Module in FS 1 New2

West Visayas State University
Janiuay Campus
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero Nat’l Comp.School,
Janiuay Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High
School) Janiuay, Iloilo, Philippines*Trunkline: (063) (033) 317-1894 *Telefax No:
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
Module in Ed. 214

(Field Study 1)
Prepared by:
NILO L. MASBAŇO, Ed.D.

Course Facilitator
Janiuay Campus
NOTES TO STUDENTS:
Welcome to your ED 214 (Field Study 1) class!

Before we start you need to create a Group Chat or (GC) for this course and you have
to add me as your subject teacher.
This is a three-unit course which consists of seven (7) units/chapters which are relevant to
your curriculum. Each unit contains activity/ies for you to answer after reading it thoroughly. .
For questions or clarifications regarding our lessons just chat me through our subject GC.
Sir Masbaňo
Janiuay Campus
Unit 1. OVERVIEW OF THE FIELD STUDY

At the end of the unit, the students must have:
1. demonstrated understanding of the nature, guidelines, observation protocols, and
expectations of Field Study 1; and
2. demonstrated a full grasp of how one’s take-aways from the course be compiled
and presented in a portfolio.
What are Field Study Subjects for?

Field Study I is the first experiential course which will immerse a future teacher in actual
classroom setting where direct observation of teaching-learning episodes that apply
educational theories learned in the content and pedagogy course will be made. This is
followed by Field Study 2 where the future teacher assists and participates in guided
actual teaching-learning process. The conduct of action research begins in this course
and concludes during teaching internship.
What are the Field Study courses?
1. Field Study I- Observations of Teaching-Learning in Actual School Environment
2. Field Study 2- Participation and Teaching Assistanship
3. Practice Teaching/ Teaching Internship
Source: CMO Nos. 74, 75, 76,77,78,79,80,82 s. 2017
Suggested Guidelines for Field Study Students
These guidelines are suggested to help Field Study students in the successful conduct
or 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
TEl 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 three- 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.
Janiuay Campus
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.
are required to prepare a portfolio for every Field Study course.
As a Field Study student what am I expected to learn and develop?

“Intended learning outcomes refer to what you can do, accomplish, achieve, or become
as a result of a learning experience”
Learning Outcome is the heart of Outcome-Based Education or OBE. To explain it simply,
OBE neatly organizes or aligns what you will learn, the activities you and your teachers
will work on and how you will be assessed, while focusing on you as the learner and the
ultimate outcome of what you are expected to be- a world class teacher.
To determine the intended learning outcomes for Field Study, the three important
sources below were used. What kind of teacher should you be? Learn more about these
three sources to find out!
1. Competency Framework for Southeast Asian Teachers of 21st Century (CFSAT 21)
The CFSAT 21 tells you that the ideal ASEAN teacher should know and be able to know
and able to do. It has 11 General Areas of Responsibility/Competencies.
Seameo Innotech Regional Education Program, 2010
2. Department of Education
The PPST Domains:
 Content Knowledge and Pedagogy
 Learning Environment
 Diversity of Learners
Janiuay Campus
 Curriculum and Planning
 Assessing and Reporting
 Community Linkages and Professional Engagement
 Personal Growth and Professional Development
3. Professional Regulation Commission

Competencies on which you will be tested in the LET
4. Program Outcomes CMO No. 74-80, 82 s. 2017

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, your 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 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.
Janiuay Campus
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 unobtrusive, 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 are
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.
7. Make lists. An example would be making a list of the words that a toddler used
within a specified time.
8. Write transcripts. This strategy is useful when you pair your observation with
interview or when or you are documenting what you observed in a specific
incident and you are writing an anecdotal record.
9. Use audio or video gadget/equipment to record data with permission from the
teacher and the learner/s. Some schools require parents’ consent
10. Take pictures with permission as well.
After Observation
Janiuay Campus
Once you have collected your observation data, you are now ready to analyze the data.
Be guided by the analysis questions. Remember to be objective and non-judgmental.
While it is important to connect what you observed with your prior knowledge and
experience, it is vital to be aware of your own biases that may affect your analysis.
After you have analyzed, you must now reflect on what you learned from your
observation. Ponder and contemplate and derive insights on how the experience
connects to you. Express how your perspectives have been reinforced or have been
changed. Share how your Field Study experience links to your future role as a teacher.
OBSERVE- I shall look and see and listen and hear. I should be able to record what I see
and hear.
ANALYZE- I shall examine closely what I observed, relate it to the theories, principles
and concepts that I already know.
REFLECT I shall think deeply of what I have observed, connect it to my past experiences,
present undertakings and future goals and plans as a teacher.
Now with your teacher's guidance you are ready to do your tasks
Course Requirement: Individual Portfolio
Instructions for Portfolio

1. It should be submitted individually.
2. Parts to be included
a. Cover page
Title: Portfolio in Field Study I
Submitted by
Submitted to
You can paste your recent photo in the title page
You are free to create your own design
b. Table of Contents
c. Activity sheets with reflections arranged from activity 1 to 11
Only 1 reflection for activity/ies found in the same unit. However the
Janiuay Campus
reflection should cover all the activities included within the unit. Your
reflection include your experiences/insights/learnings regarding the
lessons/activities conducted
d. Learning artifacts/learning support materials
Include all materials that you used in doing the different activities. It could be
video, lesson plan, assessment materials, interview guides, picture, etc.
3. Your portfolio will graded using the ff. criteria:
Accomplished observation sheets . . . . 30%
Reflection . . . . . . . . . . . . . . . . . . . . . . 30%
Completeness, Organization and Design . 20%
Submission Time . . . . . . . . . . . . . . . . . . 20%
Unit 2. THE SCHOOL ENVIRONMENT AND LEARNER DIVERSITY

Unit objective:
1. Described a safe and secure learning environment where learners’ diversity is
addressed in facilitating their physical, socio-emotional, & cognitive development.
Content:
1. Creating an Appropriate Learning environment
2. Learner Diversity : Developmental Characteristics , Needs and Interest
Learning outcomes:
At the end of the lesson, the students must have:
1. identified and described an environment that provides social, psychological, and
physical environment support to learning.
2. described the characteristics and needs of learners from diverse backgrounds.
Janiuay Campus
3. observed differences among learners' needs and interests.

4. identified best practices in differentiated teaching to suit the varying learner needs in
a diverse class.
5. demonstrated openness, understanding , and acceptance of the learners'
Learning Essentials
Read pp. 1, 22,30-32 of Lucas, Maria, Rita D., Borabo, Milagros L., Bilbao, Purita P.,
Corpuz, Brenda B.(2020). Field Study 1.Observations of Teaching-Learning in Actual
School Environment. Quezon City, Philippines: Lorimar Publishing, Inc.
A. 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 board s can be powerful in communicating information about the learning
environment. It has four general purposes: decorative, motivational, informational and
instructional.
B. Principles of development of learners:
1. Development is relatively orderly.
2. Development takes place gradually.
3. All domains of development and learning - physical, social and emotional, and
cognitive - are important, and they are closely interrelated (NAEYC, 2009).
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities (NAEYC, 2009).
C. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners' gender, needs, strengths, interests, and experiences
b. Learners' linguistic, cultural, socio-economic and religious backgrounds
Janiuay Campus
c. Learners' with disabilities, giftedness, and talents

d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or disasters,
child abuse, and child labor.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom
 Model respect and acceptance of different cultures and religions
 Bring each of the student's home culture and language into the shared culture of
the school
 Provide more opportunities for cooperation than competition.
Learning Environment
A learning environment is a learning setting consisting of the physical
environment, psychological factors and social relationships (Finnish National Board of
Education, 2004).
 The physical environment refers to the buildings, premises, furniture and equipment
used for the work. The physical environment also covers the technical learning
environment, which refers to educational technology.
 The psychological learning environment covers the cognitive environment, which
means the information and skills to be learnt, and the emotional environment, which
includes emotions and motivation.
 The social learning environment includes the social network, structure and system,
which are influenced by all the people involved in the learning situation and the
interaction between them.
An Observation Guide for the Learners' Characteristics

Janiuay Campus
 Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.
 Physical
 1. Observe their gross motor skills how they carry themselves, how they move,
walk, run, go up the stairs, etc.
 2. Are gross movements clumsy or 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 they showed
problem solving abilities.
 Psychological
 Sets the stage for expression of ideas, opinions and attitudes, asking of
queries;and the investigation of concerns in the classrooms (Livingstone and
Bovill, 2013)
Janiuay Campus
Activity 1-A
Exploring the School Campus
Resource Teacher:__________________Teacher’s Signature__________School__________
Grade/Year Level____________Subject Area_____________Date__________
1. Visit a school. Look into its facilities and support learning areas in the campus, then
in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
A. 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
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio
Visual/Learning
Resource Center
Science
Laboratory
Janiuay Campus
Gymnasium
Auditorium
Outdoor/Garden
Home Economics
Room
Industrial
Workshop Area
Comfort Rooms
Others (Pls.
Specify)
B. 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 Description

(location,number,arrangement,condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning
Materials/Visual Aids
Others (Pls. Specify)
1. How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
Janiuay Campus
2. How does this relate to your knowledge of child and adolescent development. How
does this relate to your knowledge of facilitating learning?
3. Why do we need to provide health facilities to our students and school personnel in
this time of pandemic. Do you think that the school is observing proper health protocols?
Why?
4. Would you like to teach in the school environment you just observed? Why?
5. What kind of school campus is conducive to learning?
6. What kind of classroom is conducive to learning?

Janiuay Campus
Activity 1-B
Click the given link https://youtu.be/nKF1icmH10I to play the video. Answer the
activities below.
A. After watching the video, answer the following checklist and describe the school
environment based on your observation.
Using the checklist for creating conducive learning environment mark_/__if the
performance indicator is evident.
Strands of Desired Performance Indicators Evident

Teaching
Performance
Creates an 1. Maintains a learning environment of courtesy
environment that and respect for different learners ( e.g. ability,
promotes fairness culture, gender).
2. Provides gender-fair opportunities for learning.
3. Recognizes that every learner has strengths.
4. Maintains a safe, clean, and orderly classroom
Makes the free from distraction.
classroom 5. Arranges challenging activities given the
environment safe physical environment.
and conducive to 6. Uses individual and cooperative learning
learning activities to improve capabilities of learners for
learning.
7. Encourages learners to ask questions.
Communicates 8. Provide learners with a variety of learning
higher learning experiences.
expectations to 9. Provides varied enrichment activities to nurture
each other the desire for further learning.
10. Communicates and maintains high standards
of learning performance.
Janiuay Campus
Describe the school environment based on your observation
On social environment
On psychological environment
On physical environment
B. Observation Guide
1. Before you observe, be sure you have reviewed and read the following: characteristics,
needs and interests of learners from different developmental levels; characteristics and
needs from diverse backgrounds and level of abilities in the classroom.
2. Basing on the video, observe the learners in the different groups. Note their
characteristics, interactions, etc.
3. Write your observation by completing the matrix below.
4. Analyze your observation data.
5. Reflect on your experience.
Janiuay Campus
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 learners at
different abilities. The items under each domain are by no means exhaustive. You may
add other aspects which you may have observed.
Development Domain Green Group/ Yellow Group/ Blue Group/Fast
Basic Group Average Group Group
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interactions with
Teacher
Interactions with
Classmates
Interests
Others
Emotional
Moods and
Temperament,
expression of Feelings
Emotional
Independence
Others
Cognitive
Communication Skills
Thinking Skills
Others
Analyze:
1. 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?
Janiuay Campus
2. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Reflect:
What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Taken from: Lucas, Maria, Rita D., Borabo, Milagros L., Bilbao, Purita P., Corpuz, Brenda
B.(2020). Field Study 1.Observations of Teaching-Learning in Actual School
Environment. Quezon City, Philippines: Lorimar Publishing, Inc.
https://www.youtube.com/watch?v=vaedonG8-_Q
https://www.youtube.com/watch?v=k7GzWs0nJig
https://www.youtube.com/watch?v=F-EaJMbvjOs
Janiuay Campus
Unit 3: Classroom Management

1. identified the various class routines employed by the teacher;

2. determined the classroom strategies utilized by the resource teacher
REVISIT the Learning Essentials
Routines are the backbone of daily classroom life. They facilitate teaching and
learning. Routines don't just make the life of the teacher easier. 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 you to 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 to the learners what are expected of them.
Physical and Personal Aspects of Classroom Management
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.
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
Janiuay Campus
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
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure
order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your
class.
2. Physical Classroom Management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensures the
safety, security and order in the class. It includes:
3.1. ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure/ design of the classroom
3.6 physical space/ learning stations
Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
Janiuay Campus
3. Document the rules.

4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly
12. Consider peer teaching.
13. Continuously engage the students
14. Assign open-ended project.
15. Write group contracts.
Janiuay Campus
ACTIVITY 2. Classroom Management and Routines Employed by the Teacher

Resource Teacher: ______________________ Teacher’s Signature: ____________
School: __________________________ Grade/Year Level: ______________
Subject Area: ___________________ Date: ____________
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
Checklist on Classroom Routines
Check Yes ( / ) if observed and ( x ) if not observed
Classroom Routines Observed (/) Not observed (X)
1. Movement into the
classroom
2. Movement out of the
classroom
3. Use of lavatories/
comfort room/ washrooms
4. Passing of papers
5. Passing of books
6. Working with
pairs/groups
7. Tardy students
8. Absent students
9. Submission/Collection of
materials
10. Asking questions during
lessons
11. Asking for assistance
12. Joining classroom
activities
13. Use of classroom
supplies
14. Checking of
Janiuay Campus
assignments
Others, please specify
15.
16.
17.
24.
ANALYZE
Analyze the routines set by the Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________
REFLECT
Reflect on the various routines observed.

1. Aside from what is shown in the video what other classroom routines are applicable
in the grade/year that you will be teaching later? Explain briefly why you need to
implement each given routine.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________
Janiuay Campus
ACTIVITY No. 3. 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 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 ( 0 ) for no opportunity to observe.
Effective Classroom Management Observed Not No
Strategies 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.
5. Encourage initiative from classmates.
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)
Janiuay Campus
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? Were these important? What
should have been used instead? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to
diverse types of learners?
______________________________________________________________________________
______________________________________________________________
Janiuay Campus
Unit 4: Instructional Planning and Cycle
1. identified the different curricula, teaching learning practices, teaching strategies,

and learning resource materials that are used and practiced in the school;
2. analyzed if the teacher aligns the objectives to subject matter, teaching
strategies and assessment, and learning resource materials in the conduct of the
lesson;
3. outlined an OBTL lesson plan/exemplar, based on the sample lesson plan, where
there is congruence of the lesson objectives, teaching methodology, and
intended learning outcomes;
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 ne taught curricula can be
assessed (assessed curriculum) in order to determine it 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 Assessment 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.
School Curriculum: What is this about?
Janiuay Campus
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.
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 to 12 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.
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
Janiuay Campus
12.
The enhanced curriculum K to12 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, 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 or learning outcomes.
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 multi talented professionals who:
know and understand the curriculum as enumerated above;
write the curriculum to be taught;
Janiuay Campus
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
Preparing for Teaching and Learning
SPARK Your Interest
This Episode gives emphasis on the principles of learning which must be applied
to ensure quality instruction. It also focuses on the intended learning outcomes which
set the direction of the lesson. They must be (SMART) Specific, Measurable, Attainable,
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.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:

identify the teaching-learning practices that apply or violate the principles
of teaching learning;
determine the guiding principles on lesson objectives/learning outcomes
applied in instruction
judge if lesson objectives/intended learning outcomes are SMART;
Janiuay Campus
determine whether or not the intended learning outcomes are achieved at

the end of the lesson; observe the teaching methods used by the Resource
Teacher; and
differentiate the different methods of teaching.
These are the time-tested principles of teaching and learning:

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 concrete,
generalization, of experience, details,
abstraction and ends with Teaching examples and ends with
concrete, experience, a rule, generalization,
details, examples abstraction
Janiuay Campus
ACTIVITY 4. The Miniscule School Curriculum: The Lesson, A Closer Look

OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure a 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 Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
A. Planning 1. Have a screen the teacher's lesson plan for the day.
What major parts do you see? Have a copy of it.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the 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?
Janiuay Campus
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 / Did learning occur in the lesson taught? Here you make
Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the 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 disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________
Janiuay Campus
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 4, how will you prepare your lesson
plan? Make a short paragraph on the topic
Janiuay Campus
ACTIVITY 5. Constructive Alignment of the Components of a Lesson Plan

Instruction: Borrow the lesson plan of your Resource Teacher utilized for the day for
scrutiny.
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: _______________________________
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up

Janiuay Campus
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?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________
3. What component would tell if the outcomes have been achieved?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________
Janiuay Campus
REFLECT
What lessons have you learned in developing or writing a lesson plan?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________
What value will it give to the teacher if the three components are aligned?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________
Janiuay Campus
Unit 5: The Teaching-Learning Resources & ICT
1. identified LRMs that can be effectively used in flexible teaching-learning modality;

2. displayed skills in the evaluation, selection, & development of a variety learning
resources to address learning goals; and
3. familiarized with the different online platforms used by the school (ex. Moodle,
Google Classroom, Schoology, Seesaw, MOOCs, etc.)
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
environment. Students will analyze and reflect on how technology, including artificial
intelligence, supports the teaching-learning process.
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
Janiuay Campus
most likely you have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. The activities here are meant for you to observe, analyze and reflect about
Access it at:
https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/UNESC0%
201CT%20Competency%20Framework%20V3.pdf
discussed in the framework.
The Learning Resource Center

1. The 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 agency, resources
Janiuay Campus
Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you
to define and evaluate technology integration. It will provide you direction and guide you
in the process of achieving effective teaching with technology. The teacher's integration
of technology in instruction can be described as progressing in 5 levels: entry, adoption,
adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and
enables quality technology integration. The interdependent characteristics of the
learning environment are being active, collaborative, constructive, authentic, and goal-
directed.
The Technology Integration Matrix connects the Levels of Technology Integration
and the Characteristics of the Learning Environment. Examine the matrix below. To
make you understand how integration is done in each of the levels and environment,
explore the TIM website and learn from the many interesting videos showing technology
integration. Go to http:/fcit.usf.edu/matrix/matrix
Observing technology integration in the classroom

Janiuay Campus
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
Janiuay Campus
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 how we run 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,
Janiuay Campus
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 temperature and
light. Smart TVs that interface with the internet.
Watches that send our vital signs the way we teach and learn. 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 AI
in education can be in the areas of gamification and adaptive instruction for
learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment
by a computer program that allows a person to visit and experience the
environment virtually. In AR, images 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.
Janiuay Campus
8. Coding. Coding is a skill necessary to create computer software, apps, and

websites. Today, there are learning programs that introduce coding activities
as early as kindergarten. Robotics programs in the elementary and secondary
programs introduce and hone the skills of young learners. Coding helps
learners develop novel ways of exploring and trying out ideas, especially when
done with 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.
Janiuay Campus
Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big group
of people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
MOOCs are on-line courses designed for large number of participants, usually
larger than the number of students that can fit a regular classroom. There can be
Janiuay Campus
hundreds or even be a thousand students or more.

Open
There is mostly freedom of place, pace and time.
Courses can be accessed by anyone anywhere as long as they have internet
connection.
Courses are open to everyone without entry qualifications.
Some courses are for free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including
Educational content. May include video, audio, text, games, simulations,
social media and animation
Facilitation interaction among peers. Builds a learning community through
opportunities to interact
Some interaction with the teacher or academic staff
Activities/tasks, tests, including feedback. Participants are provided with
some feedback mechanism. Can be automatically generated like quizzes,
feedback from peers or the teacher.
Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and most likely has to be paid for.
A study guide/syllabus. This includes instructions as to how you may learn
from the materials and interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under

Creative Commons Attribution 4.0
Janiuay Campus
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity.
ACTIVITY 6. Observing Technology Integration in the Classroom

Resource Teacher: ______________________
Click the link https://www.youtube.com/watch?v=dhqH2Y-HcAo to play the video and

answer the following questions:
1. What was the lesson all about?
2. What visual aids/materials/learning resources was/were used by the teacher?
3. After closely observing the learners' response to the teacher's use of learning
resources how will you describe their verbal and non- verbal responses? What do
their responses indicate? Are they learning and are they showing their interest in the
lesson and in the materials?
4. Using Technology Integration Matrix in which level of technology integration do you

think the teacher you observed operated? Why?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
5. 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.
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
Janiuay Campus
6. Over-all, were the learning resources appropriate and used effectively? Why? Why not?
Give your suggestions.
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
Unit 6: Assessment Practices

1. demonstrated knowledge of the design, use, & importance of assessment--

formative and summative; traditional & non-traditional;
2. determined the alignment of assessment tools and tasks with intended learning
outcomes;
3. distinguished the different types & parts of a portfolio;
4. elucidated the functions of the Table of Specifications;
5. stated the new features of the latest grading system in basic education; and
6. computed student’s grade based on DepEd’s grading system.
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 leaning,
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
Janiuay Campus
learning is referred to as self-assessment.
DISCOVER the Learning Essentials
 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by

Objective, we ensure that the intended outcome/competency/objective is
attained at the end of the lesson and so while we are still in the process of
teaching we do check learners understanding and progress.
 If we 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.
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 constructed-response/supply type of tests.
Janiuay Campus
Common examples of selected -response type of tests are alternate response

test (True-False, yes-no), multiple choice and matching type of test.
Common examples of constructed-response type of test are short answer,
problem solving and essay.
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.
In accordance with Outcome-Based Teaching-Learning, the learning outcome

determines assessment task.
Therefore, the assessment task must necessarily be aligned to the learning outcome
DISCOVER the LEARNING ESSENTIALS

Janiuay Campus
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 basis 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.
What a Portfolio Includes

Selective significant pieces-
The portfolio includes only
the selected significant
materials.
Student's reflection - There
is evidence that students
reflected on their learning.
Evidence of student
participation in selection of
content of portfolio - There
is proof that students took
part n the selection of the
Janiuay Campus
content of the portfolio.
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
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.
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
Janiuay Campus
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.
ACTIVITY 7. Observing Assessment Practices of Teachers
OBSERVE
Observe the assessment practices of your Resource Teacher and answer the following
activity.
A. Assessment for Learning Practices
1. Observe what the teacher does or listen to what Teacher says to find out if the
students understood the lesson while teaching - learning in in process.
What Teacher Said Tally Total
Janiuay Campus
Janiuay Campus
What Teacher Did Tally Total
2. Did the teacher ask the class "Did you understand? If she did, what was the class
response?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
3. Were the students given the opportunity to ask questions for clarification? How was
this done?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
Janiuay Campus
4. 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 ______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
2. Should teacher record results of formative assessment for grading purposes? Why or
why not?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
Janiuay Campus
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
3. Could an unreasonable number of failures at the end of the term/grading period be
attributed to the non-application of formative assessment? Why or why not?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
B. Observing Assessment AS Learning Practices (Self-Assessment)
Find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did the teacher provide opportunities
for the learners to monitor and reflect
on their own learning.
2.What are the proofs that students

were engaged in self – reflection, self
– monitoring and self – adjustment?
3. Did students record and report their

own learning?
4. Did teacher create criteria with the

students for tasks to be completed or
skill to learned?
ANALYZE
Janiuay Campus
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?
C. Aligning Assessment Task with the Learning Outcome

.
ANALYZE
1. Is the assessment tasks aligned to the learning outcome?

______________________________________________________________________________________
______________________________________________________________________________
Janiuay Campus
______________________________________________________________________________________
______________________________________________________________________________
2. What are 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
Reflect on past assessments you have been through. Were they all aligned with
what your teacher taught (with learning outcomes?
How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
ACTIVITY 8. Analyzing a Table of Specifications
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.
Janiuay Campus
Sometimes the types of items are described in terms of cognitive level as

well.
1. Borrow a sample of TOS from your resource teacher

2. 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.
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?

______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
Janiuay Campus
______________________________________________________________________________
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? Niisang tanong
sa tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")
Did youu 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?
Janiuay Campus
ACTIVITY 9. Computing Student’s Grades based on DepEd Grading System

Resource Teacher: ______________________
With the implementation of the Enhanced Basic Education Program of

2013, more popularly known as the K to 12 Curriculum, came a new
grading system of the Department of Education. Refer to Appendix A for
more details.
The latest grading system in basic education includes students’
performance in written 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 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 the Teacher for an interview with him/her regarding the
new grading system.
B. Interview of DepEd 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. Review of DepEd Order # 8, s. 2015
Read DepEd Order #8 s. 2015. You can research it in the internet
Janiuay Campus
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?
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.
OBSERVE
Analyze data and information gathered from the interview and from your review
Janiuay Campus
of an unused Student’s Report Card and the DepEd grading system.

1. Do teachers like the new grading system? Why or why not?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
2. What are the good points of the new grading system according to teachers?
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
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?
______________________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
Unit 7. The Teacher of the 21st Century

1. described the personal qualities and competencies of effective classroom teachers.

2. enumerated the professional characteristics of practicing teachers observed as
based on the professional standards and codes of ethics for the profession;
3. described the personal qualities and competencies of a glocal classroom teachers
Janiuay Campus
of the 21st Century; and

4. crafted one’s own teaching philosophy.
Moving towards teacher quality? Wanted! A Global Teacher of the 21st Century!
ln 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 tne world. In most countries that participated, it was found out that
like the Philippines, teaching 5 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 21st century teachers must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types of
learners.
Hence, we need the new type of teachers, a global 21st century Filipino teacher.
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.
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. 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
Janiuay Campus
Quality teachers are characterized by different attributes and skills needed in the
21st century education. Partnership 21 identified (1) Global awareness, (2) Financial,
economic, business and entrepreneurial literacy, and (4) Civic and Health Literacy which
require
1. Learning and Innovative skills.

2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the following
characteristics:
1. 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 21st 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 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in 1solation, but they work
Janiuay Campus
on interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus, classroom
designs should respond to the 21st century learning. More so, quality teachers should be
changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as
the management of learning. These are the two teacher qualities needed to address the
new roles of teachers.
How should a new classroom be? Here are some suggestions on the 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.

Janiuay Campus
“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 a teacher.
Personal Qualities of Teachers and the Descriptors
Personal Quality What the teacher IS and DOES
Lives with dignity that exemplifies This teacher is honest, has
self-respect, integrity and self - integrity, self-respect and self-
discipline discipline. Likewise, respected by
students, peers and the
community.
Takes care of one's physical, This teacher is physically,
emotional and mental well-being emotionally and mentally healthy.
Clean and neat, dresses
appropriately and pleasant in
words and in action.
Lives a life inspired by spiritual This teacher behaves according to
principles and beliefs the personal spiritual beliers that
are not contrary to the norms,
mores and tradition of the
community.
Exhibits deep knowledge and This teacher is mentally alert,
understanding across disciplines makes correct 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,
Janiuay Campus
re-learn old knowledge in new

ways, and un-lean knowledge, skills
and values that are no longer
applicable to the current times.
Recognizes own strength with This teacher sets high goals for
humility 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 This teacher volunteers tasks for
work together with others others, always willing to share,
extends help willingly, accepts
responsibility, tolerant of other
people, and gives up time for the
group.
Professional Competences of Filipino Teacher

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.
Janiuay Campus
Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES
Abides by the code of ethics for This teacher practices the rules
the profession and conduct of professional
teachers.
Masters the subject matter to be This teacher masters and updates
taught himself/herself with subject matter
content to be taught.
Updates oneself on educational This teacher keeps abreast with
trends, policies and curricula. educational trends, policies and
curricula by taking up graduate
studies, attending seminars and
workshops.
Uses teaching methods to This teacher practices different
facilitate student learning ways of teaching appropriate to
the learners and the subject
matter.
Builds a support network with This teacher engages the
parents and community cooperation of parents and
stakeholders in educating the
learners.
Demonstrates knowledge, This teacher has substantial
understanding of the knowledge of the characteristics
characteristics and needs of and needs of the learners.
diverse learners
Plans, prepares and implements This teacher plans, prepares,
school curriculum responsibly. implements and innovates the day-
to-day curriculum with the view in
mind that learners will learn.
Designs, selects and utilize This teacher designs, selects and
appropriate assessment strategies uses appropriate assessment
and tools tools for, as, and of learning.
Provides safe, secure, fair physical This teacher arranges the
and psychological learning classroom to provide safe, secure
environment that supports psychological environment that
learning. supports and encourages learning.
Serves beyond the call of duty This teacher does task and works
even beyond the official time when
needed.
Janiuay Campus
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.
OBSERVE, ANALYZE, REFLECT
ACTIVITY 10. Teacher Personal and Professional Qualities: A View from My Lenses
A. Personal Qualities
OBSERVE
Procedure:
1. Observe your Resource Teacher.
2. Review the list of the Personal Qualities given above.
3. 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
since there is no opportunity for an interview, write not observed or not manifested.
Personal Observe (O) Data Results

Qualities Interview (I) I have found out that….
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Janiuay Campus
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
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 this activity, 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.
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
Janiuay Campus
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? _____Why? Describe yourself. _________
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
REFLECT
Good teachers are role models, whether in school, at home or in the community.
From the learners 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.
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
B. Professional Qualities
OBSERVE
Procedure:
1. Conduct an online survey from the teacher you are familiar with.
2. Request the following information from the teacher
a. Name
b. LET License
Janiuay Campus
Competencies
Janiuay Nat’l Comp. High of theJaniuay
School, Professional Teacher:
National Vocational HighASchool,
Special Case
Janiuay High
Dear Ma'am/Sir: * Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
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 Student
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,

etc.)
3. Answer the same survey instrument yourself.
5. Compare the answer of the teacher with your answer on the survey. In what items do
you have the same answer?
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 your 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
Janiuay Campus
5. Engages the parents and other stakeholders to cooperate

as partnership 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)
and psychologically (friendly, inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by participating in
other extra- curricular activities when needed
Answer the following questions.
1. 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 coincide with the answers of the teacher? Why?
REFLECT
Now, it is time to reflect on Activity 10 B.

Complete the following sentences as your reflections from the results of Activity 10B.
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
Janiuay Campus
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
On Teacher’s Philosophy of Education
SPARK Your Interest

One thing asked of teacher applicants in the Department of Education is to write their
philosophy of education. This means that they have to write their concept of the nature
of the learner, how that learner learns and how that learner ought to live 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.

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 11. Articulating My Personal Philosophy of Teaching
. Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners (refer to your
previous observation).
Philosophies of Education Teaching Behavior (State what the

teacher said, taught or did)
1. Essentialism - teach mastery of In what way was teacher essentialist?;
the basics; curriculum is e.g. He/she saw to it that the students
prescribed; subject matter- mastered basic concepts and skills.
centered there are universal, He/she inculcated values.
objective values:
inculcate values; subject
2. Perennialism - teach those that last,
Janiuay Campus
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. 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;
Janiuay Campus
9. Empiricism - source of knowledge is

through the senses; teacher must involve
the senses in teaching-learning
10. Behaviorism - behavior is shaped

deliberately by forces in the environment
and that the type of person and actions
desired can be the product of design;
behavior is determined by others, rather
than by person's own free will; teacher
must carefully shape desirable behavior;
drills are commonly used to enhance
learning, rewards reinforce learning.
11. Constructivism - Learners are capable
of constructing knowledge and meaning;
teaching -learning therefore is
constructing knowledge and meaning;
teacher does not just "tell" or dictate but
asks learners for knowledge they
Construct and meaning of lesson
12. Other Philosophies
ANALYZE
1. Based on your findings and observations 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 Philosopny of Teaching."
My Philosophy of Teaching
These may be of help:
I believe that the learner . .... . . . . (concept of the learner)

Janiuay Campus
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)

Module in FS 1 New2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module in FS 1 New2

Uploaded by

Copyright:

Available Formats

West Visayas State University

Module in Ed. 214

NILO L. MASBAŇO, Ed.D.

Welcome to your ED 214 (Field Study 1) class!

Unit 1. OVERVIEW OF THE FIELD STUDY

What are Field Study Subjects for?

The Field Study students:

As a Field Study student what am I expected to learn and develop?

 Content Knowledge and Pedagogy

 Curriculum and Planning

 Assessing and Reporting

 Community Linkages and Professional Engagement

 Personal Growth and Professional Development

3. Professional Regulation Commission

4. Program Outcomes CMO No. 74-80, 82 s. 2017

1. environment, which serves as the context (classrooms, learning spaces,

Before and During Observation

Course Requirement: Individual Portfolio

Instructions for Portfolio

Unit 2. THE SCHOOL ENVIRONMENT AND LEARNER DIVERSITY

3. observed differences among learners' needs and interests.

 Maintain facilities that provide challenging activities :and

 Address the physical, social and psychological needs of the students.

c. Learners' with disabilities, giftedness, and talents

 Use strategies to build a caring community in the classroom

 Model respect and acceptance of different cultures and religions

 Provide more opportunities for cooperation than competition.

An Observation Guide for the Learners' Characteristics

Facilities / Description Will it contribute to the

B. An Observation Guide for the Classroom Visit

Classroom Facilities Description

Others (Pls. Specify)

5. What kind of school campus is conducive to learning?

6. What kind of classroom is conducive to learning?

Strands of Desired Performance Indicators Evident

Describe the school environment based on your observation

Learners' Development Matrix

Unit 3: Classroom Management

1. identified the various class routines employed by the teacher;

REVISIT the Learning Essentials

creates consistency in the employment of rules and regulations

Some Effective Classroom Management Strategies

3. Document the rules.

ACTIVITY 2. Classroom Management and Routines Employed by the Teacher

Reflect on the various routines observed.

ACTIVITY No. 3. Demonstrating knowledge of positive and non-violent discipline in the

Unit 4: Instructional Planning and Cycle

At the end of the unit, the students must have:

1. identified the different curricula, teaching learning practices, teaching strategies,

SPARK Your Interest

Formal education begins in school. Schools are institutions established to design

The enhanced curriculum K to12 curriculum is the Recommended Curriculum.

plan the curriculum to be implemented;

Preparing for Teaching and Learning

SPARK Your Interest

TARGET Your Intended Learning Outcomes

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

determine whether or not the intended learning outcomes are achieved at

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning:

ACTIVITY 4. The Miniscule School Curriculum: The Lesson, A Closer Look

This activity requires a full lesson observation from Motivation to Assessment.