _KINDERGARTEN

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

Assessment/ Non- Outcome Product/ product/ (is the
traditional/Alterna Assessed performance performance scoring
tive Assessed was assessed rubric
constructe
One Describe d according
example of a how the to
product product/ standards?
assessed. performanc
(Put a photo e was
of the assessed.
product/ Which was
documented used
performanc analytic
e in My rubric or
Teaching holistic
Artifacts. rubric?
INCLUDE INCLUDE
THE RUBRIC THE RUBRIC
IN MY IN MY
TEACHING TEACHING
ARTIFACTS ARTIFACTS
1. Product To draw It was Yes! It is

any ‘needs” assessed by constructe
to live. on a set of d in
criteria. accordance
with
analytic
rubric
criteria.
2. 2. Performance Present it It was Yes! It is
infront. assessed by constructe
What their on a rubric d in
drawing criteria. accordance
signifys. with
analytic
rubric
criteria.
ANALYZE
145 | P a g e
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?
Answer: Upon observing, holistic rubrics were commonly used than analytic rubric
since holistic rubric is easier than the other one. It is easier to construct and made the
evaluating simple. Holistic rubrics analyse the output as whole.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and
used by the Resource Teachers?
Answer: I can say that, the scoring rubrics made and used by the Resource Teachers
is appropriate for the performance that was being evaluated. It was right and fair.
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
Answer: Yes! It is because criteria or rubrics should always be used especially in
evaluating a performance to make it fair and equal.
4. If you were to improve on one scoring rubric used, which one and how?
Answer: I will surely improve and make the poster rubric more appropriate and
simple.
5. Can you essay or other written requirements, even if it is paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
Answer: Yes! They can be deemed as an authentic assessment despite the fact that is
done with paper and pencil because it still considered as written and yes, they are
written obviously.
6. Can rubrics help make students to become self-directed or independent learners? Do

rubrics contribute to assessment? AS learning (self-assessment) What if there were
no rubrics in assessment?
Answer: Yes! Rubrics give so much contribution especially in evaluating their
progress. Aside from that, they can study and look for the result of evaluation by
looking the given criteria. In that way, the pupils can evaluate their performance
freely.
7. Does the Scoring Rubric in this FS Book I help you come up with better output?
Answer: This scoring rubric aided me to come up with the better output as it help me
as guided fair and just. It became my basis to what to put and to do in order to meet
the said rubrics.
REFLECT
Are authentic assessment tools and task new? Reflect on your experiences of tests for
all the years as a student.
146 | P a g e
Answer: I can say that they are not really new to me as I saw some assessment tools
used in my high school years. But maybe, there are some new innovation in the works
that can assist more pupils to learn that I didn’t notice. Assessment is likely a partner
to every pupils as they are the step to process the progress of every pupils’
performance and development in learning.
 Accomplished Observation Sheet

 Observation
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers – one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary.
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric
can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report
C. Group the students for research report writing
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine
147 | P a g e
5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
Activity 13.4 Scrutinizing the Type and Parts of a Portfolio
Resource Teacher: ___DIANE G. KO___Teacher’s Signature: ________________

School: ___MANDIH CENTRAL SCHOOL________ Grade/Year Level: __KINDERGARTEN___

 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio
DISCOVER THE LEARNING

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

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

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

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

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

evidence that students
reflected on their learning.
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6. Evidence of student ✔️
participation in selection of
content of portfolio – There is
proof that students took apart
in the selection of the content of
the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to
show that what the student was supposed to learn was learned?
Answer: The activities or task matched the objectives that are included in the portfolio to
determine whether the students learned what they were expected to learn served as the
basis for the selection of pieces of evidence to demonstrate what the student was
supposed to learn was reached and achieved.
2. Scrutinize the elements of this portfolio, based on the parts, under which type of
portfolio does this fall?
Elements of a DEVELOPMENTAL/GROWTH Portfolio (Which type of portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress
as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
Answer: When they want to know how students grow or change over time, how to
help pupils develop process skills like self-evaluation and goal-setting. Portfolio was
used to showcase the achievements of he pupils and to identify the strength and
weaknesses of the pupils.
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REFLECT
Have portfolios made the learning assessment process more inconvenient? Is

the effort exerted on portfolio assessment commensurate to the improvement of
learning and development of learner’s metacognitive process that result from the use
of portfolio?
Answer: the use of portfolio is not inconvenient in learning assessment process as it
is the effective way of observing if there is progress within a day, weeks, or months. I
can’t say that it is inconvenient.
 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF

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

Year and Section: BEED 4D Course: ___BEED__________________________
Learning Excellent 4 Very Satisfactory 2 Needs

1
151 | P a g e
omplished
spelling are
free from
error.
analyzed.
outcome.
deadline.
transmutation)
152 | P a g e
Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
_______________MARY GRACE J. TOBIAS__ ___________

1. A portfolio is synonymous to a folder of files. Is this CORRECT?

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

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

School: MANDIH CENTRAL SCHOOL___Grade/Year Level: __KINDERGARTEN__
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s

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

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

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

understanding or competence in specific
knowledge.
5 Specifying The student can set specific goals relative
Metacognition Goals to knowledge and develop plan for
accomplishing the goal.
Process The student can self-monitor the process
Monitoring of achieving a goal.
Monitoring The student can determine how well they
Clarity understand knowledge.
Monitoring The student can determine how accurate
Accuracy their understanding of knowledge
4 Investigating investigate; research;

Knowledge find out about; take a
Utilization position on; what are the
differing features of; how
& why did this happen;
what would happened if
the student generates a
hypothesis and uses the
assertions and opinions
of others to test the
hypothesis.
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Experimentin experiment; generate
g and test; test the idea
that; what would you
determine if; how can
this be explained; based
on the experiment, what
can be predicted. The
student generates and
tests a hypothesis by
conducting an
experiment and
collecting data.
Problem- solve; how would you

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

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

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

Errors problems; identify issues
or misunderstanding;
assess; critique;
diagnose; evaluate; edit;
revise. The student can
identify and explain
logical or factual errors
in knowledge.
Classifying Classify; organize; sort;
identify a broader
category; identify
different types/
categories.
The student can identify
super ordinate and
subordinate categories
to which information
belongs.
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Matching Categorize; compare &
contrast; differentiate;
discriminate;
distinguish; sort; create
an analogy or metaphor.
The student can identify
similarities and
differences in
knowledge.
2 Symbolizing Symbolize; depict;

Comprehe represent; illustrate;
nsion draw; show; use models;
diagram chart.
The student can depict
critical aspects of
knowledge in a pictorial
of symbolic form.
Integrating Describe how or why;

describe the key parts of;
describe the effects;
describe the relationship
between; explain ways in
which; paraphrase;
summarize. The student
can identify the critical
or essential elements of
knowledge.
1 Executing Use; demonstrate; show;

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

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

select from (a list);
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identify (from a list);
determine if the
following statements are
true
The students can
determine whether
provided information is
accurate, inaccurate or
unknown.
Resource Teacher: _DIANE G. KO___________ Teacher’s Signature: ________________

School: ________MANDIH CENTRAL SCHOOL_ Grade/Year Level: ___KINDERGARTEN_
OBSERVE
1. Observe a teacher in the classroom.

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

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

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

IIII Lowest
1
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest
number?
Answer: There is only this Remembering as the highest number, and other cognitive skills
falls lowest because as far as I observed. The teacher doesn’t use it to the pupils in
kindergarten.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
Answer: We all know that teacher have different skills and I believed that Ma'am Diane
also possess this skills but I understand why I don’t see it while observing because we
can't give difficult assessment for the children. So I can't answer more about the question.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two highest cognitive
skills- metacognitive skills and self-system thinking.
Answer: The highest cognitive skills according to Kendall's and Marzano's taxonomy is the
Self-system Thinking. The examples are
161 | P a g e
REFLECT
● If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5
(5 as highest) where will you be?
Answer: I will rate myself from 1 to 4. It is because I don't have enough confidence that
I am now knowledgeable and smart. I am just an average student that is why I am just
rating myself in level where I think my skills belong.
● As a future teacher, reflect on how will you contribute to the development of

learners’ HOTS?
Answer: Being creative and with having different teaching strategies and methods, I can
say that I can contribute more about their progress in learning and the development of
the learners' HOTS.
I believed that it is by effort that makes the learners learn and shows progress from how
bad they are to how good they are in learning.

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative
Assessment)
Learning Outcomes determine the alignment of assessment tools and tasks with intended learning
outcomes; critique traditional and authentic assessment tools and tasks for learning in the context
and established guidelines on test construction; evaluate non-traditional assessment tools including
scoring rubrics; evaluate a sample portfolio; distinguish among 3 types of portfolio; construct
assessment questions for HOTS blowing Bloom’s Taxonomy as revised by Anderson and
Specifications; distinguish among types of learners’ portfolios and their functions, examine
different types of rubrics used and relate them to assessment of student learning ; compute students’
grade based on DepEd’s grading policy ; state the reason(s) why grades must be reports to parts
and describe what must be done to make grade reporting meaningful.
Name of FS Student: ANGELYN C. RECESIO Date Submitted:________________________

Year and Section: __BEED 4D____________Course BEED
Learning Excellent 4 Very Satisfactory Satisfactory 2 Needs

Episode 3 Improvement 1
Accomplis All observation One (1) two (2) Three (3) Four (4) more
hed questions tasks observation observation observation
Observatio completely questions/tasks not questions/tasks not questions/tasks
n Sheet answered/accom answered/accompli answered/accompl not
plished shed. ished answered/accomp
lished.
Analysis All questions All questions were Questions were Four (4) or more
were answered answered not answered observation
completely completely; completely; questions were
answer are with answers are clearly answers are not not answered;
depth and are connected to clearly connected answers not
thoroughly theories; grammar to theories one (1) connected to
162 | P a g e
grounded on and spelling are to three (3) theories; more
theories; free from errors. grammatical/spelli than four (4)
grammar and ng errors. grammatical/spell
spelling are free ing errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Artifacts reflected on in reflected on in the reflected on in the reflected on in the
the context of the context of the context of the context of the
learning learning outcomes. learning outcomes. learning
outcomes; Complete; well Complete; not outcomes; not
complete well- organized, very organized, complete; not
organized, relevant to the relevant to the organized, not
highly relevant learning outcome. learning outcome. relevant.
to the learning
outcome.
Submissio Submitted before Submitted on the Submitted a day Submitted two (2)
n the deadline. deadline. after the deadline. days or more after
the deadline.
transmutation)

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

1. “Is my thinking CORRECT?” asks a student to himself.

