FIELD STUDY 1 (REVIEWER) interests of students at different developmental

levels.
EPISODE 1
Provides an opportunity for students to examine
and reflect on a school environment that
Key Principles of Development Relevant to
promotes learning and development.
This Episode:
Intended Learning Outcome Orderly Development: Development follows
Determine the characteristics of a specific patterns, such as from head to toe
school environment that is safe, secure, and is (cephalocaudal) and from the center of the body
supportive of learning. outward (proximodistal).
Gradual Development: Development occurs
• Learning essentials include:
gradually over time, with milestones and changes
1. A conducive physical environment for learning,
happening progressively.
which involves safety, cleanliness,
Interrelated Domains: All aspects of development
orderliness, and addressing students'
and learning, including physical, social emotional,
physical, social, and psychological needs.
and cognitive domains, are interconnected. They
2. Display boards play a crucial role in
influence each other.
communicating information about the school
Increased Complexity and Self-Regulation:
culture, vision, mission, goals, and values.
Development progresses towards greater
3. Display boards have four general purposes:
complexity, increased self-regulation, and the ability
Decorative: Offer stimulation and appeal
to understand and use symbols and representations.
to aesthetics.
Motivational: Encourage students to
perform better and have greater confidence.
EPISODE 3
Informational: Used strategy to readily
Explores the impact of various factors on
disseminate information.
learners, including gender, needs, strengths,
Instructional: To respond and participated
interests, experiences, language, race,
through interactive displays.
culture, religion, socio-economic status,
4. Criteria for evaluating bulletin board displays
difficult circumstances, and indigenous
include effective communication,
backgrounds. It also emphasizes the importance
attractiveness, balance, unity,
of recognizing and leveraging this diversity in the
interactivity, legibility, correctness, and
classroom.
durability.

Key Concepts and Principles:

EPISODE 2
1. Principles of Development:
Focuses on learner diversity and
• Development and learning vary among children
understanding the developmental
and across different areas of functioning.
characteristics, needs, and interests of
• Optimal development occurs when learners are
students of various ages and grade levels. The goal
challenged just above their current mastery level
is to equip future teachers with the knowledge
and have opportunities to practice new skills.
necessary to plan and implement appropriate
• Differentiated instruction tailors content,
learning activities and assessments tailored to their
activities, and assessments to individual learner
student's developmental stages.
characteristics, abilities, interests, and needs.

Intended Learning Outcome: By the end of this 2. Factors of Learner Diversity:

episode, the learner should be capable of • Gender, needs, strengths, interests, and
describing the characteristics, needs, and experiences.
• Linguistic, cultural, socio-economic, and religious
backgrounds.
• Learners with disabilities, giftedness, and
talents.
• Learners facing challenging circumstances such
as geographic isolation, illness, displacement,
abuse, and child labor.
3. Effective Teaching Strategies for
Diverse Learners:
• Create a caring classroom community.
• Demonstrate respect and acceptance of diverse
cultures and religions.
• Incorporate students' home cultures and
languages into the school culture.
• Promote cooperation over competition.
4. Focus on Indigenous Peoples:
• Approach indigenous cultures with openness and
respect, avoiding cultural superiority.
• Recognize the diversity of indigenous groups in
the Philippines, including Lumads, Igorots,
Badjaos, Ati, Tumandok, Mangyans, and Aetas.
• Understand Republic Act 8371 (Indigenous
Peoples’ Rights Act) and its significance.
• Familiarize yourself with the 5 Key Elements of
an Indigenous Peoples Education Curriculum,
including curriculum design, teaching
methodologies, learning environment,
learning resources, and classroom
assessment.
EPISODE 4
The focus will be on the early
experiences and characteristics of the learner
as described by the family and other significant
others. You will also focus on how the teacher links
with the community to maximize the learning and
development of students.
1. Urie Bronfenbrenner's Bio-Ecological
Model:
• Describes the learner within various layers of
relationship systems.
• Layers include:
a. Microsystem (family, school,
neighborhood)
b. Mesosystem (connections between
microsystem components),
c. Exosystem (bigger social systems like
city government and workplace)
d. Macrosystem (cultural values and
laws),
e. Chronosystem (time and pacing of the
child's life).
2. Baumrind's Parenting Styles:
Authoritarian: Strict and expect obedience,
with rules set by parents. Misbehavior is met with
punishment or withdrawal of affection.
Permissive: Not controlling, few
expectations, warm but uninvolved.
Rejecting-Neglecting: Disengaged and
unresponsive, providing no structure or support.
Authoritative: A balanced approach with
firm yet loving parenting, clear expectations, and
respect for children.
Children's Outcomes Based on
Parenting Styles:
Authoritarian Parents: Children may be
unhappy, fearful, withdrawn, hostile, and have low
self-esteem and social difficulties.
Permissive Parents: Children may lack
self-control, independence, and responsibility,
feeling uncared for.
Rejecting-Neglecting Parents: Children
tend to have the least overall competence.
Authoritative Parents: Children are
socially competent, self-reliant, have self-control,
higher self-esteem, and better adjustment.
EPISODE 5
To examine how classrooms are
structured or designed to allow everyone’s
maximum participation for effective learning.
Revisit the Learning Essentials
 The classroom climate that is conducive for
learning is one that is non-threatening yet
business-like. It is a classroom where, when
creating audio-visual presentations, the
following are observed:
1. Specific classroom rules and procedures
are clear.
2. Classroom rules and procedures are
discussed within the first few days of
the school.
3. Students are involved in the design of
rules and procedures.
4. Techniques to acknowledge and reinforce
acceptable behavior are employed.
5. Clear limits for unacceptable behavior
are established and negative consequences
for such are communicated.
6. Classroom processes are democratic.
EPISODE 6
This episode focuses on the classroom
structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and
caring environment.
Revisit the Learning Essentials:
Routines are the backbone of daily classroom
life.
Establishing routines early in the school year.
- Enables you to run your daily activities run
smoothly;
- Ensures you to manage time effectively;
- Helps you maintain order in the
classroom;
- Makes you more focused in teaching
because you spend less time in giving
directions/ instructions; and
- Enables you to explain to the learners
what are expected of them.
EPISODE 7
Tackles classroom management and
discipline. It focuses on the personal and
physical aspects of classroom management.
Classroom management refers to the
wide variety of skills and techniques that
teachers use to keep students organized, orderly,
focused, attentive on tasks, and academically
productive in class.
Importance of classroom management:
• Increases the likelihood of student success.
• Facilitates student engagement in learning.
• Creates an organized classroom environment.
• Maximizes instructional time.
• Ensures consistency in applying rules and
regulations.
• Aligns management strategies with school-wide
standards.
• Reduces classroom misbehavior.
• Provides students with boundaries and
consequences.
Two Aspects of Classroom
Management:
Personal Classroom Management:
Involves managing oneself as a teacher to
maintain order and discipline in the class, including
voice, personal grooming, attendance, punctuality,
and personal behavior.
Physical Classroom Management:
Focuses on managing the physical learning
environment for safety, security, and order. This
includes considerations like ventilation, lighting,
acoustics, seating arrangement, classroom design,
and physical space.
EPISODE 8
Thus, schools have recommended
curriculum which is the enhanced K to 12
curriculums.
School Curriculum:
Curriculum refers to the total learning
process and outcomes within a specific
learning space, such as a school.
• In the Philippines, basic education follows the K-
12 or Enhanced Basic Education
Curriculum of 2013, under the Department of
Education (DepEd).
• Salient features of the K to 12 Curriculum include
strengthening early childhood education,
making the curriculum relevant, building literacy
skills, ensuring unified and seamless learning,
preparing students for the future, and nurturing
fully developed youth.
• The school curriculum includes various types:
o Recommended Curriculum
o Written Curriculum (lesson plans)
o Taught Curriculum (implementation)
o Supported Curriculum (materials)
o Assessed Curriculum (assessment)
o Learned Curriculum (successful
learning outcomes).
• There's also the Hidden Curriculum, which
consists of unplanned factors like peer
influence, media, school environment, culture,
and more, that influence learning.
Roles and Responsibilities of Teachers:
Teachers play a vital role in curriculum
management, including knowing and
understanding the curriculum, writing lesson
plans, planning curriculum implementation,
initiating curriculum changes, innovating to
keep it current, implementing the curriculum,
and evaluating all aspects of the curriculum
EPISODE 9
Principles of Learning:
1. Effective learning starts with clear expectations
and learning outcomes.
2. Learning is an active process; it involves doing
and understanding, not just hearing or seeing.
3. Learning involves connecting new ideas with
existing knowledge, real-world experiences, and
personal life.
4. Learning is a cooperative and collaborative
process.
Intended Learning Outcomes (ILOs):
• ILOs should be SMART: Specific,
Measurable, Attainable, Realistic (or result-
oriented), and Time-bound.
• ILOs set the direction of the lesson and
guide teaching and assessment.
Teaching Methods:
• Teaching methods are systematic steps in the
teaching-learning process.
• Teaching methods can be classified:
o Deductive (starting with general
concepts and moving to specifics).
o Inductive (starting with specific
examples and moving to general
concepts).
EPISODE 10
Guiding Principles in Teaching Methods
Selection:
• Learning is an active process.
• Engage multiple senses for better learning.
• Create a non-threatening atmosphere to
enhance learning.
• Emotions can impact retention and learning.
• Effective teaching goes beyond mere
information recall.
• Learning is meaningful when connected to
students' everyday life.
• An integrated teaching approach is more
effective than teaching isolated information.
Outcome-Based Teaching and Learning
(OBTL):
• OBTL aligns teaching-learning activities (TLAs)
and assessment tasks (ATs) with intended
learning outcomes (ILOs).
• ILOs become lesson objectives, TLAs are
the teaching activities, and ATs are the
evaluation part of the process.
• OBTL is a form of outcome-based
education (OBE) and competency-based
teaching.
Types of Questions:
• Factual/Convergent/Closed/Low Level:
Questions with one acceptable answer (e.g.,
Who, what, where, when).
• Divergent/Open-ended/High
Level/Higher-order/Conceptual: Questions
with more than one acceptable answer,
including evaluation, inference, comparison,
application, and problem-solving.
• Affective: Questions about students' • LRCs serve as centers of resources, laboratories
feelings. of learning, agents of teaching, and more.

Reacting Techniques:
Technology Integration:
• Providing Feedback (Acceptance Or Corrective)
• The Technology Integration Matrix categorizes
• Offering Praise
technology integration into five levels:
• Repeating Or Expanding Answers
o Entry
• Rephrasing Questions
o Adoption
• Asking Follow-Up Questions
o Adaptation
• Redirecting Questions To Other Students
o Infusion
• Soliciting Student Questions
o Transformation.
• Encouraging Through Non-Verbal Behavior, And
More.
• The learning environment characteristics
•
include:
EPISODE 11 o Active
o Collaborative
Role of Technology in Learning: o Constructive
Technology is a significant part of the o Authentic
learning environment. o Goal-directed.

This episode explores Learning Resource Evaluation of ICT Resources:

Centers, technology in instruction, virtual • Criteria for evaluating internet resources
learning environments, and the impact of include:
technology on the teaching-learning process. o Accuracy
o Appropriateness
o Clarity
Information and Communications o Completeness
Technology Competency Framework for o Motivation
Teachers (ICT CFT): o Organization
• Teachers should develop skills in evaluating
• ICT CFT is a guide for teachers' development in resources to select the best ones for teaching
using ICT in education. and learning objectives.
• It covers six aspects:
o Understanding ICT in Education Education 4.0 Trends:
o Curriculum and Assessment • Trends in Education 4.0 include:
o Pedagogy o Open Educational Resources (Oer)
o Application of Digital Skills o Social Networks
o Organization and Administration o Mobile Technologies
o Teacher Professional Learning. o The Internet Of Things (Iot)
• It includes competency levels from knowledge o Artificial Intelligence (Ai)
acquisition (Level 1) to knowledge o Virtual Reality (Vr)
creation (Level 3). o Augmented Reality (Ar)
Learning Resource Center (LRC): o Big Data
• LRCs provide support to the teaching- o Coding
learning process by offering print, audio- o Ethics and Privacy Protection.
visual, and ICT resources. • These trends have the potential to transform
• They can have various setups, including a teaching and learning.
combination of libraries, LRCs, and audio-
visual centers. Massive Open Online Courses (MOOCs):
• MOOCs are online courses open to a large
number of participants.
• They offer educational content, facilitate
interaction among peers, provide feedback, and
may offer recognition options.
• MOOCs are open, online, and accessible to
anyone, and they cover a wide range of topics
and subjects.
EPISODE 12
• It avoids the discovery of misunderstandings
only at the end of a lesson, saving time and
effort.
Encouraging Peer Assessment:
• Formative assessment encourages peer
assessment, where students assess each
other's understanding and progress.
• Peer assessment promotes collaboration and
learning from peers.

EPISODE 13
Assessment in the Instructional Cycle:

Domains of Learning Assessment:

• Assessment is a critical component of the
instructional cycle, which includes setting
• Assessment of learning occurs in three
intended learning outcomes, selecting
domains:
appropriate teaching methodologies, and
o Cognitive
assessment itself.
o Psychomotor
• Assessment should align with the intended
o Affective.
learning outcomes to determine if they have
been achieved.
• Traditional and Non-Traditional
Assessment:
Types of Assessment in a Lesson:
Assessment tasks and tools can be traditional
1. Assessment for learning (formative
(e.g., written tests) or non-traditional (e.g.,
assessment) and 2. Assessment as
portfolios, rubrics).
learning (self-assessment) are essential
in the teaching and learning process.
• Assessment in Cognitive Taxonomy:
Assessment of learning outcomes should align with
Formative Assessment (Assessment for
the different levels of cognitive taxonomy
Learning):
(e.g., Bloom's Taxonomy).
• Formative assessment is conducted during the
instructional process to check learners'
• Content Validity in Assessment Items:
understanding and progress.
Assessment items should be constructed with
• It helps identify if learners have grasped
content validity, ensuring they measure what
prerequisite knowledge and skills.
they are intended to measure.
• If learners struggle with understanding,
reteaching is done until mastery is achieved.
• Table of Specifications:
• Formative assessment is an ongoing
A Table of Specifications helps outline the
process, not just a one-time evaluation.
content and cognitive level distribution of an
• It prevents the need for extensive
assessment.
reteaching at the end of a lesson.

Purpose of Formative Assessment:

• Formative assessment ensures that learning
• Portfolios:
is happening while instruction is in
Portfolios are collections of a student's work,
progress.
showcasing their learning progress and
• It helps teachers make real-time adjustments to
achievements.
their teaching strategies based on students'
understanding.
 There are three types of portfolios:
o Process
o Showcase
o Assessment portfolios

• Scoring Rubrics:
Scoring rubrics provide clear criteria and
standards for evaluating student work, especially
for non-traditional assessments.

• K to 12 Grading System:
The K to 12 grading system is used to
compute students' grades based on their
performance in various assessments.

• Reporting Students' Performance:

➢ Grades must be reported to parents to
provide feedback on students' progress and
achievements.
➢ Meaningful grade reporting involves clear
communication of students' strengths and
areas for improvement.