Dr. Perla e Velasco Field Study 1 and 2 Episode 1 16

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1984, David A. Kolb wrote about his own experiential learning cycle.
Kolb’s model consists of concrete experience,

reflection, formation of abstract concepts and generalizations
(conceptualization) and then testing the concept in a new
situation.
-Kolb, 1884
What is the approach of this Field Study book?

As you have probably read from our, Letter to the Field Study Student at the beginning of the book,
our approach is called, the OAR Approach. The metaphor of the oar (sagwan in Filipino) points to the
importance of having a tool or a guide for your Field Study journey. OAR Approach #
kailangankoangsagwan.
In 2006, an approach used in this book was derived

from all the theoretical underpinnings previously
discussed. This is the OAR approach. Living in an
archipelago, Filipinos would likely have in our
collective unconscious the ancestral memory of hte
boat and the oar. The oar is a tool that helps the boat
move into its intended direction.
We use the acronym OAR to represent the general
cyclical pattern of the task that pre-service teachers
are expected to do in the different learning episodes.
After hte intended leaming outcomes are given per
episode, you, the Field Study student will basically,
Observe in an actual setting. You will then Analyze
the observation data and your experience and
Reflect on the experience.
OAR is an acronym for the tasks you will do

in the Field Study:
O-observe in an actual setting.
A-nalyze the observation data and your
experience.
R-eflect on the experience.
As you do the task, you sharpen your sensitivity, observation skills and critical and
reflective thinking and creativity. The fruits of reflection then affect subsequent
observation and analysis, thus making the model cyclical.
Through the two Field STudy courses, the FS students have repeated exposure and
practice in reflective teaching that the process become second nature to them.
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Notes on Observation
Observation is the core of Field Study 1. Observation experiences will make you aware of teaching attitudes,
beliefs and, classroom practices that are effective in teaching and learning, by witnessing up close, experienced
teachers in the actual teaching-learning situations.
In this course, you focus on the three major objects of observation which are the:
1. environment, which serves as the context (classrooms, learning spaces, activities) in which teaching and
learning occur.
2. learners, whose growth and development, characteristics and diversity influence how they interact, how
they respond to teaching, shown in their on-task or off-task behavior.
3. teachers, who are the guide and facilitators, managers of learning, the techniques they use, their
philosophy of education, their personal and professional characteristics that influence their teaching and
learning strategies
Before and During Observation
As you go to the field to learn about the environment, the teacher and the learners, remember that OBSERVING
is NOT simply SEEING NOR LOOKING. A skilled observer learns with a purpose, focus, and intentionality.
Purpose. Before starting any field observation activity, make sure you clearly understand the intended
outcomes of the activity. Remember that you are a non-participant observer. You need to remain
unobstrusive meaning, you should be as "invisible" as you can, and not to attract attention to
yourself. Strive not to cause any unintended effect on the environment, learners, and teachers.
Focus. As a Field Study student, you are often overwhelmed by the many things going on as you observe.
There is just too much to see and you do not know what to observe, at one time. When your purpose
is clear, it is easier to tune in and select what to observe. For example, if you are observing the
behavior of the students in class, focus your observation on specific rows of learners at a time, rather
than attempting to observe everyone at the same time. When you specify your focus, you can pay
close attention to details.
Make your observation multi-sensorial. Use your senses Look closely. Listen intently. Note the smell of the
surroundings, even the learners and teachers. (Discreetly, of course.)
Intentionality. In every step of the way, you are guided by the purpose as you consider details of how you
will go about your observation. Crucial here is distinctly knowing how you will record and document
your observations. Choose the best strategy from among the following to record and document
efficiently:
1. Use tables/matrices, checklists that you can fill out with data as you observing.
2. Write brief notes of details you see while using a checklist.
3. Have a small notebook, pad or, sticky notes ready for jotting additional notes.
4. Use apps to record your observation data.
5. Draw sketches or observational drawings.
6. Tally behaviors. An example would be noting how many times a learner got up from his or her chair within the
whole class period.
Suggested Guidelines for Field Study Students

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These guidelines are suggested to help Field Study students in the successful conduct of their Field Study
course. Each TEI shall address some institutional peculiarities that are not covered in these guidelines.
Field Study activities should be under the supervision of the Field Study Faculty of the TEI in
collaboration with the Field Study Cooperating Schools.
The Field Study students:

1. are required to accomplish successfully the activities in at least 54 hours in one
semester to earn a one unit credit.
2. secure appropriate Field Study permits and undergo orientation/briefing before they are
deployed in cooperating schools.
3. observe classes and may work with a partner. A Field Study partner is one whom one
can discuss and work with after the FS experience.
4. wear official school/university uniform during the Field Study in the cooperating
school.
5. demonstrate personal qualities that reflect a good image of a teacher. These qualities
include courtesy, respect, honesty, diligence, open-mindedness, critical thinking and
others.
6. demonstrate proper behavior in the presence of the learners, teachers, school personnel,
administration and parents.
7. request the signature of the Resource Teacher or the Field Study faculty immediately
after the activity has been done.
8. are required to prepare a' portfolio for every Field Study course. The FS teacher is
encouraged to use a rubric for authentic assessment of the portfolios. This rubric can be
discussed with the students as part of the orientation so they would know what criteria
will be used and how the portfolio will be assessed.
LEARNING EPIS
ODE
FIELD STUDY 1
The School Environment
SPARK Your Interest

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This episode 1 provides an opportunity for the students to examine and reflect on a school
environment that promotes learning and development.
TARGET Your Intended 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)
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REVISIT the Learning Essentials
1. A physical environment conducive 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 upholds.
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 boards 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 learning
4. The set of criteria for evaluating bulletin board displays includes effective communication,
attractiveness, balance, unity, interactivity, legibility, correctness, and durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher:_______________________ Teacher’s Signature:____________ School:_____________

Grade/Year Level:_______________________ Subject Area:__________________ Date:______________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
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a) Descriptive paragraph b) Photo essay

c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site. A good
understanding of the activities and tasks to be accomplished in the activity sheets will yield better learning
results.
SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available, and say how each will
contribute to the students' learning and development.
Facilities / Description Will it contribute to

the students’ learning
and development.
Why?
Office of the Principal
Library

the students’ learning
and development.
Why?
Counseling Room
Canteen/Cafeteria
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Medical Clinic
Audio Visual/Learning
Resource Cater
Science Laboratory
Gymnasium
Auditorium
Outdoor Garden

the students’
learning and
development. Why?
Home Economics Room

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Industrial Workshop Area
PTA Office
Comfort Room for Boys
Comfort Room for Girls
Others (Please specify.)
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the
space provided.
Guide Question Classroom Observation Report

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1. Describe the
community or
neighborhood where
the school is found.
2. Describe the school

campus. What colors
do you see? What is
the condition of the
buildings?
3. Pass by the offices.

What impression do
you have of these
offices?
4. Walk through the

school halls, the
library, the cafeteria.
Look around and find
out the other facilities
that the school has.
Resource Teacher:_______________________ Teacher’s Signature:____________School:_____________

Grade/Year Level:_______________________ Subject Area:__________________ Date:
______________________
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“ I entered the
classroom with
1. Look at the walls of the classroom. What are posted on the walls? What heroes, the conviction
religious figures, lessons, visual aids, announcements, do you see posted? that it was crucial
for me and very
2. Examine how the pieces of furniture are arranged. Where is the teacher's table other student to be
located? How are the tables and chairs/ desks arranged? an active,
participant, not a
3. What learning materials/equipment are present? passive
consumer…
4. Observe the students. How many are occupying one room? Learning is a place
where paradise
5. Is the room well-lit and well-ventilated?
can be created.”
- Bell
Hooks,
Teaching
to
Transgress
, NY:
Routledge,
1994
An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description

(location, number, arrangement, condition)
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1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials/Visual Aids
6.
7.
8.
9.
10.
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Write your observation report here.

The breaking down
Name of the School Observed _____________________________________________ of informational
materials into their
Location of the School ___________________________________________________ component parts,
Date to Visit___________________________________________________________ examining (and
trying to understand
the organizational
structure of) such
information to
develop divergent
conclusions by
identifying motives
or causes, making
inference, and/ or
ANALYZE finding evidence to
support
How do the school campus and the classroom in particular impact the learning of the
generalizations. It
student going to school? What are your conclusions?
involves:
• Seeing
patterns
organization
of parts
• Recognition
of hidden
How does this relate to your knowledge of child and adolescent development? How does meanings
this relate to your knowledge of facilitating learning? • Identification
of
components
• Question
Cues:
Analyze,
separate,
order,
explain,
REFLECT connect,
classify,
1. Would you like to teach in the school environment you just observed? Why? arrange,
Why not? divide,
compare,
select,
explain, infer
(Bloom’s
Taxonomy)
2. What kind of school campus is conducive of learning?

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

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

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5. Write your additional learnings and insights here.

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OBSERVE, ANALYZE, REFLECT Activity 1.2 Observing bulletin board displays

The display board, or what we more commonly refer to as bulletin board, is one of the most readily available
and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at the entrance, lobby, hallways and
classroom.
2. Pick one and evaluate the display.
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3. Propose enhancements too make the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms provided
for you to document your observations.
An Observation Guide for BOARD DISPLAYS Read
the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do you see?
2. Where are the display boards found? Are they in places target viewers can see them?
3. What are the displays about? What key messages do they convey? What images and colors do you see?
How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
6. Are the message clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photos of the display boards (if allowed).

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Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.)
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From among the board displays that you saw, pick the one that you got most interested in. Evaluate it
using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM Topic of the Board Display
____________________________________
Location of the Board Display in School _________________________
Check the column that indicates your rating. Write comments to back up your ratings.
4-Outstanding 3- Very Satisfactory 2- Satisfactory 3- Needs Improvement
Criteria NI S VS 0 Comments
1 2 3 4
Effective
Communication
It conveys the
message quickly and
clearly.
Attractiveness Colors
and arrangement catch
and hold interest.
Balance
Objects are arranged,
so stability is
perceived.
Unity
Repeated shapes or
colors or use of
borders hold display
together.
Interactivity The
style and approach
entice learners to be
involved and
engaged.
Legibility Letters
and illustrations
can be seen from a
good distance.
Correctness It is
free from
grammar errors,
misspelled words,
ambiguity.
Durability
It is well-constructed,
items are securely
attached.
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Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:
EVALUTION
Strengths Weaknesses
Description of the
Bulletin Board
layout
Evaluation of
educational content
and other aspects
Recommendations or
Suggestions for
improvement
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Signatures of Evaluator over Printed Name:
Based on your suggestions, make your board display lay-out. You may present your output through any of these:
• A hand-made drawing or lay-out

• An electronic (computer)drawing/ illustration or lay-out
• A collage
My Board Display Lay-out

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ANALYZE
What do you think was the purpose of the board display?
_______________________________________________________________________________________
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Did the board display design reflect the likes/interests of its target audience? Why? Why not?
_______________________________________________________________________________________
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_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
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_______________________________________________________________________________________
Was the board display effective? Why? Why not?

_______________________________________________________________________________________
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What suggestions can you make?

_______________________________________________________________________________________
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_
_______________________________________________________________________________________ Based
on your suggestions, propose and enhanced version of the display board. Use the form below. My Proposed Board
Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:

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Content Resources (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective board displays.
Elaborate on why each skill is needed.
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2. Which of the skills you named in #1 do you already have? Recall your part experiences in making board
displays. How do you practice these skills?
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_
______________________________________________________________________________________
_
_______________________________________________________________________________________
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3. Which skills do you still need to develop? What concrete step will you take on how you can improve on or
acquire these skills.
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_______________________________________________________________________________________ LINK
Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should the following characteristics, EXCEPT
__________________________.
A. the learning environment promotes fairness.

B. is safe and conducive for learning
C. builds many professional linkages
D. establishes and maintains consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment
I. Canteen that sells all kind of food including junk food

II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II B.
I, II, III and IV D. III and IV
3. Which physical school environment supports learning?
A. Availability of flexible classroom furniture

B. Presence of spacious classrooms
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C. Prominence of bulletin boards in every building

D. Tall school building
4. Examine the bulletin board display. This

bulletin board fulfills which primary purpose?
A. Instructional
-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin boardsplay.

di This
bulletin board fulfills which primary purpose?
A. Instructional
-interactive
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
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B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
FIELD STUDY 1 LEARNING EPISODE

Learning Diversity:
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Developmental
and Interests Characteristics,
Needs
SPARK Your Interests

Episode 2 provides me with an opportunity to observe learners of different ages and grade level. 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 describe the characteristics, needs, and interests of learners
from different developmental levels. (3.1.1)
REVISIT the Learning Environment

Here are the major principles of developmental relevant to this episode.
1. Developmental is relatively orderly. Development follows directional patterns such as, from the head to
the toe (cephalocaudal), and from the center of the body then outwards (proximodistal)
2. Development takes place gradually
3. All domains of development and learning- physical, social and emotional, and cognitive- are important,
and they are closely interrelated. (NAEYC,2009)
4. Development proceeds towards greater complexity self-regulation, symbolic or representational
capabilities. (NAEYC,2020)
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Activity 2.1 Exploring the School Campus

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school) Step
2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
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An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation check-list if a more detailed observation is
preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the
stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-
shifts).
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving? Describe how did 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 of the learners at different levels. The items under each domain are
by no means exhaustive. These are just sample indicators. You may add other aspects which you may have
observed.
Preschooler Elementary High School
Development Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
Physical
Gross motor skills
Fine motor skills
Self-help skills
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Others
Social
Interaction w/ Teachers
Interaction w/
Classmates/friends
Interests
Others
Emotional
Moods & temperament,
expression of feelings
Emotional independence
Others
Cognitive
Communication skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of thee learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed TeachingLearning Process
Preschool • Preschoolers like to • Therefore, the teacher should
Age range of learners move around a lot. remember to use music and
observed 3-4 movement activities not just
in PE but in all subject areas.
• Therefore, teachers should
not expect preschoolers to
stay seated for a long period
of time.
Level Salient Characteristics Implications to the

Observed TeachingLearning Process
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Preschool
Age range of learners observed_____
Elementary
High School
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?
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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, cognitive)? How did it affect you?
_________________________________________________________________________________
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3. Share your other insights here.

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LINK Theory to Practice
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1. A 14- years-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 advices that the teacher is
offering.
Her refusal to accept is because _________________.
a. She thinks what she feels is too special and unique, that no one has felt like this
before.
b. the teenager’s favorite word is “no” and she will simply reject everything the teacher
says
c. 14-years-old 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
4years old. Which of the following should he best consider?
A. Provide daily coloring book activities
b. Ask the children to do repeated writing drills every day.
c. Encourage children to eat independently
d. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked
the class: “What happens to the egg if I add three- tablespoon salt to the glass of water?”.
This is hypothesis formulation. What can you infer about the cognitive developmental stage
of
Teacher Rita’s class?
a. Formal operational stage
b. Concrete operational stage
c. Pre-operational stage
d. Between concrete and formal operational stage
SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.
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LEARNING EPISODE
FIELD STUDY 1 Focus on Gender, Needs,
Strengths, Interests, Experiences
Language, Race, Culture,
Religion, Socio-economic, Status, Difficult Circumstances, and

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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 group influence learner behavior, interaction, and
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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
affective teaching and learning.
TARGET YOUR INTENDED LEARNING OUTCOME

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 classroom;
➢ Identify best practices in differentiated teaching to suit the varying learner needs in a diverse class
(PPST 3.1.1);
➢ Demonstrate openness, understanding, and acceptance of the learners’ diverse needs and
backgrounds.
REVISIT THE LEARNING ESSENTIALS

Here are principles and concepts relevant to this episode:
1.Principles of development
a. Development and learning proceed at varying rates from child to child, as well as at uneven rates
across different areas of the child’s functioning (NAEY 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 the 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, strength, 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 includes geographic isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned affect
learners. The teacher develops in them sensitivity and empathy. They remember that the learners respond the
perform at difference 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.
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Teacher who celebrate and leverage student diversity in the classroom:

➢ Use strategies to build 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 People

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 the 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 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 subject/courses, most likely you have discussed indigenous
peoples in the Philippines. You learned that our country has about 110 ethnolinguistic groups,
majority of which in is 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 ethnic groups within them, the non-
muslim groups called Lumads in Mindanao, and the Igorots in Northern Luzon. Among others,
we have the Badjaos, Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognized 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 2015 DepEd issued DO 32, s 2015, Adopting the Indigenous Peoples
Education (IPED) Curriculum Frameworks. Most useful for you as a future teacher to
remember are the 5 key elements of an Indigenous Peoples Education Curriculum (DO 32, s
2015 enclosure, pp.15-18)
1. Curriculum Design, Competencies and Content, interfacing the national curriculum with
Indigenous Learning system (ILS) the design of a culturally appropriate and responsive curriculum
has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world view, and its
indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the curriculum
context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous languages.
e. Emphasizes competencies that are needed to support the development and protection of the
ancestral domain, the vitality of their culture, and the advancement of indigenous peoples’
rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to 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.
33
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
concern of the community and shall be developed with their participation.
Activity 3.1 Observing differences among learner’s gender, needs, strengths, interest and experiences;
and differences among learner’s linguistic, cultural, socio-economic, religious backgrounds and
difficult circumstances.

The learners’ differences and the type of interaction they bring surely affect the quality of teaching and
learning. This activity is about observing and gathering data to find out how student diversity affects
learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in dealing with
diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
OBSERVE
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.
34
During class:
1. How much interaction is there in the classroom? Describe how the student interact with
one another and with the teacher. Are there groups that interact with the teacher than others?
2.Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
3.Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
4. Who among the students participates actively? Who among them asks for the most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside the class? Homogenously, 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 teacher and ask about their experience about learners in difficult circumstances.
Request them to describe these circumstances and how it has affected the learners. Ask about the
strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:
• Gender, including LGBT

• Language and cultural differences
• Differences in religion
• Socio-economic status
35
OBSERVATION REPORT
Name of the School Observed _________________________________________________
School Address_____________________________________________________________
Date of Visit _______________________________________________________________
36
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the classroom. 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?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What makes the learners assume these roles? What factors affect their behavior?
_______________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Is there anyone you observed who appear left out? Are students who appear “different?” Why do they
appear different? Are they accepted or rejected by the others? How is this shown?
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
What does the teacher do to address issues like this?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. How does the teacher influence the class interaction considering the individual differences of the
students?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does
the teacher leverage diversity?
37
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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.
38
Activity 3.2
Observing differences among learners with disabilities, giftedness, and talents

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teacher to find out more about the learners.
4. Write your observation report.
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.

Read the following carefully before you begin to observe. Then write your observation report on the
space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students
in his/her class.
39
OBSERVATION REPORT
Name of the School Observed _________________________________________________
School Address_____________________________________________________________
Date of Visit _______________________________________________________________
40
ANALYZE
1. Did your observation match the information given by the learners?
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
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.
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Describe the methods used by the teacher in handling the student’s differences in abilities. How did the
students respond to the teacher? Did the teacher use differentiated instruction? If yes, describe below.
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
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?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
_
41
______________________________________________________________________________________
_
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________ What
do you think can still be done to promote and uphold the indigenous people’s knowledge systems and practices and
rights in schools?
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
42
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
_______________________________________________________________________________________
REFLECT
Reflect based on your crucial visit or videos that you watched.
1. What new things did you learn about indigenous peoples?

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

by_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
43
___________________________________________________________________________
3.2 Uphold and celebrate their culture, beliefs and practices

by_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3.3 Advocate for indigenous peoples education

by_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the students’
different ability levels.
44
Directions: Read the item 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 diversity of students in class, the better for the teacher and the students.
C. The teacher should accept and value diversity.
D. Students diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicates the he/she values diversity.
A. He/She regards his culture as superior to other’s culture.

B. He/She regards his culture as inferior to other’s culture.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups.
4. All are features of the Indigenous People Education Curriculum, EXCEPT______.
A. Affirms and strengthen indigenous cultural identity.

B. Makes education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages.
D. Anchors 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 ______.
45
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 the best practices for assessment in the Indigenous People 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 dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito no?
C. Nakikita ko na kailangan mong 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 demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups work with the same topic but
assigns a different task appropriate for each group to accomplish
B. The teacher divides the class into three heterogenous groups and assigns the same activity for each
group to work on.
C. The teacher groups the learners by their ability level and assigns different content topics for the groups
to work on.
D. The teacher groups the learner by ability levels and assign each group a different task on the same topic,
and then request three different teachers, each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the slow learners.
D. Applying two sets of different standards.
46
Learning Diversity:
4 The Community and
Home Environment
SPARK Your Interest

Episode 4 provides opportunities for you to have a more in-depth look into the factors that affect the
development of a learner. Focus will be on the early experiences and characteristics of the learner as
described by the family and other significant others. You will also focus how the teacher links with the
community to maximize the learning and development of students.
TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to describe the influencing factors in the home
environment that affect the students' learning. seek advice concerning strategies that build relationships with
parents/guardians 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:
47
Microsyste MesosystemT Exosyste MacrosystemOuterm Chronosyste

m Includes he connection m- The ost layer which m The
the between the bigger includes cultural element of
structure structures in a social values customs and time,patterns
the microsystem system laws of stability
connection which and pacing of
such as includes the
one's the city child's
family, governme everyday life
school and nt the
neighborhood workplace
and mass
media
The model helps the teacher look into every aspect 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 expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection, physical
punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and caring
but appear to be uninvolved 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.
Permissive 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 the least competent in their over-all functioning and
adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show selfcontrol.
They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock, 2004.
OBSERVE, ANALYZE, REFLECT Activity 4.1 Observing the learner's community and home environment
48

To realize my Intended Learning Outcomes, I will work my 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 experience.
OBSERVE
Use the activity form provided for you to document your observations.
49
An Observation/Interview Guide for Home School Link
Read the following carefully before you begin to observe/interview. Then write your -bservation report
on the space provided. The Learner
1. Make a general observation of the leamer. Describe him/her in each of the domains of development:
• physical-body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active, etc.)
• social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights,
liked by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited,
indifferent, etc.)
• cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows
reasoning skills, turas in assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior and
discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship
with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss? How do
they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning process?
How does the teacher work with the community to meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the living
room, etc)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel comfortable.
Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if
necessary.
Name of Learner:
50
Date of Birth: ______________________________________ Age:___________

Grade/Year Level: __________________________________ Gender: ________ Number
of Siblings:
Birth Order: ____________
Parents:______________________________
Mother: ______________________________
Age: ___________Occupation: __________________ Educational Attainment: ____________
Father: Occupation: Educational Attainment:
Learner's Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner:

2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What. are these rules
Emotional-Moral
1. What are your expectations of your child?

2 How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?

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

2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules a: home to help him develop good study habits? 6 What are these rules? How
are they implemented?
After you have gathered all the necessary data. Write the learner's development profile using the outline below.
Type the profile on a separate sheet and attached it to this learning Episode.
51
THE LEARNER'S DEVELOPMENT PROFILE (Outline)
The Learners Development Profile
Name of the Learner _____________________________________________________________________
School ________________________________________________________________________________ Date
of Home Visit ______________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher's, parents' responses,
and your own observations.
Social Development
In paragraph form, describe the social development of the 'earner. Combine the teacher's, parents' responses and
your own observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the teacher's, parents'
responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development teacher's, parents' responses, and your own observations
of the learner. Combine the
Findings
Write here your salient findings about the learner
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the learner's
development. The questions in the Your Analysis portion of this learning Episode can help you.
Recommendations
Write your recommendations.

52
Baumrind's Parenting
Styles
Authoritarian. Parents are
very firm their children and
expect unwavering and
unquestioning. Rules are set by
parents and misbehavior is
met with withdrawal of
affection, physical punishment
or threats
Permissive. Parents are not
firm or controlling. They have
few expectations. May be
warm and caring but appear to
be uninvolved and
uninterested
Rejecting -Neglecting. Parents
are disengaged from children.
Nether 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. Permissive
Parents: believe frat 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 the 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. -Based on
Child Development by
Santrock, 2004
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer the questions here.
53
1. From your home visit and interview, what do you think is the style of parenting experienced bit 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 learner in school?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. How can the teacher partner with the community to contribute to the development and learning of the
students? Who are the people or which institutions can the teacher tap to seek advice regarding the
development and learning of students.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________ REFLECT
1. Reflect on your own development as a child. What kind of parenting did you experience?
How did it affect you? ____________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
54
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Directions: Read the items given below and encircle the correct answer
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
55
B. I, II and III D. I, II, III, and IV
2. If the 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. How low level of independence
3. Which parenting style/s contribute/s to the development of children who have low level of responsibility?
A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and Permissive
56
Color Your
World...
1. Make an
artistic, colorful,
and creative visual
expression of your
insights or feelings
about the influence
of the home and
school and
community to the
learner.
Then, write a few

statements on the
space below about
your visual art
Stick with
Acrostic...
2. Make a
reflection acrostic
about the home,
school and
community link.
57
1.
2. H- C-
O- O-
M- M-
58
Baumrind's Parenting
Styles
Authoritarian. Parents are

very firm with their children
and expect unwavering and
unquestioning obedience.
Rules are set by parents and
misbehavior is met with
withdrawal of affection,
physical punishment or
threats
Permissive. Parents are not

firm or controlling. They
have few expectations. May
be warm and caring but
appear to be uninvolved,
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
the 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.
Permissive 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 the
least competent in their
over-all functioning and
adjustment.
Authoritative Parents: are

socially competent,
selfreliant, and have greater
ability to show self-control.
They have higher selfesteem

and are better adjusted. -
Based on Child Development
by Santrock, 2004.
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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. Dees the communication between the home-school have an effect on the learner? If yes, what are
these effects?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How did it
affect you?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration? How can you work well with
the parents? How can you help them? How can they help you?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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LEARNING EPISODE
FIELD STUDY 1
Creating an Appropriate
5 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.
At the end of this Episode, I must be able to:
➢ plan on how to manage time, space, and resources; and
➢ provide a learning environment appropriate to the learners and conducive to learning.

The classroom climate that is conducive for learning is one that is non-threatening yet business-like. It is a
classroom where, when creating audio-visual presentations, the following are observed:
• Specific classroom rules and procedures are clear.

• Classroom rules and procedures are discussed within the first few days of the school.
• Students are involved in the design of rules and procedures.
• Techniques to acknowledge and reinforce acceptable behavior are employed.
• Clear limits for unacceptable behavior are established and negative consequences for such are
communicated.
• Classroom processes are democratic.

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Activity 5.1 Managing Time, Space and Learning Resources

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

63
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good to
ask the teacher for additional information, so you can validate your observation. Write your notes below;
and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students belongings,
supplies, etc.)? Describe these areas. Will make a difference if these areas for specific purposes
are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce positive behavior?
3. Did the students participate in making the classrooms rules? If the Resource Teacher is available, ask him/her to
describe the process. What's the effect of students participation in rule-making on student's
behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of monitors, warm-up
activities, etc.) How are they done?
5. Is there a seating arrangement? Wat is the basis of this arrangement? Does this help in managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do? Describe the
behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
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REFLECT
Reflection as a future teacher:

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

OBSERVE
CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Effect on the Learners
Management Description
(to be filled out after you answer the analysis
questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handing misbehavior/offtask
behavior
7. Reinforcement of Positive
8. Others
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9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What should the teacher have in mind when she/he designs the classroom organization and routines? What
theories and principles should you have in mind?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why
were they effective?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do you see yourself? What
routines and procedures would you consider for this level Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
3. Should learners be involved in making the class rules? Why? ___________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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 a grade of 95 or higher in the first two assignments, you will be exempted from the 3rd
assignment.
2. Learners are more likely to internalize and follow classroom rules when
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process D. the teacher gives additional points for those
who follow the rules
3. For a teacher to establish and maintain consistent standards of learners' behavior, they should do all
EXCEPT
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners' rights.
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Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the
physical space and learning stations which contribute to the effective implementation of classroom
management.
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LEARNING EPISODE
FIELD STUDY 1
Classroom Management
6 And Classroom Routines
SPARK Your Interest
This Episode focuses on the classroom structure and routines performed by teachers in class to
provide a safe, friendly non-threatening and caring environment. Effective classroom routines ensure order
and discipline to help the students to stay calm and focused in their daily tasks.

➢ 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:

• Enables you to run your daily activities run smoothly;
• Ensures youth manage time effectively;
• Helps you maintain order in the classroom;
• Makes you more focused in teaching because you spend less time in giving directions instructions;
and
• enables you to explain do the learners what are expected to them.
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Activity 6.1 Managing Time, Space and Learning Resources

OBSERVE
Observe the classroom routines of the resource teacher by accomplishing the given
checklist. Checklist on the classroom Routines Check Yes ( ) observe and (X) if not observe.
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 a 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
Classroom Routines Observed (/) Not Observed (X)

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18. Movement between activities

19. Use of classroom supplies
20. Checking assignments
Others, please specify.
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the resource teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Which of those routines were systematic and consistently implemented? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 6.2 Listing Down Classroom Rules

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OBSERVE
Observe a class unless down a classroom rules formulated by the Resource Teacher. Cite the
importance of these rules
Classroom rules are imperative and must be reinforced for learners’ safety and security. Rules also
teach discipline and self-control. Rules eliminate stress and will provide a more pleasant, secured and
nonthreatening environment. Rules ensure the students' engagement and focus in their classroom activities.
CLASSROOM RULES IMPORTANCE
1. E.g. Read directions well. -Ensures less error in answering the activity.
2.
3.
4.
5.
6.
ANALYZE
1. Analyze each given rule. What circumstances led to the formation of the rule?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Are classroom rules really important? _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules? If not,
what rules are you going to employ? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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1. What term applies to the established ways of managing a classroom into a more organized and systematic
structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?
A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routines?

A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done? A. Assign a leader.
B. Post the rules.
C. Let students work in 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 dont's in every activity.
FIELD STUDY 1 LEARNING EPISODE Physical and

74
7 Personal Aspects of
ManagementClassroom
SPARK Your Interest

This Episode tackles classroom management and discipline. It focuses on the personal and physical
aspects of classroom management which are central to teaching and therefore must be consistently
implemented.
TARGET Your Intended and Learning Outcomes

➢ Identify the two (2) aspects of classroom management: and
➢ Determine the classroom management strategies that the Resource 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. edglosssary.org Importance of Effective Classroom Management
• increases chance of student success
• paves the way for the teacher to engage students in learning
• helps create an organized classroom environment
• increases instructional time
• creates consistency in the employment of rules and regulations
• aligns management strategies with school wide standards
• decreases misbehavior in the classroom
• gives student boundaries as well as consequences
Ref. http://www.ehow.com Two
aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure order and discipline in
your class it includes:
1.1 voice
1.2 personal grooming
75
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
3.5 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. Document the rules.
4. Refrain from punishing the entire class. initiative from 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-minded project.
15. Write group contracts.
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Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

OBSERVE
Observe a class and interview the Resource Teacher? Ask how the personal and physical aspects of classroom
management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher's voice Modulated arid can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space / learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions?
1. How does the voice of the teacher affect classroom instruction?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
77
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How does the punctuality of the teacher affect the classroom?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
3. Why do we need to check on the physical aspects of the classroom management?

_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
REFLECT
Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.
"No amount of good instruction will come out without effective classroom management."
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
78
2. What are your plans in ensuring effective classroom management?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in

the management of learner behavior.

OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the classroom. You may
also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher. Check (✔) observed, put an (x)
if not observed and O 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. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication
8. Take time to celebrate group effort.
9. Let students work in group.
10. Interview students to assess their needs.
11. address bad behavior quickly.
12. consider peer teaching.
13. continuously engage the students.
14. assign open-ended project.
15. write group contracts.
Others (Please specify)
79
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management? Explain your answer:
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What were not used by the Resource Teacher? Where these important? What should have been
used instead? Explain.
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
80
REFLECT
As a future teacher, reflect on the observations then answer be given question.

1. What classroom management strategies do I need to employ to respond to diverse types of learners?
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Show piece (s) of evidence of learning to capture the classroom management strategies
used by your Resource Teacher.
81
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.
82
LEARNING EPISODE
FIELD STUDY 1 Close Encounter
with the School
8
Curriculum
SPARK Your Interest
Formal education begins in school. Schools are institutions established to design 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 plans 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 schools 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 different strategies can be used to achieve the
learning objectives or outcomes. There are many styles of writing a lesson plan, but the necessary parts or
elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching -Learning Strategies, and (d)
Evaluation or Assessments should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode. learning
will be achieved with the classroom teacher as a guide.

➢ identify the different curricula that prevail in the school setting;
➢ describe how the teacher manages the school curriculum by planning, implementing lessons
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 confine to a specific learning space called school. Schools are formal institutions of learning where the
two major stakeholders are the learners and the teachers.
83
Basic education in the Philippines is under the Department of Education or DepEd and the
recommended curriculum is the K-12 or Enhanced Basic Education Curricula of 2013. All basic education
schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High
School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.
What are the salient features of the K to12 Curriculum? Here are the features. It is a curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized lessons and addition of
issues like disaster preparedness, climate change and information and communication technology
(ICT) are included in the curriculum. Thus, in-depth knowledge, skills and 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 Grade 3, learners will become ready for higher level skills.
4. ensures unified and seamless learning. The curriculum is designed in a spiral progression where the
students learn first the basic concepts, while they study the complex ones in the next grade level.
The progression of topics matches with the developmental and cognitive skills. This process
strengthens the mastery and retention.
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will be
ready for college or tech voc careers. Their choice of careers will be defined when they go to Grade
11 and 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 the 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 teacher 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 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.
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• However, there are unplanned curriculum in schools. These are not written, nor deliberately taught but they
influence learning. These include peer influence, the media, school environment, the culture and tradition,
natural calamities and many more. This curriculum is called Hidden Curriculum or Implicit Curriculum.
So, what will be the roles and responsibilities of the teacher in the relations with the school curriculum,
specifically in the K to 12 or the enhanced curriculum for basic education? Teachers then should be
multitalented professionals who.
• know and understand the curriculum as enumerated above;

• write the curriculum to be taught,
• plan the curriculum to be implemented;
• initiate the curriculum which is being introduced;
• innovate the curriculum to make it current and updated;
• implement the curriculum that has been written and planned; and
evaluate the written, planned and learned curriculum.
Activity 8.1 Curricula in the School Setting

It's time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found? Let’s do
a hunting game!
OBSERVE
1. Locate where you can find the following curriculum in the school setting. Secure a copy, make
observations of the process and record your information in the matrix below. Describe
Type of Curriculum Where Found Description
1. Recommended Curriculum (K
to 12 Guidelines)
2. Written Curriculum (Teacher's
Lesson Plan)
3. Taught Curriculum (Teaching
Learning Process)
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4. Supported Curriculum (Subject

textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum (Achieved
Learning Outcomes
7. Hidden Curriculum (Media)
ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.

86
87
REFLECT
Make a reflection on the diagram that you have drawn.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
88

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

Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key points. Write
your observation and description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
What are included in the subject matter?
b. What procedure or method will the teacher use to
implement the plan?
c. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was 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 class period?
C. Evaluating/Assessing Did learning occur in the lesson, taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
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ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or competencies of global
quality teachers?
_______________________________________________________________________________________
______________________________________________________________________________________
_
______________________________________________________________________________________
_
2. Was the lesson implemented as planned? Describe.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Can you describe the dis position of the teacher after the lesson was taught? Happy and eager? Satisfied and
consented? Disappointed and exhausted?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Can you describe the majority of students' reactions after the lesson was taught? Confused? Happy and eager?
Contented? No reactions at all?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make a short paragraph
on the topic.
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Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: _____________________________________ II.
Subject area: _________________________________________
III. Grade Level: ________________________________________
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Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up
ANALYZE
Answer the following questions based on the diagram.

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

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
REFLECT
What lesson have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the the three components are aligned?
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 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.
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Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan. a.
Example:
Lesson Title: ________________________________________________________
Subject Area: ________________________________________________________
Grade Level:_ _______________________________________________________
Lesson Outcomes Teaching Methods Evaluation
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 the curriculum
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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 plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important reason why there should be constructive alignment of the components of the
curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.
LEARNING EPISODE
FIELD STUDY 1 Preparing for
Teaching an d
9
Learning
SPARK Your Interest
This Episode gives emphasis on the principles of learning which must be applied to ensure quality
instruction. It also focuses on the intended learning outcomes which set the direction of the lesson. They
must be (SMART) Specific, Measurable, Attainable, Realistic and Time-bound) and formulated in
accordance with time tested principles. It also determines the teaching method used by the Resource Teacher
whether (inductive or deductive) which is the practical realization or application of an approach. This
episode dovetails with the course on Facilitating Learner-Centered Teaching.
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➢ identify the teaching-learning practices that apply or violate the principles of teaching
learning:
➢ determine the guiding principles or 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 method used by the Resource Teacher; and ➢ differentiate the different
methods of teaching.
These are the time-tested principles of teaching and learning:
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I do, I
understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the opportunity to
connect what they learn with other concepts learned, with real world experiences and with their
own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching-learning process.
It is the practical realization or application of an approach. All methods of teaching can be classified
either as deductive (direct) or inductive (indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Methods Begins with the
generation, concrete, experience,
abstraction and of details, examples and
ends with concrete, ends with a rule,
Teaching
experience, details, generalization,
examples. abstraction.
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge

Principles of Teaching and Learning

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

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

and relevance of ideas.
4. Learning is a cooperative and a collaborative
process. Learning is enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? least applied?

Most Applied _____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Least Applied _____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Give instances where this/these principle/s could have been applied?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
From among the principles of learning, which one do you think is the most important?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning
Competencies
Observe a class, this time focusing on how the learning outcomes were stated. Determine the learning
outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives?) Achieve
Yes No Yes No
1.
2.
3.
4.
5.
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2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
1. Do SMART objectives make the lesson more focused?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on the
Lessons learned in determining SMART learning outcomes.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 9.3 Distinguishing Between Inducive and Deductive Methods of Teaching

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 l Were students involved in the teaching-learning
ecture all the process? How? Or were they mere passive
time? recipients of instruction.
Was the emphasis on the mastery of the lesson or Was the emphasis on the student’s applications
on the test? Prove. of the lesson in real life? Give proofs.
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Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one discipline/subject? Did teacher connect lesson to other disciplines/
subject?
What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of learners constructed new/lesson meanings.
b) inquiry-based
c) developmentally appropriate-learning activities fit the developmental stage of children
d) reflective
e) inclusive-No learner was excluded; teacher taught everybody.
f) collaborative-Students worked together.
g) integrative-Lesson was multidisciplinary-e.g. In Science, Math concepts were taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
___________________________________________________________________________
___________________________________________________________________________
2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered? Why?
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____________________________________________________________________________
____________________________________________________________________________
REFLECT
Reflect on Principles of teaching worth applying.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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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. Which principle of learning does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on
Teacher Lil is very much convinced of which principle of learning)
A. Learning is an active process
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and r 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 or students by integrating a
relevant value in the lesson. Which principle is applied?
A. Lesson objectives /intended leaning outcomes must integrate 2 or 3 domains cognitive, skill and
affective or cognitive and affective or skill and affective. B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he explained
to the class before the students began with their task. Based on revised Bloom's taxonomy, in which level of
cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course. The Teaching
Profession. Based on Bloom's revised taxonomy, in which level of cognitive processing are you?
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A. Analyzing C. Creating
B. Applying D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson plan (s) used
by your Resource Teacher to show the intended learning outcomes and the method used in class.
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LEARNING EPISODE
FIELD STUDY 1
The
10
Instructional
Cycle
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching methods. It will
also tackle lesson development in the OBTL way. The K to 12 curriculum and teacher education curriculum
are focused on outcomes, standards and competencies. This means that lessons must be delivered with focus
on outcomes. Likewise, this Episode dwells on types of questions, questioning and reacting techniques that
teachers make use of. The type of questions that 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 Strategies and in other professional subjects in Education.

• identify the application of some guiding principles in the selection and use of
• determine whether or not the lesson development was in accordance with outcome-based teaching
and learning.
• identify the Resource Teacher's questioning and reacting techniques.
• outline a lesson in accordance with outcome- based teaching-learning

These are the guiding principles in the selection and use of teaching methods.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students' everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of information
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Realizing the importance of these guiding principles in teaching and learning, the Department of
Education promotes Standards-and Competency-Based teaching with its K to 12 Curriculum Guide. The
Technical Education Skills Development Authority (TESDA) has been ahead of DepEd and the Commission
on Higher Education (CHED) in the practice of Competency
Standards-Based teaching and Assessment. CHED requires all higher education institutions in the
country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and
learning (OBTL) is OBE applied in the teaching-learning process. It is equivalent to competency-based and
standards-based teaching and learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn the
Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other words, in OBTL you first
establish your intended learning outcomes (lesson objectives). Then you determine which teaching-learning
activities (FLAs) and also the assessment tasks (ATS) you will have to use to find out if you attained your
ILO's.
In lesson planning, the ILOS are our lesson objectives, the TLA's are the activities we use to teach
and the AT's are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning of Benjamin Bloom
(1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the art of questioning
and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of Questions that Teacher Ask

1. Factual/Convergent/ Closed/ Low-Level Who, What, Where, When questions
With one acceptable answer
2. Divergent/ Open-ended/ High-level/ Open-ended; has more than one acceptable answer
Higherorder/ Conceptual
a. evaluation e.g. When the phone rang and Liz picked it up, she
was all smiles. What can you infer about Liz.
b. inference
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?
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These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as "okay", "right"

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Activity 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies

Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more and e.g Teacher used video on how digestion takes place
and a model of the human digestive system.
the better the learning.
4. Emotion has the power to increase retention and
learning.
6. Learning is meaningful when it is connected to
students' everyday life.
7. An integrated teaching approach is far more

effective than teaching isolated bits of information.
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ANALYZE
What is the best method of teaching? Is that such a thing?
______________________________________________________________________________________
_
______________________________________________________________________________________
_
Reflect on this question.
How do we select the appropriate strategy for our lessons?
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
Activity 10.2 Determining Outcome-Based Teaching and Learning

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOS) at the beginning of the
class? Did he/she share them with the class? How?
______________________________________________________________________________________
_
______________________________________________________________________________________
_
2. What teaching-learning activities (TLAS) did he/she use? Did these TLAs help him/her attain his/her
lesson objectives/ ILOs? Explain your answer.
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ANALYZE
______________________________________________________________________________________
_
______________________________________________________________________________________
_
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ ILOs?
______________________________________________________________________________________
_
______________________________________________________________________________________
_
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
______________________________________________________________________________________
_
______________________________________________________________________________________
_
Reflect on the use of OBTL.

______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
Activity 10.3 Applying Effective Questioning Techniques

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ANALYZE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the
classroom discussion. Write the questions raised and identify the level of questioning.
1. The more senses that are involved, the more and
the better the learning.
4. Emotion has the power to increase retention and

learning.
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.
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?
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
Reflect on
The importance of using various reacting techniques
______________________________________________________________________________________
_
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ANALYZE
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
_
______________________________________________________________________________________
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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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Direction: Encircle the letter of the correct answer Episode 1
1. Learning is an active process. Which one is are application of this principle?

A. Avoid drills which are out of content
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.
2. The more senses that are involved, the more and the better the learning Which practice is aligned with
this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment he based?

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

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

A. Allowing sufficient time
B. Asking open-ended questions.
C. Asking non-directed question
D. Involving as many as possible
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Utilizing Teaching 11
ICT
Learning Resources and
SPARK Your Interest

With the lightning speed by which technology is evolving, 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 Resource Center or Multi-Media Center and learn about its collection, services,
equipment, observe how a teacher utilizes technology for instruction, and explore resources in the virtual
learning environmer.t. 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).
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UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications Technology Competency Framework for Teachers (ICT
CFT) 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, and 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 Commission 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. (Access it at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency%20Framework%20V3. pdf)
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 outcome was the ever-expanding interface between
the traditional library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups 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 centers with maker spaces.
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
functions: center of resources, laboratory of learning, agent of teaching, service agency, coordinating
agency, recreational reading center, and a link to other community resources
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, webquests, 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 and use and which ones you will put
aside. Aim to develop your skills in evaluating internet resources. You will be able to choose the best
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resources that will help you attain your teaching-learning objectives. Below is a set of criteria which you can
use to evaluate resources:
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 and 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, & Branch, Robert Maribe (2003). A Gateway
to Educational Materials: An Evaluation of an Online Resource for Teachers and an Exploration of User
Behaviors. Journal of Technology and Teacher Education. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is evolving 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 we teach and learn (UNESCO, 2018):
1. Open Educational Resources (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,
podcasts, 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 as facebook, twitter, Instagram provide a virtual venue for
teachers 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 sends
the most number of text messages 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. IoT is a system of computing mechanisms that become 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
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temperature and light. Smart TVs that interface with the internet. Watches that send our vital signs to
our doctors. 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 behaviors 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 AJ 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 from
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 interactions and transactions are done electronically, and through
the internet, an enormous amount of data is generated and stored. The challenge is how to make
sense of this data, through analytics and research, possibly answer pertinent questions about how to
make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites. Today, there are
learning programs that introduce coding activities as early as kindergarten. Robotics programs in the
elementary and secondary programs introduce and hone the skills of young learners. Coding helps
learners develop novel ways of exploring and trying out ideas, especially when clone with 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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REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Which gadgets/materials are you already confident to use/operate? ___________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Which ones do you feel you need to learn more about? ____________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Activity 11.2 Observing Technology Integration in the Classroom

To realize my Intended Learning Outcomes, 1 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
lessons and how the students were involved. Step 3. Use the Technology Integration Matrix to analyze the
technology integration done by the teacher. Step 4. Reflect on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to document your
Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners' response to the teacher's use of learning resources. Listen to their verbal
responses. What do their responses indicate? Do their responses show attentiveness, eagerness, and
understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest in the
lesson and in the materials? Are they looking towards the direction of the teacher and the materials?
Do their actions show attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.

REPORT
Date of Observation ____________________________________________________________

School _______________________________________________________________________
Subject _________________________________Topic _________________________________

124
Grade/Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids used

Appropriateness of the
(Enumerate in bullet Strengths Weaknesses
Teaching Aids used
form)
125
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology Integration
Matrix on p. 123, In which level of technology integration do you think the teacher you observed operated?
Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Based on the Technology Integration Matrix, what is the characteristic of the learning environment in the
class that you observed? Point your observations that justify your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you do
differently if you would teach the same lesson to the same group of students? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
126
____________________________________________________________________________________
Activity 11.3 Explore Education 4.0

Explore Education 4.0 through these steps:

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

Read the following statements carefully before you observe.
1.
What is the lesson about? What are the teacher's objectives?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.
Note the important concepts that the teacher is emphasizing.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.
Note the skills that the teacher is developing in the learners.
______________________________________________________________________________
______________________________________________________________________________
127
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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 the resources you found, using the set of criteria discussed in the Revisit
the Learning Essentials part of this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic
(Based on the class you
observed)
Lesson Objectives/
Learning Outcomes
Put a check if the resource satisfies the criterion. Describe how
you can use it
if you were to
teach in the
class you
observed.
Accurate Appropriate Clear Complete Motivating Organized
128
ANALYZE
1. Describe your experience in surfing the internet for appropriate electronic resources for the class?
What made it easy? difficult?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. How did you choose which electronic resources to include here? What did you consider? Explain.
Which of the new trends in Education 4.0 would you like to explore more for your work as a teacher?
Why?____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources? _________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
129
Activity 11.4 Professional Development Through MOOCS

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

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identified. You may
try these sites:
• http://www.teachthought.com/technology/list-75-moocs-teachers-students/
• http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.shtml
• http://www.forbes.com/sites/skollworldforum/2015/06/10/moocs-for-teachers-theyre-learners-too/
• https://www.mooc-list.com/categories/teacher-professional-development
• http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-
moocmadness/
4. Indicate the MOOC provider. You might need to create an account in the different, MOOC providers
to explore their MOOCs.
PPST Domain Competencies I want to work on MOOCs related to MOOC Provider

the competency/ies
(Include a short
description)
130
1. Content
Knowledge and
pedagogy
2. The learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal
Growth and
Professional
Development
ANALYZE
From among the MOOCs you explored. Pick at least three which you believe are the most appropriate for
you. Describe the MOOCs below.
11. MOOC Title ________________________________________________ Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?

131
Content Outline

Content Outline
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?
____________________________________________________________________________________
____________________________________________________________________________________
132
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday teach a
MOOC?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
133
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 C. Motivation
B. Clarity D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the app is
uncluttered in appearance, is arranged in some order of difficulty, and that icons represent what they
were intended to represent. Which criterion is she focusing on?
A. Organization C. Motivation
B. Accuracy 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 C. Currency
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 organizers. Students then use
this to create their own graphic organizers to classify animals. This shows technology integration
which is ______.
A. entry-constructive C. infusion-active
B. adoption-constructive D. transformation-active
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 fractions. This shows technology integration which is____________.
A. entry-constructive C. infusion-active
B. adoption-constructive D. transformation-active
6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work together with
other Grade 7 classes in their school campuses 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 C. transformation-constructive
B. adoption-active D. adaptation-collaborative
134
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 on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students' technology project for them
8. The Learning Resource / Audio-visual / Educational Technology Center regularly provides the
teachers a list of websites, apps and instructional materials available in the city which are relevant to
the different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
9. The Learning Resource / Audio-visual / Educational Technology Center sponsors a seminar
workshop for teachers and administrators on the use of the latest presenter applications. This fulfills
which function?
A. Center of resources C. Coordinating agency
B. Agent of teaching 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
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester internet
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
135
1. Include here pictures/illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional materials
(worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate how they might be
useful considering your major or area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered
and share how these tools can be helpful to you, as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn more about.
How can this gadget/material be useful in instruction/teaching?
LEARNING EPISODE
136
FIELD STUDY 2
Assessment FOR
Learning Assessment
12 AS Learning
(Formative Assessment)
SPARK Your Interest
Assessment is an essential part of the instructional cycle. The instruction cycle consists of: 1) setting
the intended 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.
TARGET Your Intended Learning Outcome At

the end of this Episode, I must be able to:
➢ demonstrate knowledge of the design and use of formative assessment; and ➢

explain the importance of formative assessment.
DISCOVER the Learning Essentials
• In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by Objective, we

ensure that the intended outcome/competency/objective is attained at the end of the lesson and so
while we are still in the process of teaching we do check learners' understanding and progress.
137
• If we find out that the learners failed to understand prerequisite knowledge and skills. we reteach
until learners' master them. This is called FORMATIVE assessment, assessment while the
learners are being formed or taught. It is assessment in the midst of instruction.
• Formative assessment is also referred to as assessment for learning. Assessment for learning
simply means we do assessment to ensure learning.
• We do not wait for the end of the lesson to find out if learners 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 at the end of the lesson that the learners did not -
understand the lesson at all. This means that we have to reteach from the very beginning,
something that we could have saved ourselves from doing had we given time to find out if the
lesson was understood while still teaching.
• Assessment for learning encourages peer assessment.

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

OBSERVE
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

138
What Teacher Said Tally Total
2. Did the teacher ask the class "Did you understand"? If she did, what was the class' response?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson?
How?_______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. If they did, how did the teacher respond? ____________________________________________________
139
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Were the students given the opportunity to ask questions for clarification? How was this done?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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 (Tutors were assigned by teacher to teach one or two classmates
__________ Each- one-teach-one (Students paired with one another)
__________Teacher gave a Module for more exercises for lesson mastery __________Teacher
did re-teaching
Others, please specify_____________________________________________________________________

______________________________________________________________________________________.
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching
strategy?
Describe. _______________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher check on
students' progress?
_______________________________________________________________________________
_____________________________________________________________________________________
__
If yes, how?
_____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
140
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in progress? It it not
better to do a once-and-for- ail assessment at the completion of the entire lesson?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
2. Why is not enough for a teacher to ask "Did you understand, class?" when he/she intends to check on
learners' progress?
________________________________________________________________________
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
___
____________________________________________________________________________________
__.
3. Should teacher record results of formative assessment for grading purposes? Why or why not?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
4. Based on your observations, what formative assessment practice worked?

__________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective than teacher
himself/herself doing the re-teaching or tutoring?
141
________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
6. Could an unreasonable number of failures at the end of the term/grading period be attributed to the
nonapplication of formative assessment? Why or why not?
___________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
REFLECT
➢ Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
➢ Should you record results of formative assessment? Why or why not?
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
142
4. Snapshots of peer tutoring or other activities that show formative assessment in practice Activity 12.2
Observing Assessment AS Learning Practices (Self-Assessment)


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

• It is the use of an ongoing self-assessment by the learners in order to monitor their own learning.
• This is manifested when learners reflect on their own learning and make necessary adjustments
so that they achieve deeper understanding
• Assessment as learning encourages students to take responsibility for their own learning.
• It requires students to ask questions about their learning.
• It provides ways for students to use formal and informal feedback and self-assessment to help
them understand the next steps in learning.
• It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide opportunities
for the learners to monitor and reflect
on their own learning?
143
2 What are proofs that students were

engaged in self-reflection,
selfmonitoring and self-adjustment?
3. Did students record and report their

own learning?
144
4. Did teacher create criteria with the

students for tasks to be completed or
skill to learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student learning. Do you
agree? Why or why not?
___________________________________________________________________
_____________________________________________________________________________________
__
_____________________________________________________________________________________
__
_______________________________________________________________________________________
______________________________________________________________________________________.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________.
REFLECT
The 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?
145
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
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 C. I and II
B. I and III 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 C. Assessment for Learning
B. Assessment of 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?
146
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only C. I and II
B. II and III 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 C. Assessment of learning
B. Assessment for learning D. 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. C. Somewhat
B. No D. TRUE except the clause after and
6. It develops and supports students' metacognitive skills. Which is referred to?

B. Assessment for learning D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learners?
8. Which is characterized by students reflecting on their own learning and making adjustments so that they
achieve deeper understanding?
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.
147
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 C. III, IV and V
B. I 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?
11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
LEARNING EPISODE
FIELD STUDY2
Assessment of Learning
13
(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 students'
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
148
outcomes in the different levels of cognitive taxonomy; 3) construction of assessment items with content
validity; 4) Table of Specifications: 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading System and 7)
Reporting Students' Performance.

At the end of this Episode, I must be able to demonstrate understanding of the design, selection,
organization and use of summative assessment strategies consistent with curriculum requirements by being
able to:
➢ determine the alignment of assessment tools and tasks with intended learning outcomes;
➢ critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction.
➢ evaluate non-traditional assessment tools including scoring rubrics;
➢ examine different types of rubrics used and relate them to assessment of student learning; ➢
distinguish among the 3 types of learners' portfolio;
➢ evaluate a sample portfolio;
➢ construct assessment questions for HOTS following Bloom's Taxonomy as revised by
Anderson and Krathwohl and Kendali's and Marzano's taxonomy,
➢ explain the function of a Table of 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.
Activity 13.1 Aligning Assessment Task with the Learning Outcome

• Determine alignment of assessment task with learning outcome •

Formulate assessment task aligned with learning outcome
• In accordance with Outcome-Based Teaching-Learning, the learning outcome determine assessment

task.
• Therefore, the assessment task must necessarily be aligned to the learning outcome.
149
OBSERVE
Observe at least 3 classes – 1 physical or biological science or math., English, Filipino; 1 social science or
Literature/Panitikan, EsP and 1 P.E/ Computer. EPP/TLE.
Subject Learning Assessment Task Is the If not aligned,
Outcome/s (How did Teacher assessment improve on it.
assess the learning tool/task
outcome/s? Specify. aligned to the
learning
outcome/s?
PE/ EPP/ TLE To dance tango Written quiz- No Performance test- Let
Enumerate the steps on students dance tango.
tango in order.
Subject Learning Assessment Task Is the If not aligned,

Outcome/s (How did Teacher assessment improve on it.
assess the learning tool/task
outcome/s? Specify. aligned to the
learning
outcome/s?
Social Science.
Literature/
Panitikan. ESP
Physical/Biological/
Science/ Math/
English/ Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcomes?

150
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What are the possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Why should assessment tasks be aligned to the learning outcomes?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
o Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes? o How did this affect your performance? As a future
teacher, what lesson do you learn from this past experience and from this observation?
151
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.
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
Test item: Can plants manufacture their own food? Explain your answer.
Is the test item aligned to the learning outcome?
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.
Is the test item aligned to the learning outcome?

152
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 48,47,46,45,44,43,43,42,41,40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50. 48,47,46,45,4 43,43,42,41,40
D. Is mean the same as average?
5. Learning Outcome: To observe subject-verb agreement as one 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 intended learning outcome: "illustrate the law of supply and demand with
your original concrete example". For content 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 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 "?
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8. After teaching them the process of experimenting, Teacher J wanted his students to be able set up an
experiment to find an answer in a scientific problem. Which will he ask his students to do? A. Set up
and experiment to find out if serial 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 observations 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" Docs her test item measure this particular outcome and therefore has
content validity?
Question
1. Identify the components of Physical Fitness under the skill-related activities
A. body composition C flexibility
B. agility D. organic vigor
A. Yes, very much. B. Yes because it asks something about skill-related activities.
C. No. D. No, the options have nothing to do with skill-related

activities Activity 13.2 Observing the Use of Traditional Assessment Tools

➢ 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 tests or
constructedresponse/supply type of tests.
• Common examples of selected -response type of tests are alternate response. (True-False, yes-no),
multiple choice and matching type of test.
• Common examples of constructed-response type of test are short answer, problem solving and essay.
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OBSERVE
• Observe classes and pay particular attention to the assessment tool used by the teacher
• With teacher's permission, secure a copy of the assessment tool.
Direction: Put a check (✔) on the test which teacher used. From your teacher's p jest items, give an example.
Type of Traditional Put a Learning Sample Test Comments (Is the
Assessment Tool / Paper and check Outcome Item of assessment tool
Pencil Test (✔) Assessed Resource constructed in accordance
Here Teacher. with established
guidelines?) Explain your
answer.
Selected Response Type
1. Alternate response
2. Matching type
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3. Multiple choice
4. Others
Type of Traditional Put a Learning Sample Test Comments (Is the

Assessment Tool / Paper and check Outcome Item of assessment tool
Pencil Test (✔) Assessed Resource constructed in accordance
Here Teacher. with established
guidelines?) Explain your
answer.
Constructed-Response Type
1. Completion
2. Short answer type

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3. Problem solving
4. Essay-restricted
5. Essay non-restricted
6. Others
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday teach a
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MOOC? _________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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 C. Motivation
B. Clarity D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the app is
uncluttered in appearance, is arranged in some order of difficulty, and that icons represent what they
were intended to represent Which criterion is she focusing on?
A. Organization C. Motivation
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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 C. Currency
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 organizers. Students then use this
to create their own graphic organizers to classify animals. This shows technology integration which is
A. entry-constructive C. infusion-constructive
B. adoption-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
fractions This shows technology integration which is
A. entry-active C. infusion-active
B. adoption-active D. transformation-active
6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work together with
other Grade 7 classes in the school campuses in Visayas and Mindanao. They will create posters and
video clip to communicate a message about peace. will use social media to spread their peace
campaign. This project involves technology integration which is They
A. entry-active C. transformation-constructive
B. adoption-constructive D. adaptation-collaborative
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used?
Why were they rarely used? __________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Based on your answers found in the Tables above in which type of assessment tools and tasks were
the Resource Teachers most skilled in test construction? least skilled?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered
an authentic form of assessment? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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 presents the learning outcomes, Column 2 has the assessment tasks.
Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test construction.
D. Is an essay more reliable than a multiple-choice test?

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2. What's WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is 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 Jokers
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
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

➢ Evaluate non-traditional assessment tools including scoring rubrics
• There are learning outcomes that cannot be assessed by traditional assessment tools.
• Authentic/non-traditional/alternative assessment tools measure learning outcomes like performance
and product.
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• These performance task and product are assessed by the use of scoring rubric.
• A rubric is a coherent set of criteria for student's work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products. There are two types of rubrics
analytic and holistic.
• Analytic rubrics describe work on each criterion separately while a holistic rubric assesses a student
work as a whole.
• For diagnostic purposes, the analytic rubric is more appropriate.
• For a holistic view of a product or performance, the holistic rubric will do.
• A good scoring rubric contains the criteria against which the product or performance is rated, the
rating scale and a description of the levels of performance.
OBSERVE
• Observe classes in at least 3 different subjects and pay particular attention to the assessment tool
used by the teacher.
• With teacher's permission, secure a copy of the assessment tool.
• Study the assessment tool then accomplish Observation Sheet.
• Did your Resource Teacher explain the rubric to the students?
• Which type of rubric did the Resource Teacher use-analytic or holistic?
Authentic Assessment/ Non- Learning Sample of Product Performance How a product/ Comment/s (Is
to
Traditional/ Alternative Outcome Assessed One example of s performance was the scoring
Assessed product assessed. assessed rubric
(Put a photo of the product/ Describe how the constructed
documented performance in product according
My Teaching Artifacts. performance was standards?
INCLUDE THE RUBRIC IN assessed. Which was
MY used analytic rubric
TEACHING ARTIFACTS. or holistic rubric?
INCLUDE THE
RUBRIC IN
MY
TEACHING
ARTIFACTS.
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1. Product-
2. Performance-
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. If you were to improve on one scoring rubric used, which one and how?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered
an authentic form of assessment? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in assessment?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years
as a student.
• Accomplished Observation Sheet

• Observations Reflection
• A photo of a product assessed and a documented performance test
• Samples of scoring rubrics used by Resource Teachers - one rubric to assess a particular product and
another rubric to assess a particular performance together with your comment/s and improved
version/s, if necessary.
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1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
I. Analytic II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment task
will be valid?
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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 C. Drawing a pattern for a set of pajamas
B. Operation of the sewing machine D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance tango?
A. Performance test C. Written test on steps of tango
B. Oral test D. Written test illustrating the steps
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

➢ Evaluate a sample portfolio

➢ Distinguish among the 3 types of portfolio
DISCOVER the Learning Essentials

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• A portfolio is a purposeful collection of selective significant samples of student work accompanied

by clear criteria for performance. Which 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 it 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 intentional collection of work guided by learning objectives.
• Effective portfolio systems are characterized by a clear picture of the student skills to be addressed,
student involvement in selecting what goes into the portfolio, use of criteria to define quality
performance as a oasis for communication, and self-reflection through which students share what
they think and feel about their work, their learning and about themselves
• There are several types of portfolio depending on purpose. They are: 1) development or growth
portfolio, 2) best work or showcase or display portfolio, and 3) assessment/ evaluation portfolio.
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
2. If none, research for a sample portfolio and include them in My Learning Artifacts. portfolio from
what you examined sample portfolio given by your Resource Teacher/researched by you, 3. Based on
the accomplish Observation Sheet #
4. 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
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4. Selective significant pieces -

The portfolio includes only the
selected significant materials.
5. Student's reflection - There is
evidence that students reflected on
their learning.
6. Evidence of student
participation in selection of
content of portfolio - There is
proof that students took part in the
selection of the content of the
portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that what the
student was supposed to learn was learned?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this fall?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Elements of a ______________________ Portfolio (Which type of portfolio?)
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
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3. Where and when does the teacher make use of each of the 3 types of portfolio?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners'
metacognitive process that result from the use of portfolio?
• Sample/s of Improved Written Tests, both selected-response type and supply type.
• Sample/s of product and performance assessed
• Sample/s of a rubric
• Sample/s of students' reflection on his/her portfolio
170
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 a 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
171
MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment 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.

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 and Table 2 separately.
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Table 1. Number of Questions per Level

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

Tally and Total Score Rank Tally and total score of Rank Example of Rank
of Cognitive Cognitive Processes Assessment Based on
Processing (Bloom as (and Kendall and Tasks/ Use
revised by Anderson Manzano) Questions Given
and Krathwohl
by Resource
Teacher
Self-system Thinking 6-Highest e.g Teacher
asked students
Why is the
lesson important
to you?
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Metacognition 5
Example Creating = I 6-Highest
Evaluating = I 5
Analyzing / An = II 4 Analysis 3
Applying =III 3 Knowledge Utilization 4
Understanding = II 2 Comprehension 2
Remebering = IIII 1-Lowest Retrieval = III 1-Lowest
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher's
level of questions?
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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 selfsystem thinking.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5 as highest)
where will you be?
As a future teacher, reflect on how will you contribute to the development of learners' HOTS?
1. "Is my thinking CORRECT?" asks a student to himself. In which level of cognitive process is he?
A. Self-system C. Metacognition
B. Analysis D. Application
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
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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. analyzing C evaluating
B. understanding 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. analyze
C. do self-system thinking
D. evaluate
Activity 13.6 Analyzing a table of Specification

➢ Explain the function fa Table of Specifications

176
• A Table of Specification (TOS) is a two-way chart which describes the topics 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 of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
Learning Outcome No. of Cognitive Level Total
Class
Hours Rem Un Ap An Ev Cr
1.
2.
3.
4.
5.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?

177
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why
not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa timuro,
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?
178
• Accomplished Observation Sheer

• Analysis
• Reflection Completed Sample TOS
1. In Teacher R's Table of Specifications (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 analyzing questions and 30% are applying questions. Is Teacher's test aligned with her
TOS? A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
2. What is a function of a TOS? To ensure the _____________.

179
A. content validity of a test

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 C. Not always
B. Yes D. Depends on the level of the questions asked
5. The following are found in a TOS EXCEPT

A. Teaching-learning activities
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”
What does the conversation imply about the kind of test they took? A. Lacks
content validity C. Lacks reliability
B. Has content validity D. Lacks construct validity
Activity 13.7 Computing Student’s Grades based on DepEd Grading System


➢ Compute student's grade based on DepEd's grading policy
➢ State the new features of the latest grading system in basic education

• 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.
180
• The latest grading system in basic education includes students' performance in written tests 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 a Students' Report Card from your Resource Teacher.

2. Study a sample of an unused Student's Report Card. Observe its contents. 3. Ask permission from
your Resource Teacher for in interview with him/her and with a group students regarding the new
grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do with this
new grading system which you were not asked before?
2. Which do you prefer the old or 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?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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_______________________________________________________________________________________
3. Does the new grading system give you a better picture of your performance? Why or why not?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Which do you prefer - the old or the new grading system? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to Appendix A.
Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases for grading?
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
182
5. What are the bases for learners' promotion and retention at the end of the school year?
6. What is the report on learners' observed values?
E. Grade Computation
Show sample computations of a grade
• in a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
• in your specialization if you are a high school teacher)
• Show the percentage contributions of written work, performance tasks and quarterly assessment.
Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
ANALYZE
Analyze data and information gathered from the interview and from your review of an unused Student's
Report Card and the DepEd grading system
1. Do teachers and students like the new grading system? Why or why not?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What are the good points of the new grading system according to teachers? according to students?
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. What are teachers challenged to do by this new grading system?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5. Did you like the experience of computing grades? Why or why not?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies -
knowledge, skills and values learned (outcomes-based education)- do grades really matter?
1. Which is the percentage contribution of quarterly assessment to the grade of the student from Grades 1 to
10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all the tracks in
Grades 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools
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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 tasks C. Quarterly assessment
B. Written work D. Quarterly assessment and performance tasks
5. Based on 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 Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.
6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory B. Fairly Satisfactory D. Did not meet expectations
7. I get a grade of 90. What is its descriptor?
A. Very satisfactory C. Advance 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 Grades 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 subjects for the 2 semesters D. Get the average of the grades of all
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

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B. I and II D. II only
12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total number of
learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet expectations
A. in three or more learning areas C. in four learning areas
B. in 2 learning areas D. as shown in the general average
15.What happens when a student in Grade 1 to 10 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 Performance\

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

• Describe what must be done to make grade reporting meaningful

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

a) maintained and
b) improved to make grades and reporting meaningful?
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REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
1. Why must grades be reported to 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 II D. I, II and III

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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 systems must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done? A. Announce names

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

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

A. Interpret grades against standards. C. Compare individual grades against mean.
B. Compute grades accurately. D. Compare grades of boys and girls
FIELD STUDY 2 LEARNING EPISODE 14 Learning
Environment
Creating an Appropriate
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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 as a person and as a professional?
This Episode will provide you a chance to observe teachers in their 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 Teachers' 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
characterize
Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES
Lives with dignity that exemplifies self-respect, This teacher is honest, has integrity, self-respect and
integrity and self-discipline self-discipline. Likewise, respected by students,
peers and the community.
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Takes care of one's physical, emotional and mental This teacher is physically, emotionally and mentally
well-being healthy. Clean and neat, dresses appropriately and
pleasant in words and in action.
Lives a life inspired by spiritual principles and This teacher behaves according to the personal
beliefs spiritual beliefs that are not contrary to the norms,
mores and tradition of the community.
Exhibits deep knowledge and understanding across This teacher is mentally alert, makes correct
disciplines decision. intelligent to be able to acquire new
knowledge, skills and values needed in order to
teach. She/he has the ability to learn new things,
relearn old knowledge in new ways, and un-learn
knowledge, skills and values that are no longer
applicable to the current times.
Recognizes own strength with humility This teacher sets nigh goals for himself/herself, but
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 challenging situation This teacher is calm in the midst of chaos, remains
steadfast under pressure, does not easily give up
and adjusts to different situations.
Demonstrates a natural action to work together with This teacher volunteer tasks for others, always
others willing to share, extends help willingly, accepts
responsibility, 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 Competences 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 a 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 experiential 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 profession This teacher practices the rules and conduct of
professional teachers.
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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, policies and This teacher keeps abreast with educational trends,
curricula policies and curricula by taking up graduate studies,
attending seminars and workshops.
Uses teaching methods to facilitate student learning This teacher practices different ways of teaching
appropriate to the learners and the subject matter.
Builds a support network with parents and the This teacher engages the cooperation of parents and
community stakeholders in educating the learners.
Demonstrates knowledge, understanding of the This teacher has substantial knowledge of the
characteristics and needs of diverse learners characteristics and needs of the learners.
Plans, prepares and implements school curriculum This teacher plans, prepares, implements and
responsibly innovates the day-to-day curriculum with the view
in mind that learners will learn.
Designs, selects and utilize appropriate assessment This teacher designs, selects and uses appropriate
strategies and tools assessment tools for, as, and of learning.
Provides safe, secure, fair physical and This teacher arranges the classroom to provide safe,
psychological learning environment that supports secure psychological environment that supports and
learning 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

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OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe and
interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you
have found out. If the personal quality is not observed by you or is not revealed in your
interview, write not observed or not manifested.
Personal Qualities Observe (O) Date Results
Interview (I) I have found out that…
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
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g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your sample
Teacher in Activity I 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) ______________________________________________________________________________
___
_________________________________________________________________________________
b) ______________________________________________________________________________
___
_________________________________________________________________________________
c) ______________________________________________________________________________
___
______________________________________________________________________________
___
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
_______________Why? Describe yourself.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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REFLECT
Good teachers are role models, whether in school, at home or in the community. From the teachers that you
had from elementary to college, did the personal qualities that they possess, help you learn better as a
student?
Identify one personal characteristic of your model teacher that has made a great impact in your life as a
learner. Reflect and describe how this quality influenced you.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Activity 14.2 Is the Teacher a Professional Teacher

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

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

__________________
BEED/BSEd Students
Name of the Teacher: _____________________________________________________________________

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

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ANALYZE
Did you learn from your observation and interview on teacher's professional competences? Now let us analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies is the teacher Strong?
_______Weak? _____ Doubtful? _________ Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the teacher observed?
Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
REFLECT
Now, it is time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should ____________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. If all the teachers teaching today possess the professional characteristics and competencies as the
teacher/teachers observed then learners will be
_________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
198
Show here the artifacts of this Episode.

199
1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)

200
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 a personal quality appropriate to be a teacher
III. possesses the characteristics given in A, B, C
2. Which of the following is a quality that is unbecoming of teacher? A. Patience and

understanding C. Aggressive and dominating
B. Humble and open-minded 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, mores 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 lessons taught D. Masters one teaching method and uses
it all the time
5. The saying goes, "Many are called, but 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 2 LEARNING EPISODE Towards Teacher

201
Quality: Developing a
21st Century
15
Glocal Teacher of the
SPARK Your Interest
Moving towards teacher quality? Wanted! A Global Teacher of the 21st Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and revealed
significant findings. There were 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 professions.
However, with the change in global landscape, the 21 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 new type of teachers, a glocal 21st century Filipino teacher. (Global
Teacher Status Index p. 123 Teaching Profession)

➢ describe the personal qualities and competencies of a glocal classroom teachers of the 21" 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 the 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.
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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 day. 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 "glocal" teacher.
Towards Quality Glocal Teachers

Quality teachers are characterized by different attributes and skills needed in the 21" 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. Understands one's own cultural identify 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. Encourages 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 21" Century
One of the major challenges of quality teachers is to "create a learning environment that
encourages creativity and innovation 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 provide learning spaces that can hardly prepare the 21*
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
203
several subject areas. Learning is longer for memorizing and recalling of information but on learning how to
learn. Thus, classroom designs should respond to the 21-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 six 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
With the classroom structure, a quality teacher should be able to manage learning under a very
conducive learning environment. Teacher should use effective classroom management strategies that will
ensure productive learning.
Quality teachers 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 skill, experience and patience the two important factors that may
affect learning management are the use of technology and the diversity of learners
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Activity 15. 1 A Day in School Life of a Quality Teacher

Observation 1: This activity will require you to stay in school for one school day. Special
arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
➢ Actual Teaching
➢ Management of Learning
➢ Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled:" A Day in the School Life of a Quality Teacher"
7. If permitted, you may include the teacher's picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
Key guide for Observation (Carefully looks for the
Teacher's Major 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.
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B. Management of Learning This teacher

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

1. keeps records of learner’s attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety
of the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced? A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when you become a
teacher? Describe.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. Which of the major responsibilities does this teacher find difficult to comply with? What are the reasons?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________________________________________________
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4. From your perspective, would you consider this teacher as quality teacher? Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good for you to reflect on all
your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
2. When you become a teacher in the future, how else would you do better as a professional teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think you will
be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher's day, would you like to congratulate the teacher you observed? Can you
show your appreciation to this teacher by sending a Thank you card? (Include this in your artifact)
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Activity 15.2 The Creation and Management of the New Learning Environment as a Skill of the 21st
Century Quality Teacher

OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing
2. Indicate and label all significant parts and furniture that you find inside including these but not limited to:
a Doors, windows
b Teacher Table, Demonstration table
c Cabinets, chalkboard, bulletin boards/display boards, etc.
d Gadgets, equipment
e Plant boxes, etc.
f Others not included in the list
3. Draw your vision of a classroom for the 21" century.
A. Current Classroom I am Observing Grade level____________

208
B. My Classroom for the 21st century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences. Explain why.
Features of the Present My Vision of the Future Why the similarity? Why the
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Classroom Components Classroom difference
REFLECT
Based on the task that you made, what challenges await you as a future teacher? How will you manage
learning in the future classroom? How will you prepare yourself to respond to 21% teaching-learning and
become a glocal teacher?
Make a short paragraph on how will you will manage teaching-learning in the 21st century classroom.
210
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 21" Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21" Century classroom.
Based on the Episodes you went through on Glocal Teacher of the 21 Century, answer the questions
that follow.
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.
A. I only B II only C. III only D. I, II, and III
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.
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4. One of the fundamental requirements of a 21st century classroom that will address globalization is the
provision of conditions that allow
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 is those who are I. well-travelled, global citizens, unmindful
of their roots
II. multi-literate, innovative and creative, multi-cultural
III. masters of the discipline, excellent in English, multi-talented
A. I only B. II only C. ill only D. I, II and III
LEARNING EPISODE
FIELD STUDY2
On Teacher’s
16
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 in order 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.
• 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 behaviors and the philosophies of education on which these behaviors are
founded; and
212
• articulate my philosophy of teaching.
REVISIT the Learning Outcome
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 10533
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 EdResource

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

statements, core values and mandate and 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.
213
Philosophy of Education Which philosophies are Which philosophies are

expressed in the DepEd vision, expressed in the K-12
Mission Statements, Core Curriculum Framework and
Values, Mandate? Give Proof. Guide and Sec. 5 of RA 10533?
Give proof.
1. Essentialism - teach mastery of Essentialism - The core values of Essentialism - List of standards
the basics; curriculum is maka-Diyos, maka-tao, and competencies that learners
prescribed; subject matter makakalikasan and maka-bansa are expected to attain is the
centered there are universal, show that DepEd is essentialist. subject matter that students are
objective values; inculcate values DepEd believes in unchanging expected to learn. - Essentialist
in subject matter values that need to be inculcated.
2. Perennialism - teach those that Any proof of perennialism?
last, the classics; there are
universal values; inculcate these
universal, objective values
3. Progressivism - very Any proof of progressivism?
childcentered; teach those that
interest the child; one learns by
experience; learners learn by
doing so teacher 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 for the social
changes; teaching is involving the
214
students in discussions 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
mistosis on a
cartolina or illustration board
Philosophy of Education Which philosophies are Which philosophies are

expressed in the DepEd vision, expressed in the K-12
Mission Statements, Core Curriculum Framework and
Values, Mandate? Give Proof. Guide and Sec. 5 of RA 10533?
Give proof.
7. Rationalism-emphasizes the Any proof of rationalism?
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 Any proof of utilitarianism?
that which is most useful (that
which brings happiness) to the
greatest number of peoples;
9. Empiricism - source of Any proof of behaviorism?
knowledge is through the senses;
teacher must involve the senses in
teaching learning
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,
215
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;
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
Activity 16.2 Articulating My Personal Philosophy of Teaching

OBSERVE
• Observe how a 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).
216
1. Essentialism - teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter centered
there are universal, objective values; inculcate
values; subject e.g. He/she saw to it that the students mas tered
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; no inculcation
of values since they are subjective; instead teachers
help students clarify their values
4. Reconstructionism - school is agent of change;

schooling is preparing students for the social
changes; teaching is involving the students in
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.
217
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
mistosis 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
teachinglearning
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
218
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)

219
I believe that I should teach the learners.... (what)
By (how)
I believe that I (how should you relate to learners, colleagues, superior, parents and other
stakeholders)
Accomplished Observation Sheets

My Philosophy of Teaching
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 B. Empiricism
C. Essentialism D. Pragmatism
2. Based on the DepEd's mission statement, "quality basic education means that students learn in a
childfriendly, gender-sensitive, safe, and motivating environment". This implies that DepEd believes that
environment affects learning. Which philosophy of education is this?
220
A. Utilitarianism B. Empiricism
C. Essentialism 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 B. Utilitarianism
C. Existentialism 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's talk
about the stomach which is he 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 sticked to the subject matter for the day and progressivist since
she also considered student's interest
B. Is pragmatic because it was practical to give way to students' request even if 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?
1. 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 bring objects to classify,
teacher considers it most practical to simply use the students' body parts like kinds of ear lobes, kinds of hair
line or a lesson on classifying. On which philosophy is teacher's practice anchored?
A. Pragmatism B. Progressivism
C. Utilitarianism 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
221
9. There are a number of laws in the Philippines requiring the teaching of subject matter such as
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 makes use 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
D. Pragmatist B. Existentialist

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1

Kolb’s model consists of concrete experience,

What is the approach of this Field Study book?

In 2006, an approach used in this book was derived

OAR is an acronym for the tasks you will do

Suggested Guidelines for Field Study Students

The Field Study students:

SPARK Your Interest

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher:_______________________ Teacher’s Signature:____________ School:_____________

a) Descriptive paragraph b) Photo essay

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities / Description Will it contribute to

Office of the Principal

Facilities / Description Will it contribute to

Facilities / Description Will it contribute to

Home Economics Room

Industrial Workshop Area

Comfort Room for Boys

Comfort Room for Girls

Others (Please specify.)

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

2. Describe the school

3. Pass by the offices.

4. Walk through the

Resource Teacher:_______________________ Teacher’s Signature:____________School:_____________

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

5. Learning Materials/Visual Aids

Write your observation report here.

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT Activity 1.2 Observing bulletin board displays

Resource Teacher:_______________________ Teacher’s Signature:____________ School:_____________

3. Propose enhancements too make the display more effective.

6. Are the message clear and easily understood?

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

Bulletin Board Evaluated by:

Signatures of Evaluator over Printed Name:

• A hand-made drawing or lay-out

My Board Display Lay-out

Was the board display effective? Why? Why not?

What suggestions can you make?

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

A. the learning environment promotes fairness.

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

I. Canteen that sells all kind of food including junk food

3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture

C. Prominence of bulletin boards in every building

4. Examine the bulletin board display. This

5. Examine the bulletin boardsplay.

FIELD STUDY 1 LEARNING EPISODE

SPARK Your Interests

TARGET Your Intended Learning Outcome

REVISIT the Learning Environment

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

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

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

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

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

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

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

Date of Birth: ____________________________ Age:_