In which level of cognitive process is he?
A. Self-sytem C. Metacognition
B. Analysis D. Application
163 | P a g e
2. Formulate a 5-item imperfect matching type of test, is a test item in the level of which
cognitive process?
A. Creating C. Self-system thinking

B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?

A. Ask the question “What has this lesson to do with me?
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for ________________.
A. analysing
B. understanding
C. evaluating
D. applying
5. How would you rate students’ ability to reason out logically is a question to test students’
ability to ________________________.
A. engage in metacognition
B. analyse
C. do-self-system thinking
D. evaluate
ACTIVITY 13. 6 : Analyzing a Table of Specifications
Resource Teacher: _DIANE G. KO_____ Teacher’s Signature: ________________

School: _MANDIH CENTRAL SCHOOL__ Grade/Year Level: ___KINDERGARTEN_
Subject Area: _______________________________ Date: _______________________________
TARGET Your Intended Learning Outcomes

 Explain the function of a Table of Specifications

 A Table of Specification (TOS) is a two-way chart which describes the topic to be
covered by a test and the number of items or points which will be associated with each
topic.
 Sometimes the types of items are described in terms o cognitive level as well.
1. Study the sample of Table of Specification on Assessment.

Total
Cognitive Level
164 | P a g e
Learning Outcomes No.
of
Class Rem Un Ap An Ev Cr
Hours
1. Activity accomplishment 30 1-5 Very Very
mins. good/ Good
good
2. learn to read and write 1 5 or 5–3 5 or 3
hour 3 stars stars
star
3.
4.
5.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?

Answer: To ensure the effective teaching, component that is appropriate for pupils must be apply.
It is not necessary to be hard to the pupils, all the teacher need is to provide effective learning.
2. Why is there a need for number of items per cognitive level?

ANSWER: To have minimum items. Aside from that, it is to accurately distribute the amount of
test items each learning outcome.
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?
Answer: Yes! An OBE must be in the first column not the topic as it provides precise targeted
goals.
4. Can a teacher have a test with content validity even without making TOS?
Answer: No! A teacher must have TOS as a test can be valid it is based on the specifications table
that has been prepared.
5. Complete the given TOS.
*Done in page 189
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.
Student A. : Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro,
wala! ( Where did teacher get her test? Not one of what she taught came out!)
Student B. Oo nga! Nakakaiinis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications
as guide in test construction solve the problem of misaligned tests?
Answer: As far as I remember, I can relate to the statements above. It is because there is this teacher
who never attended classes and if she does, she discussed only scenarios and experience of her.
Days after, she will be having class with examination paper and what makes frustrating is that the
questions are never been discussed.
165 | P a g e
As a student, we don’t have choice but to accept the fact that we got low grades.

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS
LINK THE THEORY TO PRACTICE
1. In Teacher R’s Table of Specification (TOS), 60 percent of the 1st grading test items are applying
questions based on Bloom’s taxonomy. A review of her test shows that 50% are remembering
items,
20% are analysing questions and 30% are applying questions.
Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analysing questions is supposed to be 60%.
C. Yes.
D. Yes, her applying questions are also analysing questions, too.
2. What is a function of a TOS?

To ensure the _____________________.
A. content validity
B. predictive validity of a test
C. reasonable length of a test
D. predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. very true
B. Sometimes true
C. False
D. Sometimes true, sometimes false.
4. In a TOS, the number of hours spent on a learning outcome determines the number of test items
to be asked. Is this CORRECT?
A. No
B. Yes
C. Not always
D. Depends on the level of the questions asked
5. The following are found in a TOS EXCEPT ______________________.

A. Teaching-learning process
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6. “It’s just not fair. I studied everything we discussed in class about the Philippines and the
things she made a big deal about, like comparing the Philippines
And to think all she asked was “What’s the capital of Singapore?
166 | P a g e
What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity
ACTIVITY 13.7: Computing Student’s Grade based on DepED Grading System
Resource Teacher: DIANGE G. KO_________ Teacher’s Signature___________________

School: __MANDIH CENTRAL SCHOOL_ Grade/Year Level: ____KINDERGARTEN_
TARGET YOUR INTENDED LEARNING OUTCOMES

 Compare student’s grade based on DepEd’s grading policy.
 State the new features of the latest grading system in basic education
Revisit the learning Essentials

 With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of the Department
of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes studentS’ performance in written
test and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance task.
OBSERVE
A. Sample Students’ Report Card

1. Secure a sample of students’ Report Card form your Resource Teacher
2. Study a sample of an unused Student’s Report Card. Observe its contents
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group students regarding the new grading system.
B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are required to do with
this new grading system which you were not asked before?
2. Which do you prefer- the old or the new grading system? Why?
C. Interview of 5 students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, what?
3. Does the ne grading system give you a better picture of your performance? Why or why
not?
4. Which do you prefer- the old or the new grading system? Why?
167 | P a g e


____BEED_________________________
Learning Excellent 4 Very Satisfactory 2

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

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

1. Which is the percentage contribution of quarterly assessment to the grade of the

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

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

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

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grade 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all the subjects for the semesters
D. Get the average of the grades of all the subjects for the 4 semesters
11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas – Music,
Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only
12. Which is TRUE of Kindergarten grades?
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A. Grades are computed like the grades in Grade 1
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total
number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole
numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grade 1 to 10? Any students who did not
meet expectations ________________________________________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10? Any students who did not meet
expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas
with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Information
Resource Teacher: _DIANE G. KO Teacher’s Signature: ________________

School: _MANDIH CENTRAL SCHOOL______ Grade/Year Level: _KINDERGARTEN__
171 | P a g e
 State the reason(s) why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful
 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of the children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ
but not necessarily achieving or performing because of lack of motivation or other
factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distinguished on Card Distribution Day. Describe how cards
are distributed.
Answer: It occurs at the end of the quarter, when parents are informed of their
children’s progress and the teacher provides feedback on the pupils’
performance at school.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
Answer: The parent-teacher conference is where the resource teacher
communicates. The teacher asked for a meeting to inform them how their
children cooperates and participate in the classroom.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
Answer: As I observed, the teachers’ feedback about the pupils’ progress were
all positive. Parents doesn’t so much question about it instead they are happy
knowing their children are interested in learning.
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?
172 | P a g e
Answer: As stated above, they doesn’t have question about their children’s
participation in class. They instead venerates the teacher for being so kind and
understanding to their children.
Interview with Resource Teacher
1. How did you give feedback to your students regarding their performance? When do
you give feedback?
Answer: The pupils where I am teaching doesn’t ask regarding their performances.
The kids never mind it, all I do is record their performance.
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?
Answer: I report the pupils’ performance to the parents by having a meeting. The
school doesn’t have a regular way of reporting grades to the parents, it’s up to me
when I am going to report.
3. What problem on grade reporting did you encounter with parents? How did you
address it/them?
Answer: I never encounter problem on grade reporting with parents so far.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
Answer: Yes! I like big grades in school.
2. Does knowing your grade motivate you to work harder?
Answer: Yes!
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is
performing?
Answer: Upon seeing on my child’s report card, I felt different emotion. Happy
and contented, I am happy knowing how my child performed in class and
contented on what grade my child has.
2. If you were asked what else should be found in the Report Card, which one? Why?
Answer: I will ask no more because what I want to see was already on the
Report Card.
3. Do you find the Card Distribution Day important? Why or why not?
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Answer: Yes! It signifies how smooth the flow of distributing Report Card gives
peace of mind.
4. Any suggestion on how to make Card Distribution more meaningful?

Answer: Don’t have suggestion.
ANALYZE
1. What were the most common issues raised on students’ performance?

Answer: I think, it is how hard-headed the pupils are.
2. Based on your observations and findings, what practices must be

a) maintaining and
b) improved to make grades and reporting meaningful?
Answer: the parents must be aware on how their children perform in class so that
they will have a hint and will not except a high grades.
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that it will
result to effective learning?
Answer: In kindergarten, grades never become the reason of me and the parents
misunderstanding. We both respect each other and they are very welcoming and
contented to what grades their children has.

174 | P a g e

Year and Section: BEED 4D Course: _________BEED____________________
Learning Excellent 4 Very Satisfactory 2

Needs
1
omplished
spelling are
free from
error.
analyzed.
outcome.
deadline. deadline.
175 | P a g e
more after the
deadline.
transmutation)

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

1. Why must grades be reported to the parents?

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

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

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to
rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.
176 | P a g e
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance.
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion –referenced grading mean?
177 | P a g e
A. Grading on the curve C. Comparing grades with average grade
B. Grading against standards D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?

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

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

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

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

Professional Competencies What the Teacher DOES
 Abides by the code of ethics for the  This teacher practices the rules and
profession conduct of professional teachers.
 Masters the subject matter to be taught This teacher masters and updates
himself/ herself with subject matter
content to be taught.
 Updates oneself on educational trends,
 This teacher keeps abreast with
policies and curricula educational trends, policies and
curricula by taking up graduate
students, attending seminars and
workshops.
 Uses teaching methods to facilitate
 This teacher practices different ways of
students learning teaching appropriate to the learners and
the subject matter.
 Builds a support network with parents
 This teacher engages the cooperation of
and community parents and stake holders in educating
the learners.
 Demonstrates knowledge,  This teacher has substantial knowledge
understanding of the characteristics and of the characteristics and needs of the
needs of diverse learners. learners.
 Plans, prepares and implements school  This teacher plans. Prepares,
curriculum responsibly. implements and innovates the day-to-
day curriculum with the view in mind
that learners will learn.
 Designs, selects and utilize appropriate
 This teacher designs, selects and uses
assessment strategies and tools. appropriate assessment tools for, as and
of learning.
 Provides safe, secure, fair physical and
 This teacher arranges the classroom to
psychological learning environment provide safe, secure psychological
that supports learning. environment that supports and
encourages learning.
 Serves beyond the call of duty  This teacher does task and works even
beyond the official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A
qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found
among the teachers you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.
\
Activity 14.1 Teacher Personal Qualities: A View from My Lenses

Resource Teacher: ____DIANE G. KO_____Teacher’s Signature: ________________
School:____MANDIH CENTRAL SCHOOL______ Grade/Year Level: _KINDERGARTEN_
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only you will observe and
interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that
you have found out. If the personal quality is not observed by you or is not revealed
in your interview, write not observed or not manifested.
Personal Qualities Observe(o) Data Results
Interview (i) I have found out that…
a. Dignified Observe • The teacher respect everyone inside and
outside the classroom.
b. Healthy Observe • The teacher is well-dressed and she
appeared very healthy to us.
c. Spiritual Observe • The teacher shows good moral toward
Interview pupils in a way that bring peace to each
and everyone.
d. Knowledgeable Observe • The teacher is flexible and
knowledgeable enough about particular
subject.
e. Humble Observe • The teacher show how to be humble and
Interview have patience.
f. Determined Observe • The teacher is determined to teach the
Interview pupils and ready to take the risk for the
pupils to learn and develop their skills that
will impact when they grow older.
g. Cooperative Observe • The teacher shows cooperativeness
Interview towards pupils and us observers.
Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still
observe the same teacher. In case you will not change your teacher to be observed the
same teacher will be your sample for both Activity 1 and Activity 2. Aside from direct
observation, you will also do a survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a) Humble
b) Determined
c) Spiritual
Explaination : I must say that these three are the most outstanding significant
personal qualities of a teacher. It is because a teacher must be humble as well as
determined to teach because they say that being a teacher is also being a hero to
the children.
Specifically, a teacher must have to be spiritual because a children’s behavior will
be trained and influence on how good the teacher is spiritually. If a teacher has a
good spiritual then the children will be guided to a path where everyone thinks of
humbleness, kindness, and respect.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
Answer: I will say that have these Humble quality and spiritually. I can say that I am now
here in these level because I managed to be humble and good towards everybody even
sometimes got judge and mocked by my own relatives.
REFLECT
I can say that being humble and God-fearing are enough to face battle on earth because
I believe that when you are humble, the Lord will be pleased and will blessed you
according to His own will. I also have this determination in which I am determined to finish
this Field study of mine even with the use of Cellular Phone only. Nobody beats when you
are determined to do so and finish everything with faith and action.
Good teachers are role models, whether in school, at home or in the community. From
the teachers that you had from elementary to college, did the personal qualities that
they possess help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
Answer: A teacher is flexible and knowledgeable. But no one can beat a teacher who is
humble, kind and God-fearing.
A grade 5 teacher of mine has these three characteristics that I adore the most. She
became my inspiration and maybe the reason I grow humble, kind, God-fearing and even
generous.
I believe that what you see when you younger gives impact and will influence on what to
become when you get older or in the future. I am so proud that despite of not being an
achiever on my elementary days, I managed to grow according to the Lord's will and with
the guidance of this teacher that influence me through my younger years.
And now, as an aspiring teacher, I will show them these three personalities and think that
maybe in future, I will influence some pupils to be humble, kind, determined and God-
fearing.
Activity 14.2 Is the Teacher a Professional Teacher?
Resource Teacher: ______DIANE G. KO Teacher’s Signature: ________________

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

Dear Ma’am/Sir,
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey from about your co- teacher
____MARY JOYCE B. DINGLASA__________
I will keep in confidence your identity, however, please allow me to use the data in
my lesson. This is a requirement in our course, Field Study 1.
Thank you very much.
___ANGELYN C. RECESIO_______
BEED/BSED Students
Name of the teacher: _____MARY JOYCE B. DINGLASA _____
PRC License No. ____CONFIDENTIAL____Grade Level Taught: ____KINDERGARTEN
Answer the following statements based on your OBSERVATION of the teacher. Check
Yes or No or Doubtful.
Professional Competencies Does the Teacher exhibit
the competence of a
professional teacher? Check
your answer below.
YES NO DOUBTFUL
1. Practice the Code of Ethics for Professional Teachers /
2. Teachers the subject matter very well with mastery. /
3. Keep yourself updated with educational trends, /
policies and curricula.
4. Uses varied teaching methods that facilitate learning /
with skill and ease
5. Engage the parents and other stake holders to /
cooperate as partners in educating the children.
6. Teachers with compassion based on the knowledge /
and understanding of the characteristics and needs
of diverse learners.
7. Prepares curriculum plans, implements these with /
innovation in every lesson.
8. Designs or selects and utilizes appropriate /
assessment strategies and tools for lessons taught.
9. Makes classroom atmosphere physically /
(arrangement) and psychologically (friendly,
inclusive) safe and secure for learning.
10. Serves willingly beyond teaching work by /
participating in other extra-curricular
activities when needed.
Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)
ANGELYN C. RECESIO
Your Name and Signature (Pre-Service Student)

ANALYZE
Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.
Answer the following questions.
1. In activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ___________Doubtful? __________ Why?
Answer: I can say that the teacher is considered as a Professional Teacher. It is because
she passed all the standards professional competencies strongly without doubtful.
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?
Answer: Yes it is! Upon seeing the survey, there are some part that has the same answer
and may appear coincidentally.
REFLECT
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
Answer: Do my best to become a true professional teacher that influence good learning
skills and spiritual behavior towards the pupils and people around.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be
Answer: More knowledgeable and smart. They will possess strong minds and wide
imaginations in the future. But even the teacher possess everything the professional
characteristics and competences, there will be time that they will encounter slow
learners. So, even how good you are, all you can do is teach and guide them accordingly
not forcing them to learn as fast as they can because we can't deny the fact that they are
a person with special needs and guide.
Show here the artifacts of this Episode
(picture of the teacher observed)
Narrative (about the personal and professional characteristics of the teacher)
Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person and
as a PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies of effective
classroom teachers’ enumerate the professional characteristics of practicing teachers
observed as based on the professional standards and code of ethics for the profession.
Name of FS Student: ANGELYN COLEGIO RECESIO Date Submitted: ____________________

Year and Section: BEED 4D Course: ___________BEED___
Learning Excellent Very Satisfactory Needs
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/task (2) observation observation more
Sheet completely questions/task questions/ observation
answered/ not answered/ task not questions/
accomplished accomplished answered/ tasks not
accomplishe answered/
d accomplished
Analysis All questions All questions Questions Four (4) or
were answered were answered were not more
completely, completely; answered observation
answers are answers are completely; questions
with depth and clearly answers are were not
are thoroughly connected to not clearly answered;
grounded on theories; connected to answers not
theories; grammar and theories; one connected to
grammar and spelling are (1) to three theories; more
spelling are free from (3) than four (4)
free from errors grammatical grammatical
errors / spelling spelling errors
errors
clear, depth; and shallow shallow; rarely
what were what were supported what were
observed and observed and by what observed and
analyzed analyzed were analyzed
observed
and analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes; the learning outcomes; not
Complete , Complete, well- outcomes; complete; not
well-organized organized, very Complete, organized, not
highly relevant relevant to the not relevant
to the learning learning organized,
outcome outcome relevant to
the learning
outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENTS Rating:
Over-all (based on
Score transmutation)

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

Based on Episode 1, choose the correct answer for each item.

1. Any teacher currently teaching is called a professional because he or she _____
I. Is a licensed teacher
II. Has personal qualities appropriate to be a teacher
III. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, more and tradition of the community
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lesson taught
D. Masters one teaching method and uses it all time
5. The saying goes, “many are called, nut few are chosen.” How is this directly related to
teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
FIELD STUDY 1 LEARNING EPISODE Towards Teacher Quality:
FS1 15
Developing a Global
Teacher of the 21ST Century
SPARK Your Interest

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

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

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

Quality teachers are characterized by different attributes and skills needed in
the 21st century education. Partnership 21 identified (1) Global awareness, (2)
Financial, economic, business and entrepreneurial literacy, and (4) Civic and Health
Literacy which require:
1. Learning and Innovative Skills
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the
following characteristics:
1. Understand one’s own cultural identity and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourage learners to find appropriate actions to improve local and global the
conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning
environment that encourages creativity and innovations among learners.” With it,
comes the management of learning in such environment. These are required skills for
a global teacher.
Majority of the current classrooms provides learning spaces that can hardly
prepare the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they
work on interdisciplinary projects that cover several subject areas. Learning is no
longer for memorizing and recalling of information but on learning how to learn. Thus
classroom designs should respond to the 21st century learning. More so, quality
teachers should be changing their roles from teaching in isolation to co-teaching,
team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as
the management of learning. These are the two teacher qualities needed to address
the new roles of teachers.
How should a new classroom be? Here are some suggestions on the sex
elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
7.
With the classroom structure, a quality teacher should be able to manage
learner under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teacher should manage learning in an enhanced classroom by seeing it
to it that learners are:
- Organized,
- Orderly,
- Focused,
- Attentive,
- On task, and
- Are learning.
This will take much of your skills, experience and patience. The two important
factors that may affects learning management are the use of technology and the
diversity of learners.
\
ACTIVITY 15 .1 A Day in the School Life of a Quality Teacher
Resource Teacher: ___DIANE G. KO___Teacher’s Signature: ________________

School: ____MANDIH CENTRAL SCHOOL______ Grade/Year Level: _KINDERGARTEN___
Observation 1: This activity will require you to stay in school for one school
day. Special arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to you essay.
OBSERVE
Note: observe and record observations on the following aspects as key guide
to observations.
Teacher’s Major Key guide for Observation (carefully look for the
Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts)
A. Actual Teaching This teacher
1. Is learner-centered
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are achieved
5. Is pleasant and fair in dealing with the learners
B. Management of This teacher
Learning 1. Allows all learners to participate in the lesson
2. Considers the needs of the learners in the seating
arrangement
3. Uses instructional support materials to help learners
understand the lesson
4. Sees to it that learning is achieved within the period of
time
5. Dismisses the class on time
C. Administrative This Teacher
Work 1. Keeps records of the learners’ attendance everyday
2. Keeps record of formative and summative test
3. Submits reports and other documents on time
4. Does other tasks as requested by superior
5. Cooperates with peers and staff in the cleanliness and
safety of the school
ANALYZE
Refer to the result of your observation to answer the questions that follows.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
Answer:
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
Answer:
4. From your perspective, would you consider this teacher as quality teacher? Why?
Answefr:
REFLECT
Now, that you have spent one school day to observe this teacher, it would
be good for you to reflect on all your observations by answering reflective question
below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no, why
not?
Answer: Yes! I am even more motivated to become a teacher after r watching her. I
become more interesting in teaching profession and inspired to do my best to become
one of them.
The pupils enthusiasm to learn what they need to know and the teachers teaching
methods and strategies gave me the impression that teaching is not easy as pealing
apple, it is a serious task and profession.
Therefore, I am inspired to do my best to develop and enhance my abilities, knowledge,

and skills to become an effecting teacher someday.
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
Answer: I will surely pay attention to the lesson and activities at hand and focus to find
ways in which the pupils are surely learning while making effort to improve the process
of the learning progress. I won't be scared to take risk and get the chance to make the
lesson more engaging and will draw the pupils’ hidden skills and talent.
3. What are some of the concerns that you foresee in the future as a quality teacher?
Do you think you will be ready to address these? Give at least 2 concerns.
Answer: a. Pupils diversity
b. Multigrade teaching
Explanation: These two are the concerns I forsee in the future and I can say that I can
address these concerns as far as I am able to make actions with the help of the parents.
Pupils diversity, it is because sometimes they do not understand other children because
they differ in dialect and culture but with my guidance and assistance, I will help them
understand that no matter what they differ, they will be treated equally.
Multigrade teaching, it is because sometimes multigrade teaching is applicable

especially because of lack of classrooms but it can be effectively done with strategies
and creativeness of a teacher.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thank you
card? (include this in your artifact)
Answer: If given a chance, I would like to thank Ma'am Diane for being such a good and
humble teacher to me. I adore her a lot.
ACTIVITY 15 .2 The Creation and Management of the New Learning
Environment as a Skill of the 21st Century Quality Teacher
Resource Teacher: ____DIANE G. KO__ Teacher’s Signature: ________________
School: _MANDIH CENTRAL SCHOOL_______ Grade/Year Level: __KINDERGARTEN_
This activity will allow you to develop your sense of creativity and imagination
in designing a classroom for the 21st century and determining how to manage
learning in this classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teachers table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing
Grade Level__kindergarten__
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawing A and B. Describe the similarities and
differences. Explain why.
Features of the Present My Vision of the Future Why the similarities? Why
Classroom Components Classroom the differences
REFLECT
Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you
prepare yourself to respond to 21st teaching-learning and become a glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st
century classroom.
SHOW YOUR LEARNING ARTIFACTS
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 drawing of the present classroom and a drawing of your Vision of the
Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century
classroom.

Based on the Episodes you went through on Glocal Teacher of the 21st
century, answer the question that follows.
1. Anywhere in the world, when you embrace teaching as a profession, you should be
prepared to do_____________.
I. Actual teaching
II. Manage learners and learning
III. Do administrative work
2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors exemplifies a glocal teacher?

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

Year and Section: BEED 4D Course: _____BEED____
Learning Episode Excellent 4 Very Satisfactory 2 Need

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

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 belo
w
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
belo
w
FS 1 16
On Teacher’s
Philosophy of
Education
SPARK YOUR INTEREST
One thing asked of teacher applicants in the Department of Education is to

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

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

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

thinkers of the past and of the present. The way teachers relate to learners and the
way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate
of the Department of Education and the features of the K to 12 Curriculum as
contained in Section 3 of RA 1053 and the K to 12 Curriculum Guide are
manifestations or expressions of the philosophies of education of the country. They
state the standards and the outcomes of education towards which all curricular
activities and teaching-learning should be directed
Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: _____DIANE G. KO Teacher’s Signature: ________________
School: _MANDIH CENTRAL SCHOOL____ Grade/Year Level: ___KINDERGARTEN
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate on the K to 12 Curriculum Framework and guide
 Study the DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
framework and guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You are
given an example.
Philosophies of Education Which Philosophies are Which Philosophies are
expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum and Guide and
Core Values, Mandate? Give Sec 5 of RA 10533?
proof. Give proof.
1. Essentialism-teach mastery of Essentialism- The core values of Essentialism- List of standard
the basics; curriculum is maka-Diyos, maka-tao, maka- that learners are expected to
prescribed; subject matter- kalikasan and mak-bansa show attain is the subject matter
centered there are universal, that DepEd is essentialist. that students are expected to
objective values; inculcate values DepEd believes in uncaging learn.
in subject matter values that need to inculcated. -Essentialist
2. Perennialism- teach those that Any proof of Perennialism?
last, the classics; there are
universal, objective values
3. Progressivism- very child- Any proof of progressivism?
centered; teach those that
interest the child; one learners by
experience; learners learn by
doing so teacher’s teaching is
experiential; values are
subjective; no inculcation of
values since they are subjective;
instead teachers help students
clarify their values
4. Reconstructionism- school is Any proof of reconstructionism?
agent of change; schooling is
preparing students in discussion
of moral dilemmas
5. Existentialism- Teachers teach Any proof of existentialism?
learners to make a choice, to
make decisions and not merely to
follow the crowd; one who does
not make a choice and so simply
follow others do not leave
meaningful life
6. Pragmatism- That which is Any proof of pragmatism?
useful, that which is practical and
that which works is what is good;
that which is efficient and
effective is that which is good.
E.g. showing a video clip on
mitosis is more efficient and
more effective and therefore
more practical than teacher
coming up with a visual aid by
drawing mitosis on a cartolina or
illustration board.
7. Rationalism- emphasizes the Any proof of rationalism?
development of the learner’s
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning
power of the learner
8. Utilitarianism- what is good is Any proof of utilitarianism?
that which is most useful (that
which brings happiness) to the
greatest number of peoples;
10. Behaviorism- behavior is Any proof of behaviorism?
shaped deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by others, rather than by
person’s own free will; teacher
must carefully shape desirable
behavior; drills are commonly
used to enhance learning
rewards reinforce learning.
11. Constructivism- learners are Any proof of constructivism?
capable of constructing
knowledge and meaning; teacher
does not just “tell” or dictate but
asks learners for knowledge they
construct and meaning of lesson
12. Other philosophies
Activity 16.2 M Articulating My Personal Philosophy of Teaching
Resource Teacher: ____DIANE G. KO__ Teacher’s Signature: ________________
School: _____MANDIH CENTRAL SCHOOL___ Grade/Year Level: _KINDERGARTEN
OBSERVE
 Observe how teacher relates to every learner and how he/she proceeds with her
teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what

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

2. Perennialism- teach those that last, the
classics; there are universal values; inculcate
these universal, objective values
3. Progressivism- very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so teacher
teacher’s teaching is experiential; values are
subjective; instead teachers help students
clarify their values.
4. Reconstructionism- school is agent of
change; schooling is preparing students for the
social changes; teaching is involving the
students’ in discussions of moral dilemmas
5. Existentialism- Teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd; one who does not
make a choice and so simply follow others do
not leave meaningful life
6. Pragmatism- That which is useful, that which
is practical and that which works is what is
good; that which is efficient and effective is that
which is good. e.g. showing a video clip on
mitosis is more efficient and more effective and
therefore more practical than teacher coming
up with a visual aid by drawing mitosis on a
cartolina or illustration board
7. Rationalism- Emphasizes the development of
the learners’ reasoning powers; knowledge
comes though reason; teacher must develop the
reasoning power of the learner
8. Utilitarianism- what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples;
9. Empiricism- source of knowledge is through
the senses;; teacher must involve the senses in
teaching- learning
10. Behaviorism- behavior is shaped
deliberately by forces in the environment and
that the type of person and actions desired can
be the product of design; behavior is
determined by others, rather than by person’s
own free will; teacher must carefully shape
desirable behavior; drills are commonly used to
enhance learning, rewards reinforce learning.
11. Constructivism- Learners are capable of
constructing knowledge and meaning; teaching
–learning therefore is constructing knowledge
and meaning; teacher does not just “tell” or
dictate but asks learners for knowledge they
construct and meaning of lesson
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say
so?
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
REFLECT
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school- with the
learners, your colleagues, your superiors and all other stakeholders. Write them
down. This is your title, “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believe that the learner………..(concept of the learner)
I believe that I should teach the learners…..(what)
by ………(how)
Accomplished my Observation Sheets

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

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

Year and Section: BEED 4D Course: ______BEED_______________________
Learning Excellent Very Satisfactory Need

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

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

1. In its vision and mission statements, DepEd wants to develop learners….” Whose
values and competencies enable them to realize their full potential…. “On which
philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that the
students learn in a child-friendly, gender sensitive, safe, and motivating
environment”. This implies that DepEd believes that environment affects learning.
Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, is based on

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

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

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

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

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FIELD STUDY 1 LEARNING EPISODE

The School as a Learning

SPARK YOUR INTEREST

TARGET YOUR INTENTED LEARNING OUTCOME

REVISIT the Learning

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

Activity 1.1 Exploring the School

Resource Teacher: __DIANE G. KO_________Teacher’s Signature: ________________

SCHOOL FACILITIES OBSERVATION CHECKLIST

An Observation Guide for the CLASSROOM VISIT

4. Blackboard I am so amaze by Ma'am Diane's backboard as it function so many ways. If

Write your observation report here.

Name of the School Observed: MANDIH CENTRAL SCHOOL

Location of the School: MANDIH, SINDANGAN ZAMBOANGA DEL NORTE

Date to Visit: ______________________________________________________________

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

3. What kind of classroom is conductive to learning?

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

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board

Resource Teacher: _______DIANE G. KO__________________ Teacher’s Signature:

Read the following carefully before you observe.

6. Are the messages clear and easily understood?

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

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

Effective Communication / Good for some slow learner

Bulletin Board Evaluated by: ANGELYN C. RECESIO

Recommendations or Suggestions for improvement

May put papers that has readable font of messages.

Signature of Evaluator over Printed Name:

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

•Was the board display effective? Why? Why not?

•What suggestions can you make?

Best features of my proposed bulletin enhancement:

LINK THEORY TO PRACTICE

A. II, III and IV

3. Which physical school environment supports learning?

My Personal Illustration of an Effective

EVALUATE Performance Task

Name of FS Student: ANGELYN C. RECESIO Date Submitted: ____________________

Learning Excellent Very Satisfactory Need

TRANSMUTATION OF SCORE TO GRADE/ RATING

MARY GRACE J. TOBIAS 12/15/23

SPARK YOUR INTEREST

TARGET YOUR INTENTED LEARNING OUTCOME

REVISIT the Learning

2. Development takes place gradually.

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

OBSERVE, ANALYZE, REFLECT

Learners’ Development Matrix

Fine-motor skills They likely want to

Social • There is no • They usually •Interacting with the

Emotional independence •I can't see any

• They usually use to

• They are so good in

Level Salient Characteristics Implications to the Teaching-

Elementary • A teacher must be strict and has big

3. Share your other insights here.

LINK THEORY TO PRACTICE

SHOW Your Learning Artifacts

EVALUATE Performance Task

Learning Outcome: Determining the characteristics of a school environment that

Name of FS Student: ANGELYN C. RECESIO Date Submitted: ____________________

Learning Episode Excellent Very Satisfactory Need

Resource Teacher: DIANE G. KO_Teacher’s Signature: __________

Resource Teacher: _DIANE G. KO____________ Teacher’s Signature:

Resource Teacher: ___DIANE G. KO_Teacher’s Signature: ______________

Resource Teacher: _DIANE G. KO____________________ Teacher’s Signature: