Regondola, Jenevieve Blaize G. Fs-1

1
FIELD STUDY LEARNING The School

1 EPISODE
Environment
FS 1 1
AN ALY Z
O B JE C T REFLECT
E
Activity 1.1 Exploring the School Campus

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school, look into facilities and support learning areas in the campus, then
in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song, or rap
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 student’s learning and development.
Facilities / Description Will it contribute to

the student’s
learning and
development? Why?
Office of the
Principal
2
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio
Visual/Learning
Resource Center
3
Science
Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics
Room
4
Industrial
Workshop Area
PTA Office
Comfort Room for

Boys
Comfort Room for

Girls
Others
(Please specify.)
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An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question
1. Describe the
community or
neighborhood where
the school is found.
2. Describe the school

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

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

school halls, the
library, the cafeteria.
Look around and find
out the other facilities
that the school has.
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1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figure, lessons, visual aids, announcements, do you see
posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/desk arranged?
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3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?

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An Observation Guide for the CLASSROOM VISIT

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

Classroom Facilities Description
(Location, number, arrangement, condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning
Materials/Visual
Aids
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6.
7.
8.
9.
10.
Write your observation report here.
Name of the School Observed
Location of the School
Date to Visit
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ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
How does this relate to your knowledge of child and adolescent development? How does
this relate to your knowledge of facilitating learning?
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REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why
not?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?

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4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learnings and insights here.

The display board, or what we more commonly refer to as bulletin board, is one
of the most readily available and versatile learning resources.
13
To achieve the Intended Learning Outcomes, work your way through these
steps: 1. Examine for bulletin board displays. Include sample of those found at the
entrance, lobby, hallways, and classrooms 2. Pick one and evaluate the display. 3.
Propose enhancements to make the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board
displays do you see?
2. Where are the display boards found? Are they in places where target
viewers can see them?
3. What are the displays about? What key messages do they convey? What
images and colors do you see? How are the pieces of information and
images arranged?
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4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and

the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed).

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

Location:
Brief Description of the Bulletin Board:
EVALUATION
Strengths Weaknesses
Description of the Bulletin
Board Layout
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Evaluation of educational
content and other aspects
Recommendations or
Suggestions for
Improvement
Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display lay-out. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/ illustration or layout
 A collage
My Board Display Lay-out

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ANALYZE
What do you think was the purpose of the board display?
Dis the board display design reflect the likes/interests of its target audience? Why? Why
not?
Was the language used clear and simple for the target audience? Why? Why not?
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Was the board display effective? Why? Why not?
What suggestions can you make?

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Based on you suggestion, propose an enhanced version of the display board. Used the
form below.
My Proposed Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
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Best features of my proposed bulletin enhancement:
Content resources (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
2. Which of the skills you named in # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
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3. Which skills do you still need to develop? What concrete steps will you take on
how you can improve on or acquire these skills.
______
__________________________________________________________________
LINK Theory Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT .
A. The learning environment promotes fairness
B. Is safe and conducive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standards od learning’s behavior
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2. Which facilities are present in health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III, and IV D. III and IV
3. Which physical school environment supports learning?

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

School Environment
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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 1 - The Society as a Learning
Environment
Learning Outcome: Determine the characteristics of a school environment that provides
social, psychological, and physical environment supportive of learning
Name of FS Student Date Submitted:

Year & Section: Course:
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplishe All observation One (1) to two Three (3) Four (4) more
d questions/ (2) observation observation observation
Observation tasks completely questions/tasks questions/task questions/ tasks
Sheet answered/ not answered/ s not not answered/
accomplished. accomplished. answered/ accomplished.
accomplished.
Analysis All questions All questions Questions Four (4) more
were answered were answered were not observation
completely; completely; answered questions were
answers are answers are completely; not answered;
depth and are clearly answers are answers are not
thoroughly connected to not clearly connected to
grounded on theories; connected to theories; more
theories; grammar and theories; one than four (4)
grammar and spelling are (1) to three grammatical/sp
spelling are free free from (3) elling errors.
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from error. errors. grammatical/

spelling
errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; supported depth; and shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed observe and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the the context of on in the the context of
learning the learning context of the the learning
outcomes; outcomes. learning outcomes; not
Complete, well- Complete; well outcomes. complete; not
organized, organized, very Complete; not organized, not
highly relevant relevant to the organized, relevant
to the learning learning relevant to the
outcome outcome learning
outcome
Submission Submitted before Submitted on Submitted a Submitted two
the deadline the deadline day after the (2) days or
deadline more after the
deadline
COMMENT/S Rating:
Over-all score (Based on
Transmutation)
TRANSMUTATION OF SCORE TO
GRADE/RATING
SCORE 20 19- 17 16 15 14 13 11 10 9-8 7-Below
18 -
12
GRADE 1.0 1.25 1.5 1.75 2. 2.2 2.5 2.7 3.0 3.5 5.00
00 5 0 5 0
99 96 93 90 87 84 81 78 75 72 71-Below
Signature of FS Teacher above Printed Name Date

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FIELD STUDY LEARNING Learner Diversity:

EPISODE Developmental
1 Characteristics, Needs and
FS 1 2 Interests
TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to describe the characteristics, needs
and interests of learners from different development levels. (3.1.1).
Activity 2.1 Observing learner characteristics at different stages
Resource Teacher: Teacher’s Signature School:

To realize the Intended Learning Outcomes, I will work your way through these
steps:
Step 1 Observe 3 groups of learnings from different levels (preschool, elem,, and high
school).
Step 2 Describe each of the learners based on my observations,
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

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OBSERVE
Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation
report on the provided space. Your teacher may also recommend another
observation checklist if a more detailed observation is preferred.
Physical
1. Observe their goes motor skills how they carry themselves, how they
move, walk, run, go up the stair, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What
are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners.
(Happy, sad, easily cries, mood shifts)
2. How do they express their wants/need? 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 hoe they showed
problem solving abilities.
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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 levels. The items under each domain are by no means exhaustive. These are just
sample indicators. You may add other aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range Indicate age range Indicate age range
of children of children of children
observed: observed: observed:
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interests
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Others
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
Others
Cognitive
Communication
Skills
Thinking skills
Problem-solving
Others
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ANALYZE
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.
Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool
Age range of learners
observed
Elementary
observed
High School
observed
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REFLECT
1. While you were observing the learners, did you re call your own experiences
when you were their age? What similarities do you have with the learners you
observed?
2. Think of a teacher you cannot forget for positive or negative. How did she/he help
or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
3. Share your other insights here.

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LINK Theory to Practice
1. A 14-year-old felt ignored by her crush whom she believes is her one true
love. She is crying incessantly and refuses to listen and accept sound
advice that the teacher is offering. Her refusal to accept is because .
A. She thinks what she feels is too special and unique, that no one has felt
like this before
B. The teenager’s favorite word is “no”, and she will simply reject
everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor
skills of the 14-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand
muscles.
3. Science Teacher Rita showed her glass of water with an egg in it. She
asked the class: “What happens to the eggs if I add three-tablespoon salt
to the glass of water?” This is hypothesis formulation. What can you infer
about the cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
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SHOW
Which is your favorite theory of development. How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.
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Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity:
Developmental characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interests of learners from
different developmental levels.

3 1
accomplished.
spelling
errors.
analyzed
38

outcome
deadline
COMMENT/S Rating:
Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

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

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FIELD STUDY LEARNING Focus on Gender, Needs,

Strengths, Interest, Experiences
1 EPISODE Language, Race, Culture,
Religion, Socio-economic
FS 1 3 Status, Difficult Circumstances,
and Indigenous People
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:

 Describe the characteristics and needs of learners from diverse backgrounds.
 Identify the needs of students with different levels of abilities in the classrooms
 Identify the practices in differentiated teaching to suit the varying learner needs in
a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.
Observing differenced among learners’ gender, needs,

Activity 3.1
strengths, interests, and experiences; and differences among
learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.
Resources Teacher: Teacher’s Signature School:

The learners’ differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data to
find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these
steps:
40
Step 1. Observe a class in different parts of a school day. (Beginning of the day,
class, time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, social
and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practice that
she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions
The observation form is provided for me to document my observations.
OBSERVE
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
During Class:
1. How much interaction is there in the classroom? Describe how the student interact
with another and with the teacher. Are the groups that interact more with the
teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate activity? Who among them ask for most
help?
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5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will
call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age?

By gender? By racial or ethnic group? By their interests? or are the students in
mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has
affected the learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse
students dur to the following factors:
Gender, including LGBT

As a teacher you should give activities or task to the boys who are feminine in
nature and as well as to the girls. Let them experience all things regardless
 Language and cultural differences
 Differences in religion
 Socio-economic status
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OBSERVATION REPORT

School Address
Date if Visit
43
ANALYZE
1. Identify the perons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somsbody who appears to be the
leader, a mascot/joker, an attention seeker, alittle teacher, a doubter/pessimist?
__________________________________________________________________
__________________________________________________________________
What makes the learners assume those roles? What factors affect their behavior?
______
__________________________________________________________________
__________________________________________________________________
2. Is there anyone you observed who appear left out? Are students who appear
“different?” why do they appear different? Aree they accepted or rejected by the
others? How is this shown?
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What does the teacher do to address like this?
______
__________________________________________________________________
__________________________________________________________________
3. How does the teacher influence the class interaction considering the individual
differences of the students?
_____
_________________________________________________________________
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
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__________________________________________________________________
__________________________________________________________________
46
REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
47
Observing differences among learners with disabilities,

Activity 3.2 giftedness, and talents

Grade/Year Level: Student Area: Date:
To realize the Intended Learning Outcomes, work your way through these
steps:
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Obseravtion Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those
that seem to be behind.
3. Validate your observations by asking the teacher about the background
and needs of the learners.
4. Observe the behavior of both regular students and those with special
needs. Note their dispositions, pace in accomplishing task, interaction
with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs
of the students in his/her class.
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OBSERVATION REPORT

School Address
Date of Visit
49
ANALYZE
1. Did your observation match the information given by the teacher?
__________________________________________________________________
2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction to
meet the needs of the learners?
__________________________________________________________________
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how.
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REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and
low achievers in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?
2. What dispositions and trains will you need as a future teacher to meet the needs of
the learners?
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Observing the school experiences of learners who belongs to

Activity 3.3
indigenous groups.

To realize the Intended Learning Outcomes, work way through these steps
1. Ensure that you have reviewed the no. 3 Focused on Indigenous People in the
Learning Essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center of Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San
Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Clinog, Iloilo
h. T’boli School in Living Traditions, Lake Sebu, South Cotabato
i. Daranghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission
from these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media.
And if still not feasible consider a” virtual” field study through watching Indigenous
Peoples in the Philippines videos. There are several available at YouTube. You can start
with this video by DepEd:
3. Write your observation report
4. Analyze your observation data using the Indigenous People Education
Framework.
5. Reflect on your experience.
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OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples Education
Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
If you are watching videos you searched, instead of actually visiting a

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

53
OBSERVATION REPORT
(you may include photo here)

School Address
Date of Visit
OBSERVATION REPORT
54
(you may include photo here)

55
ANALYZE
Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data
1. Does the school foster
a sense of belonging
to one’s ancestral
domain, a deep
understanding of the
community’s beliefs
and practices? Cite
example.
2. Does the school show
respect of the
community’s
expression of
spiritually? How?
3. Does the school foster
in the indigenous
learners a deep
appreciation of their
identity? How?
4. Does the curriculum
teach skills and
competencies in the
indigenous learners
that will help them
develop and protect
their ancestral domain
and culture?
link new concepts and
competencies to the
life experience of the
community?
6. Does the teaching
strategies help
strengthen, enrich, and
complement the
community’s
indigenous teaching-
process?
maximize the use of
the ancestral domain
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and activities of the

community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite
examples.
8. Is cultural sensitivity
to uphold culture,
beliefs and practices,
observed and applied
in the development
and use of
instructional materials
and learning
resources? How? (For
example, Culture
bearers of the
Indigenous People are
consulted. )
9. Do assessment
practices consider
community values and
culture? How?
10. Do assessment process

include application of
higher order thinking
skills?
What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?
____________
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OBSERVE
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by
3.2 Uphold and celebrate their culture, beliefs, and practices by
3.3 Advocate for indigenous people’s education by

58
With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both high
and low achievers in your class? Make a collection of strategies on how to address the
student’s different ability levels.
59
Directions: read the items given below and encircle the correct answer
1. Which statement or student diversity is CORRECT?
A. The teacher must do his/her best to reduce students’ diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students varied cultures
2. Which students thinking/behavior indicates that he/she values diversity?

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

A. Compare students
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogenous grouping for group activities
D. Develop different standards for different student’s groups
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT.

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions
5. All are best practices in using learning resources for indigenous learners,
EXCEPT
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous community
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D. The indigenous community’s property rights are upheld in publishing learning
resources
60
6. All are best practices for assessment in the Indigenous Peoples Education
Framework, EXCEPT.
A. Including the practice of competencies in actual community and family
situation
B. Applying higher order thinking skills and integrative understanding across
subject areas
C. Using international context in the assessment standards and content faithfully
without modification
D. Including community generated assessment process that are part of indigenous
learning system
7. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?
A. Sinusuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability levels and makes the groups
work will the same topic but assigns a different task appropriate for each
group to accomplish
B. The teacher divides the class into three heterogenous groups and assigns the
same activity for each group to work on
C. The teacher groups the learners by their ability level and assign different
content topics for the groups to work on
D. The teacher groups the learners by their ability levels and assign each group a
different task on the same topic, and then requests three different teachers,
each to assess one of the groups
9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable
B. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable except by lecturing
C. Preparing two different sets of examination, one for the fast learners and
another for the slow learners
D. Applying two sets of different standards
61

Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strengths,
Interest, Experience Language, Race, Culture, Religion, Socio-Economic Status,
Difficult Circumstances, And Indigenous People
Learning Outcome: describe the characteristics and needs of learners from diverse
background. identify the needs of students with different levels of abilities in the
classroom. identify best practices in differentiated teaching to suit the varying learner
needs in diverse class (PPST 3.1.1) demonstrate the openness, understanding, and
acceptance of the learners’ diverse needs and backgrounds

3 1
accomplished.
spelling
errors.
analyzed
62

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

63
FIELD STUDY LEARNING Learner Diversity:

1 EPISODE The Community and
Home Environment
FS 1 4
TARGET Your Intended Learning Outcomes

 Describe the influencing factors in the home environment that affect the student’
learning.
 Seek advice concerning strategies that build relationships with parents/guardians
and the wider community (6.2.1); and
 Identify effective strategies on how teacher can work together with the family.
Activity 4.1 Observing the learner’s community and home environment

To realize my Intended Learning Outcomes, I will work my way through these
steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. The rules they implement at home concerning their child’s schooling.
b. The learner’s activities and behavior while at home.
5. Write the learner’s profile
6. Analyze your observation and interview data.
7. Reflect on you observation experience.
64
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview.

Then write your observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the
domains of development:
 Physical-body built and height (thin, chubby, underweight,
overweight), level of physical activity (fast, slow, lethargic, active,
etc.)
 Social - interaction with teachers and classmates (loner, shy,
sociable, friendly, gets into fight, like by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy,
shows enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons,
excels, lags behind, shows reasoning skills, turns in assignments
and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner?
(Emotional disposition, behavior and discipline, sense of
responsibility, study habits, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often?
What do they discuss? How do they decide of the best cause of action
to resolve issues or problems?
3. How does the teacher utilize resources in the community to support
the teaching-learning process? How does the teacher work with the
community to meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is
orderly, family picture in the living room, etc.)
2. Use the interview Questions on the nest page. Just ask the questions
with which you feel comfortable.
65
Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to
translate the questions, if necessary.
Name of Learner:
Date of Birth Age:
Grade/Year Level: Gender:
Number of Sibling:
Birth Order:
Parents:
Mother:
Age: Occupational: Educational Attainment:
Father: Occupational: Educational Attainment:
Learner’s Physical Aspect:
Health
1. Mother’s health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do
you do to meet his/her emotional needs?
4. What do you do when she/he is not successfully in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate
him/her?
5. Do you have rules at home to help him develop good study habits?
66
6. What are these rules? How are they implemented?

After you have gathered all the necessary data. Write the learners development
profile using the outline below. Type the profile on a separate sheet and attached into this
learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learners’ Development Profile

Name of the Learner
School
Date of Home Visit
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the
learner. Combine the teacher’s, parents’ responses, and your own observation
67
Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher’s, parents’ responses, and your own observation
Emotional Development
In paragraph form, describe the emotional development of the learner. Combine
the teacher’s, parents’ responses, and your own observation
Cognitive Development
In paragraph form, describe the physical development of the learner. Combine
the teacher’s, parents’ responses, and your own observation
Findings
Write here your salient findings about the learner
Conclusions
Write your conclusions after have analyzed the impact of the school and the
home on the learners development. The questions in the Your analysis portion of
the learning episode can help you
Recommendation
Write your recommendations
68
ANALYZE
Your findings the recommendations in the Learner Development Profile will help
you answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the Learner? Explain your answer.
2. Relating you data with what you learned from the child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
3. Does the communication between the home-school have an effect on the learner?
If yes, what are this effect?
4. How can the teacher partner with the community to contribute to the development
and learning of the students? Who are the people or which institutions can be the
teacher tap to seek advice regarding the development and learning of students?
69
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you established good home-school collaboration?

How can you work well the parents? How can you help them? How can they help
you?
70
71
Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II C. II and III

B. I, II and III D. I, II, III, and IV
2. If a child was raised by authoritarian parent, how will you most likely will she/he
behave in class?
A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often will classmates
D. Has low level of independent
3. Which parenting style/s contribute/s to the development of children who have low
level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
72

73
2.
H–
O–
M–
E–
C-
O-
M-
M-
U-
N-
I-
T-
Y-
S-
C-
H-
O-
O-
L-
L-
I-
N-
K–
74

Evaluate Your Work Task Field Study 1, Episode 4 – Learner Diversity: The
Community and Home Environment
Learning Outcome: describe the influencing factors in the home environment that affects
the students learning, seek advice concerning strategies that build relationships with
parents/guardians and the wider community (6.2.1); and identify effectiveness strategies
on how teachers can work together with the family.

3 1
accomplished.
spelling
errors.
analyzed
75

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

76
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the Learner? Explain your answer.
2. Relating you data with what you learned from the child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
3. Does the communication between the home-school have an effect on the learner?
If yes, what are this effect?
77
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you established good home-school collaboration?

How can you work well the parents? How can you help them? How can they help
you?
78
FIELD STUDY LEARNING Creating an

1 EPISODE Appropriate
Learning
FS 1 5 Environment

 Plan on how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and conductive to
learning.
Activity 5.1 Managing Time, Space and Learning Resources

OBSERVE
Observe and use the observation about provided for you to document your observation.
1. As you observe the class, look into the characteristics of the learners.
Note their ages.
2. As I observed, each learners has a different characteristics that needed to
accept and understand. They have learners that very shy to communicate,
some are attention seeker, some are having world or doings. Some are
productive in lessons. Some are frisky, lazy and sleepy. Their ages are not
disunite from each other’s. Some are gap with 1 year, some are the same
79
situations or moments in the classroom. Each characteristics must need a

understanding and keep
3. How many boys are there? How many girls?
4. Focus on their behavior. Are they already able to manage their own
behavior?
5. Can the learners already work independently?
6. Describe their span of attention
ANALYZE
Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can validate
your observation. Write your notes below; and then organize your data in the Table that
follows.
1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.)? describe these areas. Will it
make a difference if these areas for specific purposes are not present?
80
2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the resource
teacher is available, ask him/her to describe the process. What’s the effect of
student’s participation in rulemaking on student’s behavior?
4. What are the daily routines done by Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) how are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does

this help in managing the class?
81
6. Observe the noise level in the classroom. How is this managed?
7. if a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behavior?

(Behavior strategies)
REFLECT
Reflect as a future teacher.
1. Why do you need to reinforce positive discipline?
82
Activity 5.2 Identifying the Different Aspects of Classroom Management

OBSERVE
CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix
Aspects of Classroom Description Effect on the Learners
Management (to be filled put after you
answer the analysis
question)
1. Specific Areas
in the
Classroom
2. Classroom
Rules
3. Classroom
Procedures
83
4. Daily Routines
5. Seating
Arrangement
6. Handling
misbehavior/off-
task behavior
7. Reinforcement
of Positive
Behavior
8. Others
9. Others
10. Others
84
ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
3. What behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
85
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year
level do you want to see yourself? What routines and procedures would you
consider for this level? Why?
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
3. Should learners be involved in making the class rules? Why?

86
Direction: Read the items given below and encircle the correct answer.
1. Focusing on the natural consequences of students’ behavior develops more self-
regulation in the students. Which of the following teachers demonstrates focusing
on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to
play games in the computer later.”
B. “If it takes you longer to finish the seatwork because time is wasted
with chatting, then we won’t have time to go to the playground
anymore.”
C. “Those who are well-behaved in class will be given plus 5 points in
the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you will
be exempted from the 3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when .
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners’ behavior,

they should do all EXCEPT .
A. Give immediate feedback to reinforce appropriate behavior of learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly and
consistently
D. Handle behavior problems promptly and with due respect to learner’s
rights
87

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation if classroom management.
88

Evaluate Your Work Task Field Study 1, Episode 5 – Creating an Appropriate
Learning Environment
Learning Outcome: Plan on how to manage time, space, and resources. Provide a
leaning environment appropriate to the learners and conducive to learning.

3 1
accomplished.
spelling
errors.
analyzed
89

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

90
FIELD STUDY LEARNING Classroom

1 EPISODE Management and
Classroom Routines
FS 1 6

 Identify the classroom routines set by the teacher; and
 Observe how the students execute the various classroom routines.
Activity 6.1 Observing Classroom Management and Routines

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 (×) if not observed.
Classroom Routines Observed Not Observed
() (×)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of laboratories/comfort
room/washrooms
91
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/emergencies
Classroom Routines Observed Not Observed
() (×)
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effectives in ensuring discipline and order in the class? Why?
Why not?
2. Which of those routines were systematic and consistently implemented? Explain

your answer?
92
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
Activity 6.2 Listing Down Classroom Rules

OBSERVE
Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of the rules.
Classroom rules are imperative and must be reinforces for learners’ safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will
provide a more pleasant, secured, and non-threatening environment. rules ensure the
students’ engagement and focus on their classroom activities.
Classroom Rules Importance
1. E.g., Read direction well. Ensure less error in answering the activity.
2.
3.
4.
5.
6.
ANALYZE
93
1. Analyze each given rule. What circumstance led to the formulation of the rule?
2. Are classroom rules really important?
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have
the same rules? If not, what rules are you going to employ? Explain your answer.
Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.
94

Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and
Classroom Routines
Learning Outcome: identify the classroom routines se by the teacher; and observe how
the students execute the various classroom routines.

3 1
accomplished.
spelling
errors.
analyzed
95

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

96
1. What term applies to the established ways of managing a classroom into a

more organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

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

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

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

A. Assign a leader
B. Let them work in pairs
C. Let them work individually
D. Set the dos and don’ts in every activity
97
FIELD STUDY LEARNING Physical and

1 EPISODE Personal Aspects of
Classroom
FS 1 7 Management

 Identify the two (2) aspects of classroom management; and
 Determine the classroom management strategies that the Resource Teacher
employed in his/her class.
Activity 7.1 Identifying Personal and Physical Aspects of Classroom

Management

OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspect of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management Yes No
1.Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect
from the learners?
1.2 Is the teacher’s voice modulated and can be heard by the
entire class?
1.3 Was the teacher present in class?
98
1.4 Did the teacher arrive on time in class?

1.5 Does the teacher exude a positive attitude towards teaching?
2.Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom
activities?
2.6 Is the physical space/learning station clear from obstruction
ANALYZE
Analyze the different elements of personal/physical classroom management and

answer the following questions?
1. How does the voice of the teacher affect classroom instruction?
2. how does the punctuality of the teacher affect classroom discipline?
3. why do we need to check on the physical aspects of classroom management?

99
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain. “No
amount of good instruction will come out without effective classroom
management.”
2. What are your plans in ensuring effective classroom management?
Activity 7.2 Demonstrating knowledge of positive and non-violet discipline

in the management of learner behavior.

OBSERVE
100
Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to sustainable your
observation.
Check the management strategies employed by the Resource Teacher.
Check () observed, put an (×) if not observed and (Ο) for no opportunity to observe.
Effective Classroom Management Not No
Strategies Observed Observed Opportunity
to Observe
1. Model to the students how to act in
different situations.
2. Establish classroom guidelines.
3. Document the rules.

4. Refrain from punishing the entire
class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in 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 contrasts.
Others (Please specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.
101
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?
Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
102
103

Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal Aspects of
Classroom Management
Learning Outcome: identify the two (2) aspect of classroom management and
determine management strategies that the Resource Teacher employed in his/her class.

3 1
accomplished.
spelling
errors.
analyzed
104

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

105

1. How will you prevent truancy among students?
A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lesson effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students

“Remember I am the person in authority here. I have the power to pass or fail
you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail student.
106
FIELD STUDY LEARNING Understanding the

1 EPISODE School Curriculum
Close Encounter
FS 1 8 with the School
Curriculum

 Identify the different curricula that prevail in the school setting.
 Describe how the teacher manages the school curriculum by planning,
implementing lesson through different strategies and assessment of learning
out comes; and
 Analyze if the teacher aligns the objectives to subject matters to teaching
strategies and assessment.
Activity 8.1 Curricula in the School Setting
It’s time to look around. Discover what curriculum is operating in the school
setting. Recall the types of curriculums mentioned earlier. Can you spot where these are
found? Leets do a hunting game!
OBSERVE
1. Locate where you can find the following curriculum in the school setting.
Secure a copy, make observations of the process and record your information
in the matrix below. Describe your observations.
107
Type of Curriculum Where found Description

1. Recommended Curriculum
(K to 12 Guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning Process)
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
108
7. Hidden Curriculum (Media)
ANALYZE
Which of the seven types of curriculums in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do you curricula relate to one another?
109
Draw a diagram to show the relationship of one curriculum to the other.

110
REFLECT
Make a reflection on the diagram that you have drawn.
111
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in 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.
Observation and Record Observation on the Following Aspects

Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key
points. Write your observation and description in
your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the
day. What major parts do you see? Request
a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning
outcomes?
b. What are included in the subject matter?
c. What procedure or method will the

teacher use to implement the plan?
112
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?
e. Were the learners on task? Or were they

participating in the class activity?
f. Was the lesson finished within the class

period?
113
C. Evaluating/Assessing Did the learning occur in the lesson taught? Here

you make observations to find evidence of learning.
a. Were the objectives as learned outcomes
achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of

evidence.
ANALYZE
Write a paragraph based on the data gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
114
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?
4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
115
REFLECT
Based on your observations and task in activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
116
Activity 8.3 Constructive Alignment of the Components of the Lesson Plan

OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson:
II. Subject area:
III. Grade Level:
Outcomes Teaching Method Assessment
Fill this up Fill this up Fill this up

117
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 method used? Why?
3. What component would tell if the outcomes have been achieved?

118
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?
119
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present a evidence for each kind of curriculum operating in the school setting.
This can be in picture, realia, documents or others.
120
Activity 2: Artifact
1. Present a sample curriculum in form of a Lesson Plan.
121
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title:
Subject Area:
Grade Level:
Lesson Outcomes Teaching Methods Evaluation

122

Evaluate Your Work Task Field Study 1, Episode 8 – Close Encounter with the School
Curriculum
Learning Outcome: identify the different curricula that prevail in the school setting.
Describe how the teacher manages the school curriculum by planning, implementing
lessons through different strategies and assessment of learning outcomes. Analyze if the
teacher aligns the objectives to subject matter, to teaching strategies and assessment.
3 1
accomplished.
spelling
errors.
analyzed
123

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

124
Choose the correct answer from the options given.

1. When we say school curriculum it refers only to K to 12 curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for
a curricularist EXPECT one. Which one is NOT?
A. Knower of the curriculum.
B. Believer of the curriculum.
C. Implementer of the curriculum.
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in

technology, though not deliberately taught in the lesson, will influence the
curriculum. This is referred.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be
aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important reason why there should be constructive alignment of
the components of the curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning
outcomes.
C. As a required template when starting to write a lesson plan
D. As a model of other lesson plans written and published.
125
FIELD STUDY LEARNING Preparing for

1 EPISODE Teaching and
Learning
FS 1 9

 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 objective/intended learning outcomes are SMART
 Determine whether or not the intended learning outcomes are achieved at the end
of the lesson
 Observe the teaching method used by the Resource Teacher; and
 Differentiate the different methods of teaching.
REVISIT the Learning Essentials
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 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).
126
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the
generalization, Methods concrete, experience,
abstraction and ends details, examples and
Of
with concrete, ends with a rule,
experience, details, Teaching generalization,
examples. abstraction.
Activity 9.1 Demonstrating an Understanding of Research-Based

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

apply the principle of Learning
1. Effective learning begins with the
setting of clear and high
expectations of learning outcomes.
127
2. Learning is an active process.
3. Learning is the discovery of

personal meaning and relevance of
ideas.
4. Learning is a cooperative and a

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? Least applied?

Most applied
Least applied
128
Give instances where this/these principle/s could have been applied?
REFLECT
From among the principles of learning, which one do you think is the most important?
Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning
Competences
129
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine
if the learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives) Achieved
Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.

1.
2.
3.
4.
5.
130
ANALYZE
1. Do SMART objectives make the lesson more focused?
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes
Activity 9.3 Distinguishing Between Inductive and Deductive Method of

Teaching
131

OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teaching-Centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
more passive recipients or instructions?
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Why?
132
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:

a. Constructivist - connect to past experiences of learners; learners constructed
new lesson meanings
b. Inquiry-based
c. Developmentally appropriate – learning activities fits the developmental stage

of children.
d. Reflective
133
e. Inclusive – no learner was excluded; teacher taught everybody.
f. Collaborative – students worked together.
g. Integrative – lesson was multidisciplinary – e.g., in Science, Math concepts

were taught.
ANALYZE
1. What are possible consequences of teacher purely subject matter for mastery
and for the best?
2. If you were to reteach the classes you observed, would you be teacher-
centered or student-centered? Why?
134
REFLECT
Reflect on Principles of teaching worth applying
Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need to know the intended learning outcome
of her lesson. She proceeds to her learning activities at once without letting them
know what they are supposed to learn for the day. Which principle of learning
does Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning
outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and collaborative process
2. Teacher Lil avoids drills out of the context. She gives real-world Math problems
for students to drill on. Teacher Lil is very much convinced of which principle of
learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning
outcomes.
135
3. For meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3
domains – cognitive, skill and effective or cognitive and effective or
skill and effective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his student to rate their own work using the scoring rubric
which he explained to the class before the students began with their task. Based
on revised Bloom’s taxonomy, in which level of cognitive processing are the
students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course,
Then Teaching Profession. Based on Bloom’s Taxonomy, in which level of
cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
136
Post proofs of learning that you are able to gain in this Episode. You may attach the
lesson plan (s) used by Resource Teacher to show the intended learning outcomes and the
method used in class.
137

Evaluate Your Work Task Field Study 1, Episode 9 – Preparing for Teaching and
Learning
Learning Outcome: identify the teaching-learning practices that apply or violate the
principles of teaching learning. Determine the guiding principles on lesson
objectives/learning outcomes applied in instruction. Judge if lesson objectives/intended
learning outcomes are SMART. Determine whether or not the intended learning
outcomes are achieved at the end of the lesson. Observe the teaching methods used by the
Resource Teacher. Differentiate the different methods of learning
3 1
accomplished.
spelling
errors.
analyzed
138

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

139
FIELD STUDY LEARNING

EPISODE
The
1
Instruction
FS 1 10
Cycle
SPARK Your Interest
This Episode centers on the guiding principles in the selections and use of
teaching methods. It will also tackle lesson development in the OBTL way. The K to 12
curriculum and teacher education curriculum is focused on outcomes, standard and
competencies. This means that lesson must be delivered with focus on outcomes.
Likewise, this Episode dwells on types of questions, questioning and reacting techniques
that teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student response have a bearing and strategies and in other
professional subjects in education.

 Identify the application of some guiding principles in the selection and use of
teaching strategies.
 Determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome-based teaching-learning.
 Differentiate the different methods of teaching.
Applying the Guiding Principles in the Selection and Use of

Activity 10.1
Strategies
140

OBSERVE
Observe one class with the use of the observation sheet fore greater focus then analyze
my observations with the help of the guide questions.
1. The more senses that are involved, e.g. Teacher used video on how the
the more and the better the digestion takes place and model of the
learning. human digestive system.
2. Learning is an active process.
3. A non-threatening atmosphere
enhances learning.
4. Emotion has the power to increase

retention and learning.
5. Good teaching goes beyond recall

of information.
6. Learning is meaningful when it is

connected to students’ everyday
life.
7. An integrated teaching approach is

far more effective than teaching
isolated bits of information.
ANALYZE
What is the best method of teaching? Is there such a thing?

141
REFLECT
Reflect on the question
How do we select the appropriate strategy for our lessons?
Activity 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.
1. Did the teacher state the learning objectives/intended learning outcomes (ILOs) at
the beginning of the class? Did she/he share them with the class? How?
142
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
3. What assessment task/s did teacher employ? Is/are these aligned to the lesson
objectives/ ILOs?
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
143
REFLECT
Reflect on the use of OBTL.
Activity 10.3 Applying Effective Questioning Techniques

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level off
questioning.
Types of Question Example of Questions that Resource Teacher

Asked
1. Factual/Convergent/
Closed/Low-level
2. Divergent/Open-
ended/Higher-order/
144
Conceptual
a. Evaluation
b. Influence
c. Comparison
d. Application
e. Problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave
school as period!” Does this have something to do with the type of questions that
teachers ask and the questioning and reacting techniques that they employ?
145
REFLECT
Reflect on
The importance of using various reacting techniques
Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on OBTL.
146

Evaluate Your Work Task Field Study 1, Episode 10 – The Instructional Cycle
Learning Outcome: identify the application of some guiding principles in the selection
and used of teaching strategies. Determine whether or not the lesson development was in
accordance with outcome-based teaching. Identify the Resource Teacher’s questioning
and reacting techniques. Outline a lesson in accordance with outcomes based teaching-
learning.
accomplished.
spelling
errors.
analyzed
147

outcome
deadline
COMMENT/S Rating:
Transmutation)

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

148
Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?

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

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

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

A. Allowing sufficient time.
B. Asking open-ended questions.
C. Asking non-direct question
D. Involving as many as possible
149
FIELD STUDY LEARNING Utilizing Teaching-

1 EPISODE
Learning
FS 1 11 Resources and ICT

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

Activity 11.1

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school’s Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or
facilities are used.
3. Make an inventory of its available resources and classify them according to
their characteristics and functions.
150
OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided. Ask the assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statement carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified.
Are they free dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are this
guidelines/procedure posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Takes photos of the
center (if allowed).
After you are through with your observation, classify the resources available that
you believe are most useful. Use the activity form provided for you.
Name of Center Observed:

Date of Observation:
Name of Observer:
Course/Year/School:
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches

Resources Unique Capabilities where the Resource is
(Enumerate in bullet form) Most Useful
1. Print Resources
2. Audio Resources
151
3. Non-electronic
Visual Resources
4. ICT Resources
Impression about the LRC
Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-charge:
ANALYZE
Are the learning resources/materials arranged properly according to their functions and
characteristics?
Do the guidelines and procedures facilitate easy access to the materials by the teacher?
Why?
152
What are the strengths of this Learning Resource Center?
What are its weaknesses?
What suggestions can you make?
REFLECT
153
1. Which of the materials in the Learning Resource Center caught your interest the
most? Why?
2. Which gadgets/materials are you already confident to use/operate?
3. Which ones do you feel you need to learn more about?
Activity 11.2 Observing Technology Integration in the Classroom

154
To realize the Intended Learning Outcomes, I will work my way through these
steps: Observe a class for three meetings. Videotape, if allowed. Step 2. Describe how
technology was integrated in the lessons and how the students were involved. Step 3. Use
the Technology Integration Matrix to analyze the technology integration done by the
teacher. Step 4. Reflect on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observations.
Class Observation Guide

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

REPORT
Date of Observation
School
Subject Topic
Grade/Year Level ______________________________________________
155
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

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

used of the Teaching
(Enumerate in Aids used
bullet form)
156
Use the Technology Integrated form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, In which level of technology integration do you
think the teacher you observed operated? Why?
Based on the technology integration matrix, what is the characteristics of the learning
environment in the class that you observed? Point your observations that justify your
answer.
Overall, were the learning resource used effectively? Why? Why not? Give your
suggestions.
REFLECT
157
1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group of
students? Why?
Activity 11.3 Exploring Education 4.0

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive
programs (web quest/games) on the topic. Try to ask Siri, Alexa.
3. List and describe at least 5 open-source sites/interactive programs; from open-
source
4. Evaluate the materials or programs
5. Reflect on your FS experience.
158
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.

159
ANALYZE
Analyzing the information, you got from observing the class, surf the internet to
select electronic resources, including OERs, social networking sites, and apps with virtual
or augmented reality that will be useful in teaching the same lesson. Evaluate the
resources you found, using the set of criteria discussed in the Revisit the Learning
Essentials part of the Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic
(Based on the class you
observed)
Lesson
Objectives/Learning
Outcomes
Name and Describe Put a check if the resource satisfies Describe how
type of the the criterion. you can use it
Electronic electronic if you were to
Resource resource teach in the
(Include class you
author/ observed.
publisher/
source) acc appr Cle Co motiv orga
urat opria ar mpl ating nize
e te ete d
160
161
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic

resources for the class? What made it easy? Difficult?
2. How did you choose which electronics resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to
explore more for your work as a teacher? Why?
3. Reflect on your technology skills. What skills do you already have, and what
skills would you continue to work on to be better at utilizing education 4.0
resources?
162
Activity 11.3 Professional Development Through MOOCS

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

2. On the second column, write the competencies you like to work on.
3. Search for MOOCS in the internet which are relevant to the competencies you
identified. You may try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.eductionworl.com/a_curr/moocs-beest-teachers-free-online-
course.shtml
 http://ww.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-
teachers-theyre-learners-too/
 http://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/midshift/2013/04/30/new-online-teacher-training-
program-joins-mooc-madness/
163
4. Indicate the MOOC provider. You might need to create an account in the different
MOOC provides to explore their MOOCs.
PPST Domain Competencies I MOOCs related MOOC Provider

want to work on to the
competency/ies
(Include a short
description)
1. Content
Knowledge
and Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum
and Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal
Growth and
Professional
Development
164
ANALYZE
From among the MOOCs you explore, pick at least three which you believe are
the most appropriate for you. Describe the MOOCs below.
1. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title
Provider:
Content Outline
3. MOOC Title
165
Provider:
Content Outline
REFLECT
1. How can MOOCs help you in the future career as a professional teacher and as a
lifelong learner?
2. What did you learn from the way the providers use technology to teach n the
MOOCs?
166
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who
may someday teach a MOOC?
1. Mrs. Inton is evaluating a website for the Literature class. She is making sure
that factual pieces of information found on the website are well-documented,
and pictures and diagrams are properly labeled. She is also checking that there
are no misspelled words nor grammar errors. Which criterion is she focus on?
A. Appropriateness C. Motivation
B. Clarity D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making sure the apps is uncluttered in appearance, is arranged in some order
of difficulty, and that icons represent what they were intended to represent.
Which criterion is she focusing on?
A. Organization C. Motivation
B. Accuracy D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding
out whether the app taps the skills found in the Grade 8 standards to ensure
that is app will help meet her objectives. She wants to make sure it is not too
easy nor too difficult for her students. Which criterion is she focusing on?
A. Organization C. Currency
B. Adoption-constructive D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in

kingdom Animalia. The teacher then teaches then how to use a software in
making graphic organizers. Students then use this to create their own graphic
organizers to classify animals. This slows technology integration which is
.
167
A. Entry-constructive C. infusion-constructive
B. Adoption-constructive D. transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice
in adding mixed fractions. The students then work independently with the app
to provide them sufficient practice in adding mixed fractions. This is shows
technology integration which is
A. Entry-active C. Infusion-active
B. Adaptation-active D. transformation-active
6. A Grade7 Social Students teacher gave a project where her class in manila
will work together with other Grade7 classes to their school campuses in
Visayas and Mindanao. They will create posters and video clip to
communicate a message about peace. They will use social media to spread
their peace campaign. This project involves technology integration which is
.
A. Entry-active C. transformation-constructive
B. Adaptation-constructive D. adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/Educational

Technology Center of a school EXCEPT .
A. Make available technology equipment for the use of teachers and
students
B. Conduct training for teachers on how to use technology and students
C. Work with teachers in producing instructional materials
D. Accomplish the students’ technology project for them
8. The Learning Resource / Audio-visual / Educational Technology Center

regularly provides the teachers a list of a websites, apps and instructional
materials available in the city which are relevant to the different subjects they
teach. This fulfills which function?
A. Recreational reading center
B. A Link to other community resources
C. Laboratory of learning
D. Center of resources
9. The Learning Resource / Audio-visual / Educational Technology Center

sponsors a seminar-workshop for teachers and administrators on the latest
presenter applications.
A. Center of resources C. Coordinating agency
B. Agent of teaching D. Recreational reading center
10. MOOCs are considered massive because .

168
A. They need a big amount of computer storage to be able to avail of a

course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because .

A. All courses are offered for free.
B. Course can be accessed by anyone anywhere as long as they are
connected to the internet
C. Openness to idea is a strict requirement
D. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because .

A. They have a guide or a syllabus that indicates content, objectives,
activities, and assessment
B. They are always given by a fully recognized university in the world
C. They are a requirement for a bachelor’s degree
D. They are graded
1. Indicate here pictures/illustration of the materials used by the teacher. Put your
comments annotations about what you observed.
2. Visit www.technology.com or other teacher resource websites. Print useful
instructional materials (worksheets, visual aids, flashcard, rubrics, etc.) and
include them here. Indicate how they might be useful considering your major or
area of specialization
3. Visit www.educamic.com/50-educationtechnology-tools-evey-teacher-should-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe
what you discovered and share how these tools can be helpful to you, as a
teacher.
4. Visit edtechteacher.org. this a treasure box for you. Explore and share what you
learned.
5. Paste an article about an example of technology gadget/material that you want to
learn more about. How can this gadget/material be useful in instruction/teaching?
169
170
Evaluate Your Work Task Field Study 1, Episode 10 – Utilizing Teaching-Learning

Resources and ICT
Learning Outcome: identify and classify learning resource materials in the multi-media
center. Show skills in the positive use of ICT to facilitate the teaching-learning process
(PPST 1.3.1) Show skills in the evaluation, selection, development, and use of a variety
learning resources, including ICT to address learning goals (PPST 4.5.1); Analyze the
level of technology integration in the classroom. Demonstrate motivation to utilize ICT
for professional development goals based on the (PPST 7.5.1)
3 1
accomplished.
spelling
errors.
analyzed
171

outcome
deadline
COMMENT/S Rating:
Transmutation)
E.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

172
FIELD STUDY 1 LEARNING Assessment FOR

EPISODE Learning and
Assessment AS
FS 1 12 Learning
(Formative Assessment)
SPARK Your Interest

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

 Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment.
Activity 12.1 Observing Assessment FOR Learning Practices (Formative

Assessment)
173
OBSERVE
1. Observe what teacher does or listen to teacher says to find out if the students
understood the lesson while teaching learning is in process.
What Teacher Said Tally Total
2. Dis the teacher ask the class “Did you understand”? If she did, what was the class
response?
3. Did the students make the teacher feel or sense they did not understand the lesson
or part of the lesson? How?
174
4. If they did, how did the teacher respond?
5. Were the students given the opportunity to ask questions for clarification? How
was this done?
6. If she found out that her/his lesson was not clearly understood, what did the
teacher do? Did you observe any of these activities? Please check.
Peer tutoring (Tutors was 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
Other, please specify
175
7. If she engaged himself/herself in re-teaching, how did she do it? Did she/he use
the same teaching strategy? Describe.
8. Why re-teaching by himself/herself and or/ with other student-turned tutors, did
teacher check on student’s progress?
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is
in progress? If it not better to do a once-and-for-all assessment at the completion
of the entire lesson?
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intend to check on learners’ progress?
176
3. Should teacher record results of formative assessment for grading purposes? Why
or why not?
4. Based on your observations, what formative assessment practice worked?
5. For formative assessment, why is peer tutoring in class sometimes seen to be

more effectives than teacher himself/herself doing the re-teaching or tutoring?
177
6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessment? Why or why noy?
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
 Should you record results of formative assessment? Why or why not?

178
1. My Accomplished Observation Sheet

179
2. My Analysis
180
3. My Reflection
181
4. Snapshots of peer tutoring or other activities that show formative assessment

in practice
182
Activity 12.2 Observing Assessment FOR Learning Practices (Self-

Assessment)


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

 It is the use of an ongoing self-assessment by the learners in order to
monitor their own learning.
 This is manifested when learners reflect on their own learning and make
necessary adjustments so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their
own learning
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and
self- assessment to help the, understand the next steps in learning.
 It encourages self-assessment and reflection.
183
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observation.
Teacher My Observation
1. Did teacher provide opportunities
for the learners to monitor and
reflect on their own learning?
2. What are proofs that students were

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

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

students for tasks to be completed
or skill to learned?
184
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?
2. Does assessment as learning have the same ultimate purpose as assessment

for learning?
185
REFLECT
The primarily purpose of assessment is not to measure but to further learning.
Reflect on your personal experience of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
186
1. My Accomplished Observation Sheet

187
2. My Analysis
3. My Reflection
188

Evaluate Your Work Task Field Study 1, Episode 12 – Assessment FOR Learning and
Assessment AS Learning (Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative
assessment. Explain the importance of formative assessment.
3 1
accomplished.
spelling
errors.
analyzed
189

outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

190
1. The primary purpose of assessment is to ensure learning. Which assessments are

referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III C. I and II
B. I and III D. II and III
2. Research shows that when students help develop questions for an assessment and
have a deeper understanding of what they are expected to learn before they take
the assessment, they take a greater responsibility of their own learning. Which
assessment is referred to?
A. Assessment as learning C. Assessment for learning
B. Assessment of learning D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep
track of learners’ progress in relation to learning standards…., to promote self-
reflection and personal accountability among students about their own learning…
Which assessments are referred to by the DepEd memo?

I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning
for learning
B. Assessment of learning
C. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching based on what the
students need to be successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?
191
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learners?
C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and making
adjustment so that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions
to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order
to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing the
tasks assigned to them by their teacher and so students move from the passive
learners to active owners of their own learning?
A. Assessment as learning
C. Assessment of learning
11. Which assessment is likened to tasting the soup while in the process of cooking
the soup?
A. Assessment of learning C. Assessment of learning
B. Assessment for learning D. Assessment in learning
FIELD STUDY LEARNING Assessment OF

1 EPISODE
192
FS 1 13 Learning
At the end of this Episode, I must be able to demonstrate understanding of the

design, selection, organization and use of summative strategies consistent with
curriculum requirements by being able to:
 Determine the alignment of assessment tools and task with intended learning
outcomes.
 Critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction.
 Evaluate the non-traditional assessment tools including scoring rubrics
 Examine different types of rubrics used and relate them to assessment of student
learning
 Distinguish among the 3 types of learners’ portfolio
 Evaluate a sample portfolio
 Construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy
 Explain the function of the Table of Specifications
 Distinguish among types of learners’ portfolios and their functions
 Compute students grade based on DepEd’s grading policy
 State the reason(s) why grades must be reported to parents and
 Describe what must be done to make grade reporting meaningful.
Activity 13.1 Aligning Assessment Task with the Learning Outcome


193
 Determine alignment of assessment task with learning outcome

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

outcome determines assessment task
 Therefore, the assessment task must necessarily be aligned to the learning
outcome.
OBSERVE
 Observe at least 3 classes – 1 Physical or Biological Science or Math,
English, Filipino; 1 Social Science or Literature, Panitikan, EsP and 1
P.E / Computer /EPP/ TLE.
Subjects Learning Assessment Is the If not

Outcome/s Task (How assessment aligned,
did Teacher tool/task improve on it
assess the aligned to
Learning the learning
outcome/s? outcome/?
Specify.)
P.E/EPP/TLE To dance Written quiz- No. Performance
tango enumerate the test- let
steps of tango students
in order. dance tango.
Social Science,
Literature/Panitikan.
EsP
194
Physical/Biological
Science/Math/
English/Filipino
ANALYZE
1.Are all the statement tasks aligned to the learning outcome?
2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? does this affect assessment result? How?
3. Why should assessment tasks be aligned to the learning outcomes?

195
REFLECT
 Reflect on past assessment you have been through. Were they all aligned
with what your teacher taught (with learning outcomes?)
196
 How dis this affect your performance? As a future teacher, what lesson do
you learn from this past experience and from this observation?
197

1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.
Is the test item aligned to the learning outcome?

A. no C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture
their own food.
Test item: Can plants manufacture their own food? Explain your Answer. Is
the test item aligned to the learning outcome?

A. No C. Yes,
B. Somewhat D. Yes, if explain your answer is dropped
3.Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

A. No C. Yes,
B. Somewhat D. Yes, if teacher is not included.
4.Which assessment task is aligned to the learning outcome: Compute the mean if the
scores are 50, 50, 50. 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is the mean?
B. Is mean a measure if variability?
C. What is the mean of 50, 50, 50. 48, 47, 46, 45, 44, 43, 42, 41, 40?
D. Is mean the same as average?
5. Learning outcome: To observe subject-verb agreement as one speaks.
Test: Give the correct form of the verb.
1. Dogs (howl)
198
2. A cat (meow)
3. A bird (fly)
A. No C. Yes,
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6.Here is a lesson objective/intended learning outcome: “illustrate the law of supply and
demand with your original concrete example”. For content validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example
B. Illustrate the law supply and demand with a drawing
C. Illustrate the supply and demand with a concrete, original example
D. Explain the law of supply and demand and illustrate it with a diagram
7.Teacher B wrote this learning outcome: “To interpret a given quotation.” For content
validity which should she ask?
A. Interpret Nietzsche’s statement “He who has a why to live for can bear with
almost any how.”
B. Do you believe Nietzsche’s statement “He who has a why to live for can bear
with almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost any how?”
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who
has a why o live for can bear with almost any how”?
8.After teaching them the process of experimenting, Teacher J wanted his students to be
able set up an experiment to find an answer to a scientific problem. Which will he ask his
students to do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land. Research on experiments already conducted.
Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations
and present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?
9.Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness
and activities suitable for the individual”. Does her test measure this particular outcome
and therefore has content validity?
199
Question
1. Identify the components of physical Fitness under the skill-related activities.
A. Body composition
B. Agility
C. Flexibility
D. Organic vigor
A. Yes, very much
B. Yes, because it asks something about skill-related activities
C. No.
D. No, the options have nothing to do with skill-related
activities.
Activity 13.2 Observing the Use of Traditional Assessment Tools

 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check () on the test which teacher used. From you teacher’s test items,
give an example.
Type of Put a Learning Outcome Sample Test Comments (Is
Traditional Check Assessed item of Resource the assessment
200
Assessment () Teacher tool constructed

tool/Paper and Here in accordance
Pencil Test with established
guidelines?)
Explain your
answer
Selected
Response Type
1. Alternate
response
2. Matching
Type
3. Multiple
Choice
4. Others
Type of Put a Learning Sample Test Comments (Is

Traditional Check Outcome item of the assessment
Assessment () Assessed Resource tool constructed
tool/Paper and If Teacher in accordance
Pencil Test Resource with established
Teacher guidelines?)
Used it. Explain your
answer
Constructed-
Response Type
201
1. Completion
2. Short
answer
Type
3. Problem
solving
4. Essay-
restricted
5. Essay-non-
restricted
6. Others
ANALYZE
1. Which assessment tools/task were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
202
2. Based on your answers found in the Tables above in which type of assessment
tools and tasks were the Resource Teachers most skilled in test construction?
Least skilled?
3. Can an essay or ither written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at construction traditional assessment tools? Which do you
find most difficult to construct? Any lesson/s learned?
203
Here is the learning outcome of this Activity: Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given below?
A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment task.
Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in
test construction.
D. Is an essay more reliable than a multiple-choice test?
2. What’s WRONG with this TRUE-FALSE test item?

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

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
204
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers
5. In multiple choice type of test, one option among 4 was not chosen by any
examinee.
What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
Activity 13.3 Observing the Use of Non-Traditional Assessment Tools and

Scoring Rubrics

 Evaluate non-traditional assessment tools including scoring rubrics.
 There are learning outcomes that cannot be assessed by traditional

assessment tools.
205
 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 od levels of performance quality on the criteria. (Brookhart,
2013)
 The main purpose pf 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 assess a
student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic Learning Sample of How a product Comment/s

Assessment/ Outcome Product/ /Performance (Is the
Non- Assessed Performance was assessed scoring
Traditional/ Assessed rubric
Alternative constructed
One example Describe how according
of product The product/ to
assessed. (Put a photo performance standards?)
of the product/ was assessed.
documented Which was used
performance in My analytic rubric
Teaching Artifacts. or holistic
INCLUDE THE rubric?
RUBRIC IN MY INCLUDE THE
TEACHING RUBRIC IN MY
206
ARTIFACTS TEACHING
ARTIFACTS.
1.Product
2.Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you
think that type of rubric was used more?
2. Based on your answers in # 1, what can you say about the scoring rubrics made
and used by the Resource Teacher?
207
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
4. If you were to improve on one scoring rubric used, which one and how?
5. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
6. Can rubrics help make students to become self-directed or independent learners?

Do rubrics contribute to assessment AS learning (self-assessment?) What if there
were no rubrics in assessment?
208
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for
all the years as a student.
209

 Accomplished Observation Sheet
210
 Observation
211
 Reflection
212
 A photo of a product assessed and a documented performance test

213
 Samples of scoring rubrics used by Resource Teachers – one rubric to assess

a particular product and another rubric to assess a particular performance
together with your comment/s and improved version/s, if necessary.
214
1. To pinpoint which part of the lesson needs more explanations, which scoring
rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are not capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of a sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable, way of determining whether or not the student can
now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
215
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

 Evaluate a sample portfolio.

 Distinguished among the 3 types of portfolios.
DISCOVER the Learning Essentials
 A portfolio is a purposeful collection of selective significant samples of student

work accompanied by clear criteria for performance which prove students’ effort,
progress or achievement in a given area or course.
 A portfolio of students’ work is direct evidence of learning. But it is not a mere
collection of student’s works. The student’s reflection must accompany each
output or work.
 A portfolio is different from a work folder, which 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 portfolios depending on purpose. They are: 1)
development or growth portfolio, 2) best work or showcase or display portfolio,
and 3) assessment/evaluation portfolio.
216
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select
one best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning
Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/research by you,
accomplish Observation Sheet #
4. Put a check in the right column.
What a Portfolio Included

Elements of a Portfolio Present? Missing?
1. Clearance objectives - The objectives
of the lesson/unit/course are clear
which serve as a bases for selection
2. Explicit guidelines for selection-
What, when, where how are
products/documented performances
selected?
3. Comprehensible criteria- the criteria
against which the portfolio is graded
must be understood by the learners.
4. Selective significant pieces – the
portfolio includes only the selected
significant materials.
5. Student’s reflection – there is
evidence that students reflected on
their learning.
6. Evidence of student participation in
selection of content of portfolio –
there is proof that students took part in
the selection of the content of the
portfolio.
217
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
Elements of a Portfolio (Which type of portfolio?)

1. Cover Letter-“About the Author” and “What My Portfolio Shows About
My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (require items) and option items (chosen by students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts aural/oral and written products and revised revisions, i.e. (first
drafts and corrected/revised versions)
6. Student’s reflections
3. Where and when the teacher make use each of the 3 types of portfolios?
218
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the
effort exerted on portfolio assessment commensurate to the improvement of learning and
development of learners’ metacognitive process that result from the use of portfolio?
219
 Sample/s of Improves Written Test, both selected-response type and supply

type.
220
 Sample/s of product and performance assessed.

221
 Sample/s of a rubric.
222
 Sample/s of students’ reflection on his/her portfolio.

223

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment of Learning
(Summative Assessment)
Learning Outcome: determine the alignment of assessment tools and tasks with intended
learning outcomes. Critique traditional authentic assessment tools and task for learning in
the context of established guidelines on test construction. Evaluate non-traditional
assessment tool including scoring rubrics. Evaluate sample portfolio. Distinguish among
3 types of portfolios. Construct assessment questions for HOTS following Bloom’s
Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s
Taxonomy. Explain the function of a table of specifications. Distinguish among types of
learner’s portfolios and their function. Examine different types of rubrics used them to
assessment of student learning. Compute students’ grade based on DepEd’s grading
policy. State the reason(s) why grade must be reported to parents and describe what must
be done to make reporting meaningful.
3 1
accomplished.
spelling
errors.
224

analyzed
outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

225
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

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

A. A student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
5. I want to know if my students can now focus the microscope properly. With
which portfolio am I concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
226
Activity 13.5 Determining the Level of Teacher’s Questions

 Construct assessment questions to measure HOTS following Bloom’s and

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

Cognitive Examples
Processes
Remembering – Produce the right information from memory
Recognizing
Recalling  Name three 19th -century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding – make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness style of
writing.
 Name a mammal that lives in our area.
Classifying  label numbers odd or even
 list the events of the Sepoy Mutiny of 1857
 Group native animals into their proper species
Interfering
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present-day leader
 Use a Venn diagram to demonstrate how two books by
Charles Dickens are similar and different
227
Explaining  Draw a diagram explaining how air pressure affects the

weather
 Provide details that justify why the French Revolution
happened when and how it did
 Describe how interest rates affect the economy
Applying – Use a procedure
Executing  Add a column of two-digit numbers
 Orally read a passage in a foreign language
 Have a student open house discussion.
Implementing  Design an experiment to see how plants grow in different
kinds of soil.
 Proofread a piece of writing
 Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to
the whole
Differentiating  List the important information in a mathematical word
problem and cross out the unimportant information
 Draw a diagram showing the major and minor characters
in a novel
Organizing  Place the books in the classroom library into categories
 Make a chart of often-used figurative devices and explain
their effect
 Make a diagram showing the ways plants and animals in
your neighborhood interact with each other
Attributing  Read letters to the editor to determine the authors point of
view about a local issue
 Determine a character’s motivation in a novel or short
story
 Look at brochures of political candidates and hypothesize
about the perspectives on issues
Evaluating – Make judgements based on criteria and syllabus guidelines
Checking  Participate in writing group, giving peer feedback on
organization and logic of arguments
 Listen to a political speech and make a list of any
contradictions within the speech.
 Review a project plan to see if all the necessary steps are
included
Critiquing  Judge how well a project meets the criteria of a rubric
 Choose the best method for solving a complex
mathematical problem
 Judge the validity of argument for and against astrology
Creating – Put pieces together to form something new or recognize components of a
new structure
Generating  Given a list criterion, list some options for improving race
228
relations in the school

 Generate several scientific hypotheses to explain why
plants need sunshine
 Propose a set of alternatives for reducing dependence on
fossils fuels that address both economic and environment
concerns
 Some up with alternative hypotheses based on criteria
Planning  Make a storyboard for a multimedia presentation on insect
 Outline a research paper on Mark Twain’s view on
religion
 Design a scientific study to test the effect of different
kinds of music on hen’s egg production
Producing  Write a journal from the point of view of mountaineer
 Build a habitat for pigeons
 Put on a play based on a chapter from a novel you’re
reading
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching
and assessing, New York: longmans.)
229
The New Taxonomy (Marzano and Kendal, 2007)
Figure 10. The New Taxonomy in Detail

230

OBSERVE
1. Observe a teacher in the classroom.

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

Cognitive Rank Cognitive Processes Rank Tally of Total
Processes (and Kendall and Assessment
(Bloom as Marzano) Task/
revised by Questions
Anderson and
Krathwohl)
Self-system thinking 6
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing /An 4 Analysis 3 /
Applying 3 Knowledge Utilization 4
Understanding 2 Comprehension 2 /
Remembering 1-Lowest Retrieval 1 ////-Example 4
231
Table 2. Examples of Assessment Questions/Assesment Tasks

Tally and Tally and Total Example of Rank
Total Score of Cognitive Assessment Based
Cognitive Processes (and Task/ on
Processes Rank Kendall and Rank Questions Used
(Bloom as Marzano) Given by
revised by Resource
Anderson and Teacher
Krathwohl)
Self-system thinking 6- e.g. Teacher
Highest askes
students:
Why is the
lesson
important to
you?
Metacognition 5
Exmaple 6-
Creating = I Highest
Evaluating = I 5
Analyzing /An 4 Analysis 3

= II
Applying = III 3 Knowledge 4

Utilization
Understanding 2 Comprehension 2
= II
Remembering = 1-Lowest Retrieval 1-

IIIII Lowest
I
Rank Rank
232
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest
number?
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills-metacognitive skills and self-system thinking.
233
REFLECT
If you were to rate yourself on HOTS – Where will you be form a scale of 1 to 5
(5 as highest) where will you be?
As a future teacher, reflect on how will you contribute to the development of
learners’ HOTS?
234

3 1
accomplished.
spelling
errors.
235

analyzed
outcome
deadline
COMMENT/S Rating:
Transmutation)
B.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

236
1. “Is my thinking CORRECT?” asks a student to himself.

In wat level of cognitive prrocess is he?
A. Self-system C. Metacognitive
B. Analysis D. Application
2. Formulate a 5 – item imperfect matching types of test, is a test item in the level of
which cognitive process?
A. Creating C. Self-system thinking

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

A. Ask the question “What has this lesson to do with me?
B. Crittic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase thee first stanza of Rizal’s “My Last Farewell” calls for
A. Analyzing
B. Understanding
C. Evaluating
D. Applying
5. How would you rate student’s ability to reason out logically is a question to test
students’ ability to .
A. Engage in metacognition
B. Analyze
C. Do self-system thinking
D. Evaluate
237
Activity 13.6 Analyzing a Table of Specifications

 Explain the function of 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.
 Sometimes the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
Learning No. of Cognitive Level Total

Outcome Class Rem Un Ap An Ev Cr
Hours
238
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?
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 test with content validity even without making TOS?
5. Complete the given TOS.

239
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your
reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang

tanong sa tinuro, wala! (Where did Teacher get her test? Not one of what she
taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. Will the required use od Table
of Specifications as guide in test constriction solve the problem of misaligned tests?
240

 Accomplished Observation Sheet
241
 Analysis
242
 Reflection
243
 Complete Sample TOS

244
1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1st grading test
items are applying questions based on Bloom’s taxonomy. A review of her test
shows that 50% are remembering items, 20% are analyzing questions and 30%
are applying questions.
Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes
D. Yes, her applying questions are also analyzing questions, too.
2. What is function of a TOS?
To ensure the
A. Content validity of a test C. Reasonable length of a test
B. Predictive validity of a test D. Predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true
B. Sometimes True
C. False
D. Sometimes true, sometimes false
4. In a TOS, the number of hours spent on a learning outcome determines the
number of a test items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. depends on the level of questions asked
5. The following are found in a TOS EXCEPT .

A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6. “It’s just not fair. I studied everything we discussed in class about the
Philippines and the things she made a big deal about, like comparing the
Philippines
And to think all she asked was “What’s the capital of Singapore?
What does the conversation imply about the kind of test they look?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity
245
Activity 13.7 Computing Student’s Grades based on DepEd Grading System

 Compute student’s grade based on DepEd’s grading policy

 State the new features of the latest grading system in basic education
 With the implementation of the Enhanced Basic Education Program of 2013,

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

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

1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?
2. Which do you prefer – the old or the new grading system? Why?
246
C. Interview of 5 Students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, what?
3. Does the new grading system give you a better picture of your
performance? Why or why not?
4. Which do you prefer – the old or the new grading system? Why?
247
D. Review of DepEd Order # 8, s. 2015
Read DepEd Order # 8 s. 2015. You may refer to Appendix A.

Based on DepEd Order # 8 s. 2015, answer the following:
1. What are the bases for grading?
2. How do you compute grades quarter for Grade 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
248
Show sample computations of a grade:

 In a subject of your choice from Grade 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
249
ANALYZE
Analyze data and information gathered from the interview and from your review
of an unused Student’s Report Card and the DepEd grading system
1. Do teachers and students like the new grading system? Why or why not?
2. What are the good points of the new grading system according to the teachers?
According to the students?
3. What are teachers challenged to do by the new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks

and quarterly assessment?
250
5. Do you like the experience of computing grades? Why or why not?
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies

– knowledge, skills an values learne (outcomes-based education) – do grades really
matter?
251

3 1
accomplished.
spelling
errors.
252

analyzed
outcome
deadline
COMMENT/S Rating:
Transmutation)
C.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

253
LINK Theory of Practice
1. Which is the percentage contribution of quarterly assessment to the grade student

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

A. Performance task C. Quarterly assessment
B. Written work D. Quarterly assessment and Performance
Task
5. Based on percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the students
B. All components are being emphasized
C. All emphasis for all grade 1-10 subjects is on performance task
6. A student gets a numeral grade of 80. What is the descriptor of his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. did not meet expectation
7. I get a grade of 90. What is it descriptor?

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

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
254
9. If a student failed to meet standards, which descriptor applies?

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

I. The quarterly grade is the average of the quarterly grades in the four areas
– Music, Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are
related.
A. I only C. I and III
B. I and II D. II only
12. What is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1
B. There are numerical grades which descriptions
C. There are no numerical grades
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades
by the total number of learning areas.
II. Each learning area has equal weight in computing for the General
Average.
III. The Final Grade per learning area and the General Average are reported as
whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grade 1 to 10? Any students who did
not meet expectations .
A. In three or more learning areas
B. In 2 learning areas
C. In four learning areas
D. As shown in the general average
255
15. What happens when a student in Grade 1 to 10 did not meet expectations in two
learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning
areas with failing mark
C. Promoted on the next grade level but has back subjects in the lower grade
level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Performance

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

 Describe what must be done to make grade reporting meaningful
 Grades fulfill their function if reported meaningfully to students and most of all
parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have
high IQ but not necessarily achieving or performing because of lack of
motivation or other factors.
OBSERVE
1. Observe how cards are distributed in Card Distribution Day. Describe how cards
are distributed.
256
2. Describe how the Resource Teachers communicated learner’s assessment results

and grades to parents.
3. Did parent raise questions or concerns? If yes, what were their
questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What
answers did he/she give?
Interview with Resource Teacher

1. how do you give feedback to your students regarding their performance? When do
you give feedback?
2. How do you report student’s performance to parents? Does the school have a
regular way of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is
performing?
2. If you were asked what else should be found in the Report Card, which one?
Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
257
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be

a. maintained and
b. improved to make grades and reporting meaningful?
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so

that it will result of effective learning?
258

3 1
accomplished.
spelling
errors.
259

analyzed
outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

260
LINK Theory in Practice
1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and II D. I, II, and III
2. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical
A. I and II C. I, II, and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?
A. Announce names of students who need to help
B. Rand the Report Cards from highest to lowest then distribute the same
according to rank
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that
nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance
A. I and II C. I, II, and III
B. II only D.III only
5. What does criterion-referenced grading mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on mean
6. What must be done to make grades meaningful?
A. Interpret grades against standards
B. Compute grades accurately
C. Compare individual grades against mean
D. Compare grades of boys and girls
261
FIELD STUDY 1 LEARNING Knowing the

EPISODE
Quality Teacher
FS 1 14 The teacher as a Person
and as a Professional
SPARK Your Interest

What is really like to be a TEACHER? Why is being TEACHER considered as
one of the most respected professionals in the Philippines> what makes a teacher
differently better that nay other profession? What characterize a teacher as a person and
as a professional?

 Describe the personal qualities and competences of effective classroom teachers;
and
 Enumerate the professional characteristics of practicing teacher observed on
based on the professional standards and code of ethics for the profession.
Activity 14.1 Teacher Personal Qualities: A View from My Lenses

OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
262
2. Review the list of the Personal Qualities given above.

3. follow the code given whether you will observe by seeing only or you will
observe and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities
that you have found out. If the personal quality is not observed by you or is not
revealed in your interview, write not observed or not manifested.
Personal Qualities Observe (O) Data Results

Interview (I) I have found out that….
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on Professional Competencies of the Teacher. You may

change your sample Teacher in Activity 1 will another teacher or you can still observe
the same teacher. In case you will not change your teacher to be observed the same
teacher will be your sample for both Activity 1 and Activity 2. Aside from direct
observation, you will also so a Survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a.
263
b.
c.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe your self.
REFLECT
Good teachers are role models, whether in school, home or in the community.
From the tachers that you had from elementary to college, did the personal qualitites that
they possess, help you learn better as a student?
Identify one personal characteristic of your model teacher that made a great
impact in your life as a learner. Reflect and describe hor this qua;ity influenced you.
264
Activity 14.1 Is the Teacher a Professional Teacher?

OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate,
seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher, and I would like to know the characteristics of a
professional teacher. I will be very glad if you could answer the survey form
about your co-teacher .
I will keep in confidence your identity, however, please allow me to use
the data in my lesson.
This is a requirement in out course, Field Study 1.
265
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.
Does the Teacher
Professional Competence 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
5. Engages the parents and other stakeholders to
cooperate as partners in educating the children
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of
diverse learners
7. Prepares curriculum plans, implements these with
innovation in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lessons taught
9. Makes classroom atmosphere physically
(arrangement) and psychologically (friendly,
inclusive) safe and secure for learning
10. Serves willingly beyond teaching work by
participating in other extra-curricular activities when
needed
266
Name and Signature of the Teacher Informant (Peer)

OR:
Name and Signature of the Supervisor Informant (Head)

AND
Your Name and Signature (Pre-Service Student)

267
ANALYZE
Did you learn form your observation and interview on teacher’s professional
competencies?
Now let us analyze the data.
Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? Weak? Doubtful?
Why?
2. Did your answers to the survey from coincide with the answers of the co-teacher
or head of the teacher you observed?
Why?
REFLECT
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity
2.
1. As a future teacher, the results imply that I should
268
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be
269
Show here the artifacts of this Episode.

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

270

Evaluate Your Work Task Field Study 1, Episode 14 – The Teacher as a PERSON and
as a PROFESSIONAL
Learning Outcome: describe the personal qualities and competences of effective
classroom teacher. Enumerate the professional characteristics of practicing teachers
observed as a based on the professional standards and code of ethics for the profession.
3 1
accomplished.
spelling
errors.
analyzed
271

outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

272

Based on Episode 1, choose the correct answer for each item.
1. Any teacher currently teaching is called professional because he or she
I. Is a licensed teacher
II. Has personal qualities appropriate to be a teacher
III. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II, and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the belief, mores, and tradition of the community
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lessons taught
D. Masters one teaching method and uses it all the time
5. The saying goes, “many are called, but few are chosen.” How is this directly
related to teachers?
A. There are many teachers, but few are qualified
B. There are many professionals who shift to teaching
C. Teaching is very lucrative job
D. The teachers assigned in the senior high school are the chosen teacher.
273
FIELD STUDY 1 LEARNING Towards Teacher

EPISODE Quality:
FS 1 15 Developing a Global
Teacher of the 21st
Century
SPARK your Interest
Moving towards teacher quality? Wanted! A Global Teacher of the 21st Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and
revealed significant findings. There were 21 countries surveyed which presented the
major continents of the world. In most countries that participated, it was found out that
like the Philippines, teaching is the most sough 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.
(Global Teacher Status Index p. 123 Teaching Profession)

 Describe the personal qualities and competencies of a global classroom teachers
of the 21st century; and
 Design a learner-centered classroom for the 21st century learners with learning
spaces that are safe, that allows creativity and use of ICT.
274
Activity 15.1 A Day in the School Life of Quality Teacher

Observation 1: this activity will require you to stay in school for one school day.
Special arrangement by your faculty should be made for this purpose.
Procedure
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life of s
Quality Teacher”.
7. If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher’s Major Key guide for Observation (Carefully look for the
Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts. )
275
A. Actual Teaching This teacher

1. Is learner-centered
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are
achieved
5. Is pleasant and fair in dealing with the
learners
B. Management of Learning This teacher
1. Allows all learners to participate in the
lesson
2. Consider the needs of the learners in the
setting arrangement
3. Uses instructional support materials to help
learners understand the lesson
4. Sees to it that learning is achieved within
the period of time
5. Dismiss the class on time
C. Administrative Work This teacher
1. Keeps records of learner’s attendance
everyday
2. Keeps records of formative and summative
tests
3. Submits reports and other documents on
time
4. Does other task as requested by superiors
5. Cooperates with peers and staff in the
cleanliness and safety of the school
ANALYZE
Refers to the results of your observation to answer the questions that follow
1. Which of the three responsibilities shows majority of the indicators being
practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
276
2. Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
3. Which of the major responsibilities does this teacher find difficult to comply
with? What are the reasons?
4. From your perspective, would you consider this teacher as quality teacher? Why?
277
REFLECT
Now that you have spent one school day to observe this teacher, It would be good
for you to reflect on all your observation by answering reflective questions below.
2. when you become a teacher in the future, how else would you do better as a
1. Are you
professional inspired to become a teacher after your observation? If yes,
teacher?
why? If not, Why not?
3. what are some of the concerns that you foresee in the future as a quality
teacher? Do you think you will be ready to address these? Give at least 2
concerns.
4. in what aspects of the teacher’s day, would you like to congratulate the
teacher you observed? Can you show your appreciation to this teacher by
sending a Thank you card? (Include this in your article)
278
Activity 15.2 The Creation and Management of the New Learning

Environment as a Skill of the 21st Century Teacher

This activity will allow you to develop your sense of creativity and imagination in
designing a classroom for the 21st century and determining how to manage learning in
this classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside
including these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstrative table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
279
A. Current Classroom I am Observing

Grade level
B. My Classroom for the 21st Century

280
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and

differences. Explain why?
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
281
REFLECT
Based on the task that you made, what challenges await you as a future teacher?
How will you manage learning in the future classroom? How will you prepare your self
to respond to 21st teaching-learning and become a global teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st
century classroom.
282
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrate on the Day in the School Life of the Quality Teacher
283
2. Activity 15.2 Drawing of the present classroom and Drawing of your Vision
of the Classroom for the 21st century.
284
3. Activity 15.2 Narrate how will you manage teaching-learning in the 21st
century classroom,
285
Based on the Episode you went through a Global Teacher of the 21st Century,
answer the questions that follow.
1. Anywhere in the world, when you embrace teaching as a profession, you should
be prepared to be .
I. Actual teaching
II. Manage learners and learning
III. Do administrative work
2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippine he/she is describe as
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors amplifiers a global teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach on the community until retirement.
C. Teacher who teaches in the community, but quality of teaching meets global
standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21st century classroom that will address
globalization is the provision of conditions that all .
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Masters of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D, I, II and III
286

Evaluate Your Work Task Field Study 1, Episode 15 – Towards Teacher Quality:
Developing a Global Teacher of the 21st Century
Learning Outcome: describe the personal qualities and competences of global classroom
teachers of the 21st century; and design a learner-centered classroom for the 21st century
learners with learning spaces that are safe, that allows creativity and use of ICT.
3 1
accomplished.
spelling
errors.
analyzed
287

outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

288
FIELD STUDY 1 LEARNING On Teacher’s

EPISODE Philosophy of
FS 1 16 Education
SPARK your Interest

One thing asked of teacher applicants in the Department of Education is to write
their philosophy of education. This means that they have to write their concept of the
nature of the learner, how that learner learns and how that learner ought to live life
meaningfully. Based on these philosophical concepts, the teacher applicants describe how
they ought to relate to the learner, what to teach and how to teach so that the learner
learns and lives life happily and meaningfully.
TARGET your intended learning outcomes

At the end of these Episode, I must be able to:
 Determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate, K to 12 Curriculum Framework and
Guide and RA 10533.
 Cite teacher’s teaching behaviors and the philosophies of education on which
these behaviors are founded; and
 Articulate my philosophy of teaching.

We’ are beneficiaries of a rich philosophical heritage passed on to us by great
thinkers of the past and of the present. The way teachers relate to learners and the way
they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12
Curriculum as contained in Section 3 of RA 1053 and the K to 12 Curriculum
Guide are manifestations or expressions of the philosophies of education of the
country. They state the standards and the outcomes of education towards which
all curricular activities and teaching-learning should be directed.
289
The Creation and Management of the New Learning

Activity 16.1
Environment as a Skill of the 21st Century Teacher

OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate on the K to 12 Curriculum
Framework and guide
 Study the DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
framework and guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You are
given an example.
Philosophies of Which Philosophies are Which Philosophies
Education expressed in the DepEd Vision, are expressed in the K
Mission Statements, Core to 12 Curriculum and
Values, Mandate? Give proof. Guide and Sec 5 of RA
10533?
Give proof.
1. Essentialism- Essentialism- The core values of Essentialism- List of
teach mastery of maka-Diyos, maka-tao, maka- standard that learners
the basics; kalikasan and mak-bansa show are expected to attain is
curriculum is that DepEd is essentialist. DepEd the subject matter that
prescribed; subject believes in uncaging values that students are expected to
matter- centered need to inculcated. learn.
there are universal, -Essentialist
objective values;
inculcate values in
subject matter
2. Perennialism- Any proof of Perennialism?
teach those that
last, the classics;
290
there are universal,

objective values
3. Progressivism- Any proof of progressivism?
very child-
centered; teach
those that interest
the child; one
learner by
experience;
learners learn by
doing so teacher’s
teaching is
experiential; values
are subjective; no
inculcation of
values since they
are subjective;
instead, teachers
help students
clarify their values
4. Any proof of reconstructionism?
Reconstructionism-
school is agent of
change; schooling
is preparing
students in
discussion of moral
dilemmas
5. Existentialism- Any proof of 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
291
which is efficient
and effective is that
which is good. E.g.,
showing a video
clip on mitosis is
more efficient and
more effective and
therefore more
practical than
teacher coming up
with a visual aid by
drawing mitosis on
a Carolina or
illustration board.
7. Rationalism- Any proof of rationalism?
emphasizes the
development of the
learner’s reasoning
powers; knowledge
comes though
reason; teacher
must develop the
reasoning power of
the learner
8. Utilitarianism- Any proof of utilitarianism?
what is good is that
which is most
useful (that which
brings happiness)
to the greatest
number of peoples;
9. Empiricism – Any proof of empiricism?
source of
knowledge is
through the senses;
teacher must
involve the senses
in teaching-
learning
10. Behaviorism- Any proof of behaviorism?
behavior is shaped
deliberately by
forces in the
environment and
that the type of
person and actions
292
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- Any proof of constructivism?
learners are capable
of constructing
knowledge and
meaning; teacher
does not just “tell”
or dictate but asks
learners for
knowledge they
construct and
meaning of lesson
12. Other
philosophies
Activity 1.1 Articulating My Personal Philosophy of Teaching

OBSERVE
 Observe how teacher relates to every learner and how he/she proceeds with
her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class
by observing what and how teacher teaches and relates to learners.
293
Philosophies of Education Teaching Behavior (State what the

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

2. Perennialism- teach those that last, the classics;
there are universal values; inculcate these
universal, objective values
3. Progressivism- very child-centered; teach those
that interest the child; one learns by experience;
learners learn by doing so teacher teacher’s
teaching is experiential; values are subjective;
instead, teachers help students clarify their
values.
4. Reconstructionism- school is agent of change;
schooling is preparing students for the social
changes; teaching is involving the students in
discussions of moral dilemmas
5. Existentialism- Teachers teach learners to
make a choice, to make decisions and not merely
to follow the crowd; one who does not make a
choice and so simply follow others do not leave
meaningful life
6. Pragmatism- That which is useful, that which
is practical and that which works is what is good;
that which is efficient and effective is that which
is good. e.g., showing a video clip on mitosis is
more efficient and more effective and therefore
more practical than teacher coming up with a
visual aid by drawing mistosis on a Carolina or
illustration board
7. Rationalism- Emphasizes the development of
the learners’ reasoning powers; knowledge comes
though reason; teacher must develop the
reasoning power of the learner
8. Utilitarianism- what is good is that which is
most useful (that which brings happiness) to the
greatest number of peoples;
9. Empiricism- source of knowledge is through
the senses; teacher must involve the senses in
teaching- learning
10. Behaviorism- behavior is shaped deliberately
by forces in the environment and that the type of
294
person and actions desired can be the product of

design; behavior is determined by others, rather
than by person’s own free will; teacher must
carefully shape desirable behavior; drills are
commonly used to enhance learning, rewards
reinforce learning.
11. Constructivism- Learners are capable of
constructing knowledge and meaning; teaching –
learning therefore is constructing knowledge and
meaning; teacher does not just “tell” or dictate
but asks learners for knowledge they construct
and meaning of lesson
12. Other Philosophies
Analyze
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________
________________________________________________________________________
_________________________
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________
295
REFLECT
What is your philosophy of teaching? This describes what you believed you
should teach, how you should teach and how you should relate to others in school- with
the learners, your colleagues, your superiors and all other stakeholders. Write them down.
This is your title, “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help;
I believe that the learner……………. (Concept of learner)
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)
296
Accomplished my Observation Sheets

297
My Philosophy of Teaching
298
EVALUATION
Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of Education

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

3 1
accomplished.
spelling
errors.
analyzed
299

outcome
deadline
COMMENT/S Rating:
Transmutation)
A.
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

300
LINK theory to practice
1. In its vision and mission statements, DepEd wants to develop learners….” Whose
values and competencies enable them to realize their full potential…. “On which
philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that the
students learn in a child-friendly, gender sensitive, safe, and motivating
environment”. This implies that DepEd believes that environment affects
learning. Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, is based on

which philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an

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

301
D. Is empiricist, she used visual aids for her lesson.

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

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students’ body

parts like kind of ear lobes, kinds of hair line or a lesson on classifying. On which
philosophy is teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism
8. The history of curriculum development in the Philippines shows reduction of

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

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1

FIELD STUDY LEARNING The School

Activity 1.1 Exploring the School Campus

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities / Description Will it contribute to

Comfort Room for

Comfort Room for

An Observation Guide for the CLASSROOM VISIT

2. Describe the school

3. Pass by the offices.

4. Walk through the

Resource Teacher: Teacher’s Signature: School:

3. What learning materials/equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well-lit and well-ventilated?

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

Write your observation report here.

Name of the School Observed

Location of the School

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learnings and insights here.

Resource Teacher: Teacher’s Signature: School:

An Observation Guide for BOARD DISPLAYS

5. Do you notice some errors? (Misspelled words, grammar inconsistencies and

6. Are the messages clear and easily understood?

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

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

Bulletin Board Evaluated by:

Signature of Evaluator over Printed Name:

My Board Display Lay-out

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

Was the board display effective? Why? Why not?

What suggestions can you make?

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

LINK Theory Practice

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

3. Which physical school environment supports learning?

SHOW Your Learning Artifacts

My Personal Illustration of an Effective

EVALUATE Performance Task

Name of FS Student Date Submitted:

from error. errors. grammatical/

Signature of FS Teacher above Printed Name Date

FIELD STUDY LEARNING Learner Diversity:

TARGET Your Intended Learning Outcome

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: Teacher’s Signature School:

Step 2 Describe each of the learners based on my observations,

Step 3 Validate my observation by interviewing the learners.

Step 4 Compare them in terms of their interests and needs.

An Observation Guide for the Learners’ Characteristics

Learners’ Development Matrix

Level Salient Characteristics Implications to the Teaching-

3. Share your other insights here.

LINK Theory to Practice

A. Provide daily coloring book activities.

A. Formal operational stage

EVALUATE Performance Task

Name of FS Student Date Submitted